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Evaluation of a cognitive intervention program for juvenile offenders
Anna J Bogestad1, Ryan J Kettler, Michael P Hagan
1Ethan Allen School, Wales, WI 53183-0900, USA.
Summary
This study found that a cognitive intervention program significantly improved thinking skills in juvenile offenders. The How I Think (HIT) Questionnaire showed positive changes across all measured areas.
Area of Science:
- Psychology
- Criminology
- Educational Psychology
Background:
- Juvenile offenders often exhibit cognitive deficits impacting behavior.
- Cognitive intervention programs aim to address these deficits.
- Understanding the effectiveness of such programs is crucial for rehabilitation.
Purpose of the Study:
- To evaluate the effectiveness of a cognitive intervention program for juvenile offenders.
- To assess changes in thinking patterns using the How I Think (HIT) Questionnaire.
- To provide insights into the program's impact on cognitive skills.
Main Methods:
- A sample of 165 juvenile offenders from Wisconsin correctional facilities participated.
- Participants completed the first two phases of the Juvenile Cognitive Intervention Program.
- The How I Think (HIT) Questionnaire was administered to measure cognitive changes.
- Multiple t tests were employed for statistical analysis of the data.
Main Results:
- Significant improvements in thinking were observed across all areas measured by the HIT Questionnaire.
- The cognitive intervention program demonstrated a positive impact on the participants' cognitive skills.
- Data analysis confirmed the effectiveness of the program in fostering cognitive change.
Conclusions:
- The evaluated cognitive intervention program is effective in improving thinking skills among juvenile offenders.
- The findings support the use of cognitive interventions in juvenile justice settings.
- Further research is recommended to explore long-term effects and program modifications.
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