Rehabilitation in the Punitive Era: The Gap Between Rhetoric and Reality in U.S. Prison Programs

Scholars of mass incarceration point to the 1970s as a pivotal turning point in U.S. penal history, marked by a shift toward more punitive policies and a consensus that “nothing works” in rehabilitating inmates. However, while there has been extensive research on changes in policy makers' rhetoric, sentencing policy, and incarceration rates, scholars know very little about changes in the actual practices of punishment and prisoner rehabilitation. Using nationally representative data for U.S. state prisons, this article demonstrates that there were no major changes in investments in specialized facilities, funding for inmate services–related staff, or program participation rates throughout the late 1970s and the 1980s. Not until the 1990s, more than a decade after the start of the punitive era, did patterns of inmate services change, as investments in programming switched from academic to reentry‐related programs. These findings suggest that there is a large gap between rhetoric and reality in the case of inmate services and that since the 1990s, inmate “rehabilitation” has increasingly become equated with reentry‐related life skills programs.     

The Paradox of Probation: Community Supervision in the Age of Mass Incarceration

After four decades of steady growth, U.S. states' prison populations finally appear to be declining, driven by a range of sentencing and policy reforms. One of the most popular reform suggestions is to expand probation supervision in lieu of incarceration. However, the classic socio‐legal literature suggests that expansions of probation instead widen the net of penal control and lead to higher incarceration rates. This article reconsiders probation in the era of mass incarceration, providing the first comprehensive evaluation of the role of probation in the build‐up of the criminal justice system. The results suggest that probation was not the primary driver of mass incarceration in most states, nor is it likely to be a simple panacea to mass incarceration. Rather, probation serves both capacities, acting as an alternative and as a net‐widener, to varying degrees across time and place. Moving beyond the question of diversion versus net widening, this article presents a new theoretical model of the probation‐prison link that examines the mechanisms underlying this dynamic. Using regression models and case studies, I analyze how states can modify the relationship between probation and imprisonment by changing sentencing outcomes and the practices of probation supervision. When combined with other key efforts, reforms to probation can be part of the movement to reverse mass incarceration.     

Coping in adolescence: Empirical evidence for a theoretically based approach to assessing coping

The present study was designed to examine the reported Stressors and patterns of coping strategies used by adolescents and extend the 1989 work of Carver et al. by reporting internal reliability, factorial validity, and normative data on the COPE for a sample of middle adolescents. A sample of 484 ninth through twelfth graders (ages 14–18) attending a Laboratory High School participated in the study. The COPE inventory developed by Carver et al. in 1989 for use with college students, was administered with a battery of measures to all adolescent participants in their classrooms. Results indicated sufficient internal consistency for the measure and significant gender differences. Factor analysis of the COPE indicated that the subscales consistently fell into four factors rather than the traditional two (i.e., problem focused vs emotion focused). Implications for using the COPE in research on adolescent were discussed.Partial support for this project was obtained from the Society for the Psychological Study of Social Issues and by Illinois State University's Graduate Student Association, Graduate School, and Psychology Department.Received master's degree at Illionos State University. Research interests include social development in adolescents.Receaved doctoral degree in experomental psychology from Virginia Commonwealth University. Research interests include life span social development.     

Why Missing Data Matter in the Longitudinal Study of Adolescent Development: Using the 4-H Study to Understand the Uses of Different Missing Data Methods

The study of adolescent development rests on methodologically appropriate collection and interpretation of longitudinal data. While all longitudinal studies of adolescent development involve missing data, the methods to treat missingness that have been recommended most often focus on missing data from cross-sectional studies. The problems of missing data in longitudinal studies are not described well, there are not many statistical software programs developed for researchers to use, and there are no longitudinal empirical examples involving adolescent development that show the extent to which different missing data procedures can yield different results. Data from the first three waves of the 4-H Study of Positive Youth Development were used to provide such an illustration. The sample contains 2,265 participants (56.7% females) who were in Grade 5 at Wave 1, in Grade 6 at Wave 2, and in Grade 7 at Wave 3, and varied in race, ethnicity, socioeconomic status, family structure, rural–urban location, and geographic region. The results showed that three missing data techniques, i.e., listwise deletion, direct maximum likelihood (DirML), and multiple imputation (MI), did not yield comparable results for research questions assessing different aspects of development (i.e., change over time or prediction effects). The results indicated also that listwise deletion should not be used. Instead, both DirML and MI methods should be used to determine if and how results change when these procedures are employed.