Emerging & Promising Practices
This best practice checklist provides a guide for practitioners for alternatives to detention of juvenile offenders.
Families and Schools Together (FAST) is a multifamily group intervention designed to build protective factors for children (4-12 years old) and empower parents to be the primary prevention agents for their own children. Dr. Lynn McDonald developed FAST in 1988 to serve teacher-identified, at-risk 5- to 12-year-old elementary school youth and their families; however, universal recruitment is now the recommended strategy. A collaborative team of parents, trained professionals and school personnel recruit then deliver FAST program components to 5 to 25 families at a time. Team members do not lecture at FAST, but structure highly participatory, research-based activities with turn taking, experiential learning, and parent support. Since its beginnings in Madison, Wisconsin, the FAST program is now implemented regularly nationally in 45 U.S. states and internationally in five countries (Canada, Germany, Australia, Austria, and Russia).
As part of its efforts to help governors implement the federal No Child Left Behind Act of 2001 (NCLB), the Education Policy Studies Division of the NGA has designed a new Web site specifically for governors. The website includes summaries of the NCLB legislation, the latest regulations, guidance, policy letters, interviews with education experts, and strategies for communicating the NCLB. Specifically, this site includes a good section on best practice information related to criminal justice.
A model of providing juvenile justice services based
on restorative justice techniques. Offenders are held accountable
for the offenses they committed and are required to repair the harm
they caused. Offenders make restitution and participate in community
service that is restorative to the victim and community while providing
offenders opportunities for competency development. Victims are
invited to participate throughout the juvenile justice process and
are kept informed of the status and location of the individual juveniles
who victimized them. The needs and rights of the victims, communities
and offenders must receive balanced attention. An effective continuum
of interventions best supports positive outcomes and reduces recidivism
Rutherford, R. B., Jr., Quinn, M. M., Leone, P. E., Garfinkel,
L., & Nelson, C. M. (2002). Education, disability, and juvenile
justice: Recommended practices. Fourth CCBD mini-library series:
Addressing the diverse needs of children and youth with emotional/behavioral
disorders—programs that work. Virginia, US: Council for Children
with Behavioral Disorders.
This monograph examines issues associated with the problems of children
and youth with disabilities in the justice system. Chapters focus
on prevention, educational services for youth in juvenile correctional
facilities, transition planning and practices when youth transfer
between facilities, and family involvement and advocacy.