Juvenile Justice and Drug Abuse Resistance Education - Essay Example

The inadequate results of prevention programs can be derived from organizations lacking quality implementation for prevention programs and the absence of strong adult reinforcement at home.

Failing to complete the program message or continuing it on a steady platform the outcome will be the message to be distorted or incomprehensive for the young adult. The quality of delinquency of preventive programs in the school system has been heavily correlated with the outright success of the program altogether. When the program is not implemented completely and successfully the outreach of the program to youths is processed at a failing return.

An example of a program would be any program where implementation is assessed by organization capacity, organizational support (training, supervision, principal support), program features - manuals, implementation standards, quality control mechanisms, and integration into normal school operations, local initiation, and local planning (D. Gottfredson and G. Gottfredson 5-7). Directing the message with the use of these characteristics can implement a more successful outreach within the school.

Aside from delivering positive messages to youths, there are likely little or no contributions being made on behalf of the adolescent’s parents. The Office of Juvenile Justice and Delinquency Prevention (OJJDP) defines mentoring as a “one-on-one relationship between a pair of unrelated individuals, one adult and one juvenile, which takes place regularly over an extended period” (Grossman and Garry 2). The idea of mentoring young adults was originally brought about due to the need for youths to have positive adult contact and one-on-one support to enable positive life choices (Grossman and Garry 1). In any case, what the child learns about crime and drugs in school should be expected and reinforced on the home front.

A successful rendering of positive reinforcement on behalf of youths was formed by introducing mentoring programs like the Big Brother/Big Sisters of America program. Results of typical mentoring interventions have reported youths to be down 45.8% in initiating drug use, 52.2% in skipping school, 36.6% lying to parents, and up 2.3% in rendering emotional support to peers (Grossman and Garry 3). The outlook of the program itself could be rendered just as effective by the actual parents of the child. That being said, there is a strong reference that can be made to the lack of positive adult involvement being implemented by the child’s immediate family with the need and the reinforcement offered by parenting.

If schools do not present more qualitative responses to crime and abuse there will be no comprehension amongst the student body. Without reinforcement outside of the school, likely, the prevention techniques and processes used at the child’s school will not be complete. Without a solid course of completion and an adequate outcome, prevention programs will continue to produce failing efforts. Read More