Group Work with High-Risk Urban Youths on Probation

Abstract

In recent years, rehabilitation has been out of favor in the criminal justice community, although both recidivism and incarceration have increased. Expanding numbers of violent young offenders have placed a burden on the courts, jails, and prisons in many large urban centers. As a result, young first-offense felons can plea bargain and receive probation sentences instead of going to prison. Along with the systemic pressures to use community corrections for first offenders, recent criminal justice research has found that rehabilitation approaches are more effective than punitive measures in reducing rearrest (Andrews, 1989; Boone, 1994; Gendreau, 1993; Matthews, Boone, & Fogg, 1994; O'Leary & Clear, 1984). Whereas punishing smarter programs such as shock incarceration or boot camp actually increase rates of recidivism, offender rehabilitation programs with specific characteristics can result in the reduction of criminal activity (Fabiano, 1991a, 1991b; Gendreau, 1993; Petersilla, 1990). Interventions that have proved the most effective are intensive, behavioral, and focused on the highest risk offenders (Andrews, 1989). When they follow principles of effective rehabilitation interventions, sentences of probation have the potential to reduce recidivism. Community corrections programs can be more efficient and effective than incarceration. This article describes an innovative group work project designed for a large urban probation department. The project targets 16- to 20-year-old African American and Latino young men on probation who are at high risk of rearrest. The purpose is to teach young probationers how to protect their physical safety and avoid rearrest by adopting prosocial thinking and actions. The department adopted this approach to test the potential of cognitive-behavioral group work to reduce re-arrest rates among young men on probation. The project design translates the criminal justice literature into specific interventions that rely heavily on cognitive restructuring. Recent theoretical models for social cognitive approaches (Gilcrist, Schinke, Bolbo, & Snow, 1986; Nurius, 1989, 1994; Shilling, El-Bassel, Hadden, & Gilbert, 1995), particularly in working with involuntary clients (Brown & Caddick, 1993; Ivanoff, Blythe, & Tripodi, 1994), provided the rationale for collaboration between the probation department and social work faculty. Description of Project and Participants The group work project was customized to reflect the issues that commonly confront urban youths of color. Many of these young men are routinely exposed to criminal activity and violence associated with drug use, random shootings, easy access to handguns, and intrafamily violence. Loss permeates their lives. They quickly develop a sense of nihilism and alienation that gives ready justification for violent acts. The cognitive-behavioral group intervention described in this article is called SAFE-T; it provides a rehabilitation modality for use in probation supervision. The acronym SAFE-T stands for self, awareness, feelings, education, and tasks; it links the ideas of thinking and action. Participants Group members are 16- to 20-year-old African American and Latino youths who are serving probation terms of five years for crimes such as drug dealing, robbery, and assault. Twelve to 15 members are assigned to each group, and probationers' commitments to school, training, substance abuse treatment, or employment are accommodated. Group Leaders Group sessions are led by probation officers who receive intensive training in group work methods. In addition, the officers learn about the ever-changing and colorful language of the young men. In preparation for their groups, officers listen to the latest rap music and watch movies and television programs marketed for urban youths. Group Sessions The 32 sessions of the SAFE-T groups are divided into four modules of eight 105-minute meetings, each including a 15-minute break. …