Outcome Evaluation of Adolescent Offender Psychosocial Development: A Comparative Study

This study examined differences in psychosocial development of adolescent offenders in a residential treatment program between early adolescents and midadolescents and boys and girls. The study also evaluated gains after 6 months of treatment. Results suggest focused developmental treatment for early adolescents and specifically targeted treatments for boys and girls. ********** Juvenile delinquency is one of the United States's most pressing social problems (Tarolla, Wagner, Rabinowitz, & Tubman, 2002). In 1998, juveniles accounted for 18% of all arrests, 17% of all violent crime arrests, and 33% of all property crime arrests (Snyder, 1999). For both boys and girls, arrest rates for violent crimes increased dramatically after 1989, with homicide rates increasing dramatically over the last 20 years (Snyder, 1999). Tarolla et al. noted that considering the prevalence, stability, and detrimental impact of juvenile offending, the development of effective assessment, treatment, and evaluation is of utmost importance. One of the significant gaps in knowledge for understanding and treating juvenile offenders identified by Tarolla et al. is in the area of "delineating developmental pathways" (p. 138), that is, discovering differences in progression of psychosocial development (e.g., for male, female, delinquent, nondelinquent adolescents), examining changes related to life transitions, and considering developmental issues when attempting to develop a more multidimensional treatment perspective. PSYCHOSOCIAL DEVELOPMENT During the last 20 years, there has been increased interest in developmental concepts, including psychosocial development (Drum & Lawler, 1988; Vernon, 1993). Psychosocial development is one of the three domains of development (along with biological and cognitive) and includes emotional, personality, gender, and social development and is influenced by the family, the community, the culture, and the larger society (Berger, 1994). An understanding of psychosocial development for adolescents, typically divided into three categories (early adolescence, ages 12-14), (midadolescence, ages 15-17), and (late adolescence, ages 18-22), is particularly important to counselors because it is probably the most challenging and complicated period of life (Berger, 1994). Berger asserted that "psychosocial changes during the second decade of life show even greater diversity than biological and cognitive changes, because adolescents develop their own identity, choosing from a vast number of sexual, moral, political, and educational paths" (p. 367). Relating to parents with new independence, to friends with new intimacy, and to oneself with new understanding is the key for attaining adult status and maturity (Berger, 1994). This study focuses on early and midadolescence as well as on gender differences at these stages. Early Adolescence Early adolescence begins at approximately ages 12 to 13, lasting until about age 14, and is considered the most volatile stage of adolescence (Vernon, 1993). Characteristics of early adolescence typically include defensive, sensitive, and temperamental behaviors, often masking vulnerability (Berger, 1994). Other psychosocial characteristics, as outlined in Vernon (1993), often include egocentricity, selfconsciousness, and feelings of invincibility. Early adolescents also begin to put peer relations in a dominant role and start the search for self (Berger, 1994). Midadolescence Vernon (1993) noted that "in mid-adolescence, which corresponds to the high school years ages 15-18, the 'yo-yo' nature of early adolescence is replaced by greater stability, for the most part" (p. 143). Midadolescence is often described as a period when teenagers try out adult roles. Major psychosocial tasks include acquiring a masculine or feminine gender role, developing appropriate peer relations, developing emotional independence from parents, preparing for a career, and achieving socially responsible behavior. …