NCJ Number
84679
Date Published
1977
Length
46 pages
Annotation
Many contemporary models for the treatment of delinquency consider peer participation in criticism-giving to be an important method of providing motivation for delinquents to help each other solve their problems. This experiment investigated peer participation in criticism-giving within the context of self-government at an Achievement Place group home.
Abstract
Five delinquent girls were interviewed to obtain descriptions of behaviors they felt would make criticism more positive and more effective. The behaviors generated by the youths were reliably defined and included praise, a statement of understanding, and a request for acknowledgement. Employing a multiple baseline design, an intensive training procedure consisting of instructions, rationales, and practice with feedback was used to teach the five girls the behaviors they indicated to be important. After each training session, a questionnaire was given to each girl to assess her ongoing satisfaction with the training procedures and to assess her continuing consent to participate. Generalization effects of the training were measured by recording usage of the behaviors from video-taped self-government meetings prior to and after intensive training. Samples of each girl's pretraining and posttraining criticism-giving behaviors were randomly selected from the videotapes, transcribed onto audiotapes, and rated by youth and adult judges in order to socially validate the benefits of the behavioral change. The judges' ratings indicated that the girls' posttraining samples were considered to be significantly better along relevant dimensions. Results suggest that providing youth inputs into the design and implementation of their own treatment program may result in increased chances of achieving rehabilitation goals. About 40 references and appended study instruments are included. (Author abstract modified)