NCJ Number
25207
Date Published
1974
Length
53 pages
Annotation
THIS REPORT DETAILS THE PHILOSOPHY AND DEVELOPMENT OF THE LEARNING CENTERS, AND OUTLINES THE ACHIEVEMENT OF THE PROGRAM WITH RESPECT TO ITS OBJECTIVES IN EDUCATION, SOCIALIZATION, REHABILITATION, AND RECIDIVISM PREVENTION.
Abstract
THE LEARNING CENTER CONCEPT WAS DEVELOPED OUT OF THE CONFLICTING PHILOSOPHY OF EDUCATORS AND CORRECTIONAL PERSONNEL. WHILE EDUCATORS STRESSED ATTENDANCE AND APPROPRIATE BEHAVIOR FOR THE DELINQUENT YOUTH, CORRECTIONAL PERSONNEL EMPHASIZED TREATMENT, PROTECTION OF PAROLEE'S RIGHTS, AND CRISIS INTERVENTION. BOTH GROUPS, HOWEVER, STRESSED THE LEARNING OF NEW SKILLS. THE LEARNING CENTER REPRESENTS A MIXTURE OF THESE TWO PHILOSOPHIES. DIRECTED BY JUVENILE PAROLE SERVICES OFFICERS WHO WERE CERTIFIED EDUCATORS, THE CENTERS ARE DESIGNED TO PROVIDE AN ALTERNATIVE NONCOMPETITIVE, REALISTIC, AND SUCCESS-ORIENTED LEARNING ENVIRONMENT FOR THE DELINQUENT YOUTH. IN ATTENDING THE LEARNING CENTER INSTEAD OF REGULAR CLASSES, EACH YOUTH NEGOTIATES AN INDIVIDUALIZED LEARNING PROGRAM WHICH IS FORMALIZED BY A VERBAL OR WRITTEN CONTRACT BETWEEN STUDENT AND TEACHER. THE ENTIRE PROGRAM IS DESIGNED TO IMPROVE THE SOCIAL SKILLS OF JUVENILES AND TO DECREASE THE FREQUENCY OF DELINQUENT BEHAVIOR. SPECIFIC CONTRIBUTIONS OF THE LEARNING CENTERS WERE ANTICIPATED TO BE RE-ENTRY INTO SCHOOL, PASSAGE OF GENERAL EDUCATION DEVELOPMENT TESTS, INCREASE IN BASIC ACADEMIC SKILLS, ENROLLMENT IN VOCATIONAL SCHOOLS, AND EMPLOYMENT. THE EVALUATION OF THIS PROGRAM SHOWED THAT THE LEARNING CENTERS SERVED NEARLY 800 YOUTHS IN FIVE OF THE LARGEST CITIES IN WASHINGTON. NEARLY THREE-FOURTHS OF THE STUDENTS WERE SUCCESSFUL IN THE PROGRAM. THE GAINS IN ACADEMIC ACHIEVEMENT WERE FOUND TO BE GREATER THAN ANTICIPATED. HOWEVER, MINIMAL GAINS IN SOCIAL ABILITY WERE NOTED FOR MOST STUDENTS. FINALLY, IT WAS FOUND THAT THE EXTENT OF DELINQUENT BEHAVIOR AND PAROLE REVOCATION OF THE PROGRAM PARTICIPANTS WAS SMALL.