how to prevent juvenile delinquency

8/12/2019 How to Prevent Juvenile Delinquency

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roup PaperSTAR GROUP

Juvenile Delinquency Prevention

By :

Deddy Eduar Eka Saputra (Indonesia)

Pornpimol Chaicharoenmaitri (Thailand)

Samueal Sana Ssekatawa (Uganda)

Murziana Binti Man (Malaysia)

Abdul Qayyum Bin Rusli (Malaysia)

Rosli Bin Mohamad Yakub (Malaysia)

Saras a/l Boon Mee (Malaysia)

Choun Rotana Panha (Camdodia)

Rosnah Binti Haji Sabtu (Brunei D)

Rishma Naseem (Maldives)


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HOW TO PREVENT JUVENILEDELINQUENCY ?

A. Introduction

According to oxford dictionary juvenile delinquency also known as

juvenile offending or youth crime is the habitual committing of criminal act

or offences by a young person especially one below the age at which

ordinary criminal prosecution is possible.

The prevention of juvenile delinquency is essential part crime

prevention in society. Because the development of delinquency in youth is

influenced by numerous factors, prevention efforts need to be broad in

scope. It is generally believed that early-phase intervention represents the

best approach to prevent juvenile delinquency. Supplying young people

and adolescents with activities such as substance abuse education and

treatment, family counseling, youth mentoring, parenting education,

educational support, youth sheltering can help prevent youth involvement

in delinquent activities.

B. Objective

The aim of this paper is to present some of the effective

approaches and measures for preventing juvenile delinquency with

particular attention given to the development of educational, professional

development and community programs, improvements in family relations

and parenting skills. The paper concludes with recommendations for future

action.

The habitual committing of criminal acts or offences by a young

person, especially one below the age at which ordinary criminal

prosecution is possible.


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a) conduct by a juvenile characterized by antisocial behavior that

is beyond parental control and therefore subject to legal action

b) a violation of the law committed by a juvenile and not

punishable by death or life imprisonment

The most effective way to prevent juvenile delinquency has

indisputably been to assist children and their families early on. Numerous

state programs attempt early intervention, and federal funding for

community initiatives has allowed independent groups to tackle the

problem in new ways. The most effective programs share the following key

components :

B.1. Education

Model programs have assisted families and children by providing

them with information. Some programs inform parents on how to raise

healthy children; some teach children about the effects of drugs, gangs,

sex, and weapons; and others aim to express to youth the innate worth

they and all others have. All of these programs provide youths with theawareness that their actions have consequences. This is particularly

important in an era where youth are barraged with sexual and violent

images. Educational programs have the underlying intent of encouraging

hope and opening up opportunities for young people.

According to Ehrlich, 1975 education is an efficiency parame ter

which affects returns from both legal and criminal activities as well as

providing self- protection against apprehension or punishment. Therefore

juvenile delinquency should be curbed through education. Education

programs must be designed and modified in a way that through such

programs teens learn to develop independence in thoughts and behavior.

Special attention should be given to policies and strategies for the

prevention of alcohol, drug and other substance abuse by young persons.

Teachers and other professionals should be equipped and trained to

prevent and deal with these problems. Information on the use and abuse


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of drug should be made available to the student body. Schools should

serve as resource and referral centers for the provision of mental,

counseling and other services to young persons, particularly those with

special needs and suffering from abuse, neglect, victimization and

exploitation.

Through variety of educational programs, teachers and other

adults and the student body should be sensitized to the problems, needs

and perception of young persons, particularly those belong to

underprivileged, disadvantaged and low-income groups. Therefore,

education can be an effective solution to prevent juvenile crimes.

B.2. Recreation

Recreation is an activity of leisure, leisure being discretionary time.

The "need to do something for recreation" is an essential element of

human biology and psychology. Recreational activities are often done

for enjoyment, amusement, or pleasure and are considered to be "fun".

Recreational activities give you an opportunity to be with your loved ones.

An outing with your family or camping with close friends refreshes not only

your mind and body , but also your relationship with your dear ones!.

