Juvenile Justice System
Risk Level and Response
Risk in the Juvenile Justice System is defined as the risk to reoffend — or the risk of repeating similar or more serious behavior. When youth are brought to Juvenile Court or Juvenile Justice and Youth Services (JJYS), they are assessed using a validated risk (or risk/need) assessment (PSRA or PRA). Other youth-serving partners may have different definitions of risk, such as the risk of harm to self or others, or the risk of not graduating. Many youth-serving partners — including the youth justice system — also work to build protective factors.
Regardless of risk level, the overall goal of the youth justice system is rehabilitation, accountability, and safety for all.
Low risk for reoffending
Goal of the response
Preventing or disrupting a youth’s formal involvement in the juvenile justice system. Community-based responses are most applicable at this level.
Response strategies
Communities: JJYS Youth Services*, individual or family counseling, community coalition work, after-school programming, youth court, absenteeism and truancy prevention, violence exposure intervention for children
Juvenile Court**: Nonjudicial Adjustments***, community-based referrals for families
JJYS: Youth Services / Early intervention*
Moderate risk for reoffending
Goal of the response
Providing system-level intervention to support and hold youth accountable without deepening system involvement.
Response strategies
Communities: mobile crisis outreach teams / 988, individual or family counseling, Cognitive Behavioral Therapy, mentorship, credible messenger, strength-based case management, community-violence intervention
Juvenile Court: Nonjudicial Adjustments, mediation, problem-solving courts, service referrals to community providers, incentive-based and time-limited probation services**, Cognitive Behavioral Therapy
JJYS: Day Skills Intervention, coordination with Juvenile Court probation
High risk for reoffending
Goal of the response
Engaging system-involved youth with intensive supervision and services while holding them appropriately accountable.
Response strategies
Communities: mobile crisis outreach teams / 988, Cognitive Behavioral Therapy, mentorship, credible messenger, strength-based case management
Juvenile Court: services similar to those offered to youth at a moderate risk for reoffending, but at a higher frequency and/or intensity
JJYS: Cognitive Behavioral Therapy, intensive wrap-around services, youth-only facilities, community placement, education and employment training, reintegration plans, continued treatment, community partners
* JJYS Youth Services: Community resources, skill-building classes, family plan management, family activities, counseling. Do not have to be justice-involved; anyone can access or refer.
** Juvenile Court / Probation: For more information on Juvenile Court and probation services, see the Juvenile Disposition Guidelines.
*** Nonjudicial Adjustments: Fine / Fee / Restitution, Victim Offender Mediation, No Contact Condition, Substance Abuse Screening, Counseling / classes / treatment, Community Service, Probation Case Plan, Educational Plan, Truancy Mediation, Alternative School Program, Intervention based on criminogenic risk factors, and other reasonable actions in the interest of the youth, community, and the victim.
Supporting Our Kids
Risk Level and Response
The “risk to reoffend” highlights a set of factors that are most likely to contribute to a young person repeating similar behavior if not addressed. By addressing these factors, we can lower the risk and increase the chances of youth building successful and healthy lives.
Protective factors are characteristics, traits, or circumstances that have a positive influence. Protective factors include strong bonding to areas with a positive climate, such as family, school, community, and prosocial peers. Bonds are built when youth are given opportunities to actively contribute, skills to be able to contribute, and consistent recognition for their efforts.
Understanding risk and protective factors can empower families and professionals to work together on fostering positive change.
Individual factors
Examples
Riskimpulsiveness, poor problem-solving skills, anti-social behavior, mental illness, substance abuse
Protectivecommitment to prosocial groups, community, and school; positive social skills; emotional regulation
Making change
Families: support of pro-social behaviors, activities, hobbies, and friends; model positive behaviors and self-control; counseling; anger management; Cognitive Behavioral Therapy (CBT)*
Communities & educators: provide positive connection / mentorship; support engagement to school, community, religion, and social groups; intervene early; promote cognitive, emotional, and social competence; develop self-advocacy skills; encourage giving and receiving support
Family and social factors
Examples
Riskacceptