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International Journal of Academic Research in Business and Social Sciences
Vol. 9 , No. 7, July, 2019, E-ISSN: 22 22 -6990 © 2019 HRMARS
909
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Positive Youth Development as an Indicator of the
Effectiveness of Juvenile Rehabilitation Program
Hezzrin Mohd Pauzi
To Link this Article: http://dx.doi.org/10.6007/IJARBSS/v9-i7/6189 DOI: 10.6007/IJARBSS/v9-i7/6189
Received: 12 May 2019, Revised: 23 June 2019, Accepted: 30 June 2019
Published Online: 29 July 2019
In-Text Citation: (Pauzi, 2019)
To Cite this Article: Pauzi, H. M. (2019). Positive Youth Development as an Indicator of the Effectiveness of
Juvenile Rehabilitation Program. International Journal of Academic Research in Business and Social Sciences,
9(7), 909–914.
Copyright: © 2019 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute,
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Vol. 9, No. 7, 2019, Pg. 909 - 914
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International Journal of Academic Research in Business and Social Sciences
Vol. 9 , No. 7, July, 2019, E-ISSN: 22 22 -6990 © 2019 HRMARS
910
Positive Youth Development as an Indicator of the
Effectiveness of Juvenile Rehabilitation Program
Hezzrin Mohd Pauzi
School of Social Work, Faculty of Applied Social Sciences, University Sultan Zainal Abidin,
Gong Badak Campus, 21300 Kuala Terengganu, Terengganu, Malaysia.
Abstract
Juvenile rehabilitation program is to reform their negative behavior. This rehabilitation
includes aspects such as self-discipline development, virtue inculcation, skills development,
education improvement and positive interaction development with people around them. All
these aspects of positive youth development are indicators for the effectiveness of juvenile
rehabilitation program. Thus, this article discusses the aspects of positive youth development
that need to be achieved among the juvenile residents that undergo rehabilitation program.
This study was done based on literature review through articles and books related to positive
youth development and the effectiveness of rehabilitation program. This article is beneficial
to rehabilitation field, social work and prison field in improving the effectiveness of
rehabilitation program.
Keywords: Social Work, Positive Youth Development, the Effectiveness of Rehabilitation
Program, Juvenile.
Introduction
Past studies have shown that indicator of recurrent criminal rate or recidivism is viewed as an
indicator of the effectiveness of rehabilitation program (Cunneen & Luke, 2007). However,
this indicator is not easily measured as the main indicator of the effectiveness of reform
program (Spiranovic et al., 2015). According to Barton and Butts (2008), the effectiveness of
rehabilitation program could be measured through trainees’ positive development, among
others, from the aspects of cognitive, physical, education, skills and social relationship.
Delgado (2002) has stated that positive youth development refers to children, teenagers or
youth that focuses on youth asset such as strength, physical needs and social needs. Thus, the
indicator of positive youth development is viewed as an essential indicator in measuring the
achievement level of the implementation of rehabilitation program among juvenile trainee.
Methodology
The methodology used was based upon content analysis, that is the reading of journal articles,
books, and theses related to the positive youth development, juvenile rehabilitation program
and effectiveness program. These articles were searched for using several keywords through
various internet search engines such as the Web of Sciences, SCOPUS, ERA and Google Scholar
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database. Terms such as “positive youth development”, “effectiveness program”, and
“juvenile rehabilitation program” were used as keywords in finding information. To acquire
even more detailed information regarding positive youth development and effectiveness of
juvenile rehabilitation programs, literature review was also carried out.
Study’s Highlights
Positive Youth Development
Generally, the focus on positive development process among youth functions as a foundation
to develop positive element in self-potential (Lerner et al., 2005). Positive development is an
effort to enhance optimal result through the implementation of youth’s program (Lerner et
al., 2013). According to Overton and Muller (2012), youth have the strength and unique asset
that could be developed in building positive development. Meanwhile, according to Lerner et
al. (2005), positive youth development concept consists of 5C elements: competence,
confidence, character, connection and caring. Hamilton, Hamilton and Pittman (2004) in
Barton and Butts (2008 have stated that among positive development principles that need to
be attained are from the aspects of goals (all youth gain competence and character), practices
(youth participation in decisions; good rapport with adults, peers and younger children;
relationships changing and enduring as developmentally appropriate), and system
characteristics (community-wide partnerships that develop inclusive, coherent, connected,
and enduring systems).
What is the Underlying theory of Positive youth Development?
Positive youth development is one of the reform principle that needs to be acquired by
rehabilitation centers. It is based on Strengths Perspective by Saleebey (1992). This
perspective is one of the theory in social work practice to empower juvenile offenders
(Saleebey, 1992). Prior to the usage of this strengths perspective, several approaches were
very similar to it: development resilience, healing and wellness, solution focused therapy and
asset-based community development (Saleebey, 2006). This perspective emphasizes early
assessment on the strength of each client and not on the problem or weakness of that
individual. Identified clients’ personal strengths or abilities are enhanced further to overcome
their problem (Saleebey, 1992). This means, this perspective views that every individual has
power source and potential to develop part of their live that is not yet utilized. Thus, any
intervention or treatment that applies this strengths principle is empowering clients’
strengths, which are evaluated by social workers, and is not to overcome clients’ problems.
There is growing interest in strengths-based positive youth development concepts as applied
to juvenile justice. NPC Research in Oregon, USA has developed an assessment tool based on
this strengths perspective for juvenile justice (Mackin et al. 2005). Kurtz and Linnemann
(2006) have stated strength-based case management techniques used an evaluation of an
innovative probation program which produced promising results in terms of reducing
recidivism. The strength-based practices elements have been used in juvenile reentry
initiative by The Boys & Girls Clubs of America.
According to Hamilton, Hamilton and Pittman (2004), among positive youth development
principles that need to be acquired are from the aspects of positive attitude improvement,
social interaction, academic achievement improvement and skills development. All these
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principles, which are based on strengths perspective, need to be identified by each client.
Thus, this perspective is seen as a compatible guide in the research of juvenile rehabilitation
program.
How Positive Youth Development is viewed as an Effective Indicator of Juvenile
Rehabilitation Program?
The effectiveness of juvenile rehabilitation program can be viewed from the aspect of positive
youth development. One of the elements is from the aspect of their negative behaviors that
change towards positive behaviors. This is in accordance to the positive youth development
principle where individual asset such as individual inner strengths that are important to be
developed. These internal strengths consist of cognitive strength, emotion and behavior that
construct the internal aspect to become better (Lerner et al., 2005).
The effectiveness of rehabilitation program that uses positive youth development principle
also is viewed from the aspect of ecological asset development. Ecological asset development
is an external asset such as social network, institutional network, surrounding individual and
the ability to access various sources (Lerner et al., 2005). Good relationship between
executors and trainees has to be established to acquire a positive effect on the trainees
(Hayati, 2015). Rehabilitation program that can encourage positive interaction between the
trainees and executors, and between trainees and their peers, and provide opportunity for
them to develop bond with the society has shown its effectiveness on positive youth
development (Barton & Butts 2008). This aspect of ecological asset development can also be
achieved through physical activities (Eccles & Gootman, 2002). Trainees are encouraged to be
active in co-curricular and sports activities so they can interact among them and to nurture
pro-social behavior among them (Eccles & Gootman, 2002). The participation in physical
activity can also uplift self-esteem among juvenile trainees (Bruyere, 2002).
In addition, reform program’s effectiveness is also seen from the aspect of positive youth
development based on trainees’ education improvement (Barton & Butts, 2008; Eccles &
Gootman, 2002). There are various rehabilitation centers overseas such as in Europe, America
and Australia that emphasize on positive youth development from the aspect of education
especially academic and vocational skill aspects. According to Gedhof et al., (2015), positive
development such as education and skills improvements can be implemented through
program that builds skills set that includes social skills and critical thinking, encourages their
ability to practice the skills and enhances access on related contextual source. Furthermore,
in the context of rehabilitation program, the effectiveness of the program can be attained by
empowering the trainees through education exposure. This is to ensure the trainees can
obtain employment opportunity after their release from the reform centre (Steuree et al.,
2001). A study by Steuree et al., (2001) has found that the trainees that were given education
while they were at the reform centre have obtained work with a higher income after the
release from reform centre. Visher, Dubus and Yahner (2008) have stated that 21 percent of
the released trainees have acquired work that is appropriate with the skills learned at the
centre. The findings of the results show that education empowerment can has a positive
impact on the trainees.
Conclusion
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This article discusses on how positive youth development can be used as an indicator for the
effectiveness of juvenile rehabilitation program. Positive youth development includes
cognitive development, virtues inculcation, positive social interaction, self-skills development
and education improvement among juvenile trainees. Achievement level of positive youth
development demonstrates the extent of effectiveness of a rehabilitation program’s
execution. Thus, to ensure the effectiveness of this rehabilitation program to the juvenile
trainees, the indicator of positive youth development needs to be emphasized by the
administrators and executors of the rehabilitation program. This literature review is hoped to
be beneficial to future researchers, social workers, administrators and executors of
rehabilitation program.
Acknowledgement
The author would like to express sincerest gratitude and thanks to University Sultan Zainal
Abidin (UniSZA) and Ministry of Higher Education Scholarship (SLAB) for supporting this study.
Corresponding Author
Hezzrin Mohd Pauzi,
School of Social Work, Faculty of Applied Social Sciences, University Sultan Zainal Abidin,
Gong Badak Campus, 21300 Kuala Terengganu, Terengganu, Malaysia.
Email: hezzrinpauzi@unisza.edu.my
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