Recreational forms such as traveling and camping bring you close

to nature. The company of nature always proves to be an excellent

relaxation to the mind and body. Recreational activities involving risk and

adventure help you develop confidence. Sports involve teamwork and

strategic planning. Recreation in the form of group activities or team

games can thus help you develop planning and organizing skills.

Recreational activities help in the enhancement of several interpersonal

skills as well.

The importance of recreation cannot be stressed enough.

Perhaps, the most important objective of recreation is that it gives you an

opportunity to spend some time with yourself. You get time off work and

the worries and gain some peace of mind.
http://en.wikipedia.org/wiki/Leisurehttp://en.wikipedia.org/wiki/Happinesshttp://en.wikipedia.org/wiki/Amusementhttp://en.wikipedia.org/wiki/Funhttp://en.wikipedia.org/wiki/Funhttp://en.wikipedia.org/wiki/Amusementhttp://en.wikipedia.org/wiki/Happinesshttp://en.wikipedia.org/wiki/Leisure


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Sporting to Recreate

Sports such as baseball, volleyball, cricket, basketball and such

different games can serve as very good recreational activities. Sport-

enthusiasts love spending time in sports activities which help them exert

physically and also enjoy playing. Outdoor sports like the ones mentioned,

also provide us with the means to exercise and hence happen to be one of

the best forms of recreation.

Recreation through Adventure

Those with a brave heart take interest in activities like mountainbiking, skiing, mountaineering, bungee jumping and similar other activities.

Brave, I say, because such sports actually require one to have love for

adventure and not everyone has it. Some of these activities fall under the

category of extreme sports. These activities create thrill and excitement.

They involve a certain amount of risk but surely serve as a source of

recreation for those enjoying it.

Diversion through Entertainment

Recreational activities like singing, reading, listening to music,

watching movies, dancing, aerobics or pursuit of hobbies, serve as the

best means to recreate. Our hobbies are activities giving us real

happiness. Our hobbies are activities we truly like engaging in, and

engaging in something that we love doing is surely recreation.

Recreation for Amusement

Video games, computer games and surfing the Internet are some

other examples of recreational activities most of us like to engage in.

Tourism, partying, shopping, visiting parks, museums and places of

historical importance are the means of recreation for many.


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Club to Recreate!

Outdoor recreational activities can range from nature walks to riverrafting. Organized recreational activities are often planned by private clubs

or government organizations. Government and non-government

organizations make arrangements for group activities that can serve as the

means of recreation for many. Sports, cultural activities and social

gatherings are some of the organized ones. Clubs and recreation centers

offer a variety of recreational programs for people of different ages and

varied interests. Check one in your locality today!

Recreation is of two types. Passive recreation involves activities

like strolling on the beach or taking a walk on the riverside while active

recreation is about engaging in adventure sports or outdoor games.

Recreational activities can also be classified as indoor and outdoor ones.

The former typically includes indoor games and pursuit of hobbies and

activities that one engages in, for entertainment. Outdoor activities include

sports, adventure, traveling and activities one engages in, for amusement.

Recreation can be done in two ways; one can recreate in a group or

recreate alone. Group recreational activities include team games, group

travel and sports. To recreate alone, one can engage in one's own hobby,

turn to sources of entertainment (playing video games, web browsing,

reading, watching movies) or travel solo.

One of the immediate benefits of recreational activities is that theyfill unsupervised after-school hours. The Department of Education has

reported that youths are most likely to commit crimes between 2 p.m. and

8 p.m., with crime rates peaking at 3 p.m. Recreation programs allow

youths to connect with other adults and children in the community. Such

positive friendships may assist children in later years. Youth programs are

designed to fit the personalities and skills of different children and may


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include sports, dancing, music, rock climbing, drama, karate, bowling, art,

and other activities.

Therefore for proper prevention of Juvenile delinquency there isneed for an effective provision of all possible recreational facilities to our

communities today so as to cub down every nature of redundancy in

young generation hence reduce on the antisocial behaviors leading to

Juvenile delinquency.

B.3. Community Involvement

Girl scouts, boy scouts, church youth groups, and volunteer

groups all involve youth within a community. Involvement in community

groups provide youth with an opportunity to interact in a safe social

environment.

One of the way to prevent juvenile delinquency is community

involvement. Community involvement can be defined as whereby people

living together involve themselves in planning, operation and control under

social organizations. Community involvement is a very important aspect no

matter what size it is.

In order to dealing with juvenile delinquency, greater attention has

been given to the role and responsibility of local communities. There are

programmes designed to train groups and individual representatives of

local communities in which juvenile delinquency has increased to

informally control youth and include young people in constructive activities.

The idea that young people can and should work in partnership with adults

to improve conditions in their communities has gained currency in the past

decade. Young people are being asked to sit on boards, submit ideas and

support community efforts through structured volunteering. Involvement in

community groups provide youth with an opportunity to interact in a safe

social environment.


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Moreover, the involvement in community groups can influence

young peoples behaviors. It provide an environment in which youths can

learn and mature successfully. A promising development in efforts to

prevent juvenile delinquency and crime is the involvement of NGOs and

volunteers ( students and pensioners, along with well-known and authority

figures) social work with adolescents. Generally, programmes for

preventing delinquency should endeavor to integrate children and youth

into organized group activities. This can be achieved through social

service agencies or organizations such as the Boy Scouts, Girl Guides as

well as independent boys and girls clubs and community centres ; local

government recreational activities also serve this purpose.

Cooperation between various agents of prevention work is

becoming increasingly important. Multisectoral prevention initiatives

designed ang implemented by intired communities are the most effective,

in particular those that build on the strengths and interests of youth rather

than focusing only on their problems. Therefore, it opens way for

community members to act the responsibility. Remember that the

successful community strategies create opportunities for healthy physical,

social and mental development of juveniles.

In a nutshell, the involvement of community is a vitally important

strategy in efforts to prevent juvenile delinquency. It is a strategy that

respects the rights and ability of youth and other community members to

design and implement programmes within their community .

B.4. Parent - Child Interaction Training Program

Parent-Child In teract ion Therapy (PCIT) is a dyadic behavioral

intervention for children (ages 2.0 7.0 years) and their parents or

caregivers that focuses on decreasing externalizing child behavior

problems (e.g., defiance, aggression), increasing child social skills and

cooperation, and improving the parent-child attachment relationship. It

teaches parents traditional play-therapy skills to use as


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social reinforcers of positive child behavior and traditional behavior

management skills to decrease negative child behavior. Parents are

taught and practice these skills with their child in a playroom while

coached by a therapist. The coaching provides parents with immediate

feedback on their use of the new parenting skills, which enables them to

apply the skills correctly and master them rapidly.

PCIT is time-unlimited; families remain in treatment until parents

have demonstrated mastery of the treatment skills and rate their childs

behavior as within normal limits on a standardized measure of child

behavior. Therefore treatment length varies but averages about 14weeks, with hour-long weekly sessions.

Program Goals:

The goals of the Child-Directed Interaction part of Parent-Child

In teract ion Therapy (PCIT) are to:

Build close relationships between parents and their children

using positive attention strategies.

Help children feel safe and calm by fostering warmth and

security between parents and their children.

Increase childrens organizational and play skills.

Decrease childrens frustration and anger.

Educate parent about ways to teach child without frustration

for parent and child.

Enhance childrens self -esteem.

Improve childrens social skills such as sharing and

cooperation.

Teach parents how to communicate with young children who

have limited attention spans.


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The goals of Parent-Directed Interaction part of Parent-Child

In teract ion Therapy (PCIT) are to:

Teach parent specific discipline techniques that help childrento listen to instructions and follow directions.

Decrease problematic child behaviors by teaching parents to

be consistent and predictable.

Help parents develop confidence in managing their childrens

behaviors at home and in public.

PCIT can be delivered in a group format as well. When done so,small groups of 3 or 4 families in 90-minute sessions are recommended.

This will allow adequate time for individual coaching of each parent-child

dyad while other parents observe, code, and provide feedback in each

session.

B.5. Bullying Prevention Program

The Bullying Prevention Program is put into place in elementaryand junior high school settings. An anonymous student questionnaire fills

teachers and administrators in as to who is doing the bullying, which kids

are most frequently victimized, and where bullying occurs on campus.

Once teachers and administrators have learned about how and where

bullying occurs at their school, they set up class rules and facilitate

discussions that address the problem. Individual bullies and victims

receive independent counseling. The program succeeds in creating a

safer, less hostile environment for students at minimal cost.

Bullying occurs when a student or group of students say or do bad

and unpleasant things to another student. It is also bullying when a

student is teased a lot in an unpleasant way or when a student is left out of

things on purpose. This definition of bullying includes more than simply

physical acts of violence, but also psychological forms of bullying that may

be enacted through verbal of behavioural means. It does not include


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corporal punishment, bullying or other forms of violence on students by

Teachers..

Bullying case studies

Rehema talks about how her daughter Inaya was bullied when shemoved to an English school Rehema and her daughter, Inayamoved to London from France in 2005 when she was 13 yearsold. To help her settle in, the school employed a French-speakingvolunteer learning assistant. Reassured by the schoolswillingness to help her daughter, Rehema thought things weregoing well until she realised that her daughter was being bullied atschool by a group of girls. She said:

For some reason, a group of girls decided she was not cool tohang around with... To this day, I dont know why. There might bea lot of reasons for thi s. Also, I dont think I paid enough attentionto her as I was busy trying to adjust to a new life.She was trying to get used to her new environment and would bereally quiet anyway These girls would say she was pretentious andfull of herself. Her shyne ss was misinterpreted

Rehema said it was perhaps a lot of changes for her daughter todeal with: a new language to learn, a new school and having to

make new friends. London may have been very daunting for heras we used to live in a small town where everyone kneweveryone.

The school thought that she was just not making an effort toset t le in . Even the teacher wo uld jok e abou t how she waskeeping h erself to herself . It go t ou t of hand v ery quick ly. Atone point, she was being called a bounty (whi te in theins id e, b lack on th e outs ide) .This gro up o f g ir ls in i t ia ted acom pet it ion abou t how m any jokes they cou ld do w i th theword boun ty in i t . No one in he r c las s room w as talk ing to he r

really.

Rehema said that not knowing how school systems work and notbeing confident enough to talk to the school in English did not helpeither. When she realised things had gone too far, she contactedthe tutor and the head teacher.

It was a shock to me because even the school would not seewh at was happening . Or ra ther, they prob ably saw wh at washappening but didnt take it seriously. Or maybe they hadseen i t before: a new g ir l no t f i t t ing in . The onu s was on m y


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daughter to change and do someth ing . I t f i ts a l l thestereotypes of the tormented teenager

The school attempted to deal with it by making sure girls werepunished, by using mediation where someone from outside theschool came in to try and help sort things through with the girlsand trying to restore Inayas self confidence. But the damage wasalready done and, after this, things got more subtle and hidden.

Inaya did not even feel she could complain to her tutorbecause f rom day one he h ad been par t o f th is . I th ink th ath im jok ing abou t my d augh te r in c las s had in some waysopened the doo r to the bu llying.

In the end, Rehema got her daughter home-schooled and thenregistered into another school. Through this process, Rehemalearnt a lot about the education system:

It took about two years to get her to socially enjoy schoolagain . Now s he is f ine and has a group of f r iends in a newschoolshe is not that new girl anymore. If Id known what Iknow now about the schools ways of working, and that ittakes perseverance and s tubbornness to get th ings done,things would have perhaps been different.

Jacob has a learning disability, and was bullied by another boywho had special needs too. Luckily, Jacobs mum spotted thesigns very early and alerted the school, who acted very quickly tostop the bullying.

My child Jacob was being picked on by another boy. Jacobhas a learn ing d isab i l i ty. He was being p icked on b y a boywho a l so has spec ial needs bu t he i s h igher func t ion ing thanJacob . Jacob was upse t say ing h e never wan ted to g o tosch ool again . He was f ind in g i t d iff icu l t to go to s leep at n ightand was very d i f f icu l t to ge t ou t o f the hom e in the morn ing .

However, the teaching staff were absolutely brilliant about it. Iwrote my concerns in his communication book. The teacherslooked out for any incidents and noticed this boy tripping up Jacob.They immediately removed this boy and made him play in theinfants playground as a punishment, they also withdrew hisgolden time. They spoke to this boy about his behavior and howhe should behave.

They also spoke to Jacob about the incident and re-assured him togo to them for help in the future over subsequent issues and, tome, the most useful thing they did over the next couple of weeks
http://www.bullying.co.uk/advice/disabilityhttp://www.bullying.co.uk/advice/disability


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was to ensure that Jacobs self -esteem was not damaged in anyway. They made sure they praised him for all the good things hedid. The communication between home and school was brilliantover this time so that we could also praise him and build up hisself-esteem and confidence.

We need to ensure that bullying issues are not just about anti-

bullying, disability awareness etc. We need to ensure that children and

young people with additional needs are helped to be resilient individuals,

skills which will prepare them for adulthood as well as keeping them as

confident and secure as possible within their childhood.

I have spoken to many parents who have not had the positiveexperience I have when their child is bullied at school. At least two, I know

have been told by the head teacher, There is no bullying in my school

an d parents concerns are often not taken seriously enough.

Jacob is now very happy and settled at school again and I

commend the actions taken by his school. He does attend a mainstream

school where there is a special unit within it and he has the support from a

special needs teacher which I am sure has helped the situation

enormously!

B.6. Prevention Programs within the Juvenile JusticeSystem

A youth entering the Juvenile Justice System has the opportunity

to receive intervention assistance from the state. In the care of the state, a

youth may receive drug rehabilitation assistance, counseling, andeducational opportunities. The success of the Juvenile Justice System is

measured by how well it prepares youth to re-enter the community without

committing further crimes. Optimally, all juvenile detention facilities would

catch youths up on their education, provide them with job training, give

them the experience of living in a safe, stable environment, and provide

them with assistance to break harmful habits.


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The U.S. Congress passed the Juvenile Justice and Delinquency

Prevention (JJDP) Act in 1974. Although the JJDP Act promoted

prevention and control of delinquency, subsequent amendments have

increased the scope of the Act. Prior to passage of the JJDP Act, other

Federal legislation regarding juvenile delinquency was enacted. However,

the JJDP Act of 1974 was the first Federal law that dealt comprehensively

with juvenile delinquency. It combined Federal leadership, State planning,

and community-based services to foster improvements throughout the

system (Raley, 1995). The Act set standards and promoted planning

efforts by State and local entities to best use Federal assistance (Making a

difference, 1997). The JJDP Act created the Office of Juvenile Justice and

Delinquency Prevention (OJJDP) within the U.S. Department of Justice.

OJJDP provides formula funds to States to promote national objectives

and funds innovations, research, and evaluation on juvenile justice issues

(Raley, 1995).

OJJDP's Comprehensive Strategy for Serious, Violent, and ChronicJuvenile Offenders

Various research studies have concluded that only a small group

of juvenile offenders is responsible for serious and violent delinquency.

Thus, efforts have focused on two areas: preventing at-risk youth from

progressing to more serious delinquency and providing appropriate

interventions for the youth who are serious, violent, and chronic offenders.

OJJDP's Comprehensive Strategy for Serious, Violent, and Chronic

Juvenile Offenders is based on six general principles (Wilson and Howell,

1993):

Strengthen families so that they may provide the guidance

and nurturing that children need.

Support core social institutions (e.g., schools, religious

institutions, and community organizations) so that they can

provide opportunities and support for children in the community.


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Promote delinquency prevention by helping communities

build prevention programs that address known risk factors and

target youth at risk of delinquency.

Intervene immediately and effectively when delinquent

behavior occurs to prevent youth from progressing to more

serious or chronic delinquency.

Establish a system of graduated sanctions that holds each

juvenile offender accountable, protects public safety, and

provides programs and services that meet identified treatment

needs.

Identify and control the small group of serious, violent, and

chronic juvenile offenders who threaten community safety

through the use of secure facilities, when necessary, or the

waiver of the most violent youth to criminal court.

The Comprehensive Strategy is based on efforts to reduce risk

factors and enhance protective factors for at-risk juveniles. It also

proposes a system of graduated sanctions including a range of immediate,

intermediate, and secure corrections options to provide the treatment and

services each juvenile needs. OJJDP's Guide for Implementing the

Comprehensive Strategy for Serious, Violent, and Chronic Juvenile

Offenders (Howell, 1995) thoroughly articulates strategies and programs

for implementing this approach. It provides a framework for State and local

jurisdictions to develop a continuum of services to meet the needs of at-

risk youth, juvenile offenders, and communities.

B.7. Functional Family Therapy (FFT)

Program Goals

Functional Family Therapy (FFT) is a short-term (approximately

30 hours), family-based therapeutic intervention for delinquent youth at

risk for institutionalization and their families. FFT is designed to improve

within-family attributions, family communication and supportiveness while


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decreasing intense negativity and dysfunctional patterns of behavior.

Parenting skills, youth compliance, and the complete range of behaviors

(cognitive, emotional, and behavioral) domains are targeted for change

based on the specific risk and protective factor profile of each family.

Therapists facilitate this understanding through four process: Increasing the familys motivation for change by forming a

positive alliance with each member and helping members form

a positive alliance with each other; Reframing the meaning of members behaviour to decrease

blame and criticism; Helping the family identify small and achievable goals for

change; The therapist matching his or her behaviour to the behaviour of

the family to create a positive alliance and suggest appropriate

options for change.

Short-term goals:

FFTs short -term goals will vary, depending on the individualneeds of each family. However, it is expected that most families will

achieve the following by the end of the therapy:

The ent ire family will demonstrate less conflict, improved

communication and improved functioning

The young person will remain at home with his or her parents

The young person will remain in school/work

The young person will have no new law violations The young person will demonstrate improved behaviour and

emotional regulation

The young person and parents will engage in less drug and

alcohol use.


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Long-term goals: Long-term goals include:

Reduced rates of re -offending: lower rates of court referral and

arrests, less severity and frequencies of offences

Reduced drug and alcohol use

Reduced risk of sibling delinquency

Ongoing improvements in family functioning

Ongoing improvements in the young persons behaviour and

emotional functioning.

All behaviours within the family serve an adaptive function When

family members understand the function of their behaviour, they are in a

position to change it Therapists help family members understand the

function of their behaviour by forming a positive alliance, using reframing

and matching techniques and setting small goals for change

Negativity between family members is reduced

Parents experience less stress

Young persons delinquent behaviour decreases

Young people find jobs and/or stay in school

Target Population

The program is for at-risk youths ages 11 to 18 and has been

applied in a variety of multiethnic, multicultural contexts to treat a range of

youths and their families. Targeted youths generally are at risk for

delinquency, violence, substance use, or other behavioral problems such

as Conduct Disorder or Oppositional Defiant Disorder.

Families are carefully screened for eligibility during the pre-treatment assessment. The young person must be 10 years or older and

not demonstrate any evidence of psychosis or mental retardation,

although there must be good evidence to suggest the child is having

behavioural and/or emotional difficulties. The young person must also be

living at home with his or her parents. Young people who have committed

serious crimes are eligible for the programme, but those with a history of

sexual offending are not.


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The FFT Model

The FFT model has five discreet phases:

Engagement in Change,

Motivation to Change,

Relational/interpersonal Assessment and Change Plan ning, Behaviour Change,

Generalisation.

Engagement in Change : The goals of this phase involve

enhancing perception of responsiveness and credibility; demonstrating a

desire to listen, help, respect, and match; and addressing culturalcompetence. The main skills required are demonstrating qualities

consistent with positive perceptions of clients, persistence, cultural

/population sensitivity and matching. Therapist focus is on immediate

responsiveness and maintaining a strength-based relational focus.

Activities include high availability, telephone outreach, appropriate

language and dress, proximal services or adequate transportation, contact


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with as many family members as possible, matching and respectful

attitude.

Motivation to Change : The goals of this phase include creating a

positive motivational context, minimizing hopelessness and low self-

efficacy, and changing the meaning of family relationships to emphasize

possible hopeful experience. Required phase skills consist of relationship

and interpersonal skills, a nonjudgmental approach, plus acceptance and

sensitivity to diversity. Therapist focus is on the relationship process;

separating blaming from responsibility while remaining strength-based.

Activities include the interruption of highly negative interaction patterns

and blaming (e.g. divert and interrupt), changing meaning through a

strength-based relational focus, pointing process, sequencing, and

reframing of the themes by validating negative impact of behavior, while

introducing possible benign / noble (but misguided) motives for behavior.

Finally, the introduction of themes and sequences that imply a positive

future are important activities of this phase.

Relational/interpersonal Assessment and Change Planning :

The goals of relational assessment include eliciting and analyzinginformation pertaining to relational processes, as well as developing plans

for Behavior Change & Generalization. The skills of perceptiveness and

understanding relational processes and interpersonal functions are

required. The focus is directed to intrafamily and extrafamily context and

capacities (e.g., values, attributions, functions, interaction patterns,

sources of resistance, resources, and limitations). Therapist activities

involve observation, questioning; inferences regarding the functions ofnegative behaviors, and switching from an individual problem focus to a

relational perspective.

Behavior Change: Behavior Change goals consist of skill

building, changing habitual problematic interactions and other coping

patterns. Skills such as structuring, teaching, organizing, and

understanding behavioral assessment are required. Therapists focus on

communication training, using technical aids, assigning tasks, and training


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in conflict resolution. Phase activities are focused on modeling and

prompting positive behavior, providing directives and information,

developing creative programs to change behavior, all while remaining

sensitive to family member abilities and interpersonal needs.

Generalization : The primary goals in the Generalization phase

are extending positive family functioning; planning for relapse prevention

and incorporating community systems. Skills include a

multisystemic/systems understanding and the ability to establish links,

maintain energy, and provide outreach. The primary focus is on

relationships between family members and multiple community systems.

Generalization activities involve knowing the community, developing and

maintain contacts, initiating clinical linkages, creating relapse prevention

plans, and helping the family develop independence.


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Reference:1. http: www.lawyershop.com/zipsearch2. http: www.einsteinlaw.com3. http: www.ojjdp.gov/action/acknoledge4. http://www.institutefamily.org/programs_PCIT.asp5. http://www.cebc4cw.org/program/parent-child-interaction-therapy/

6. http://www.oxforddictionaries.com/definition/english/juvenile-delinquency

7. http://www.iza.org/conference_files/SUMS2010/aoki_y6093.pdf

8. www.ncjrs.gov/html/ojjdp/juris_tap_report/ch2_03.html
http://www.lawyershop.com/zipsearchhttp://www.einsteinlaw.com/http://www.cebc4cw.org/program/parent-child-interaction-therapy/http://www.oxforddictionaries.com/definition/english/juvenile-delinquencyhttp://www.oxforddictionaries.com/definition/english/juvenile-delinquencyhttp://www.iza.org/conference_files/SUMS2010/aoki_y6093.pdfhttp://www.ncjrs.gov/html/ojjdp/juris_tap_report/ch2_03.htmlhttp://www.ncjrs.gov/html/ojjdp/juris_tap_report/ch2_03.htmlhttp://www.iza.org/conference_files/SUMS2010/aoki_y6093.pdfhttp://www.oxforddictionaries.com/definition/english/juvenile-delinquencyhttp://www.oxforddictionaries.com/definition/english/juvenile-delinquencyhttp://www.cebc4cw.org/program/parent-child-interaction-therapy/http://www.einsteinlaw.com/http://www.lawyershop.com/zipsearch

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