| Abstract: | To assess the specific deterrent (“teaching a lesson”) and normative validation effects of confinement, the intake histories of a random sample of youths (n=87) confined in a local detention facility were analyzed to determine if the amount of the immediately previous confinement or the total amount of confinement experienced affects the amount of time until the next system intake. No statistically significant relationships were found for any of the intakes, up through eight intakes. The findings, however, demonstrate that a non‐graduated approach to imposition of punishment that did not adequately emphasize individual accountability was not an effective deterrent for the more recalcitrant youths included in this study. Theoretical and policy implications of the findings are discussed. |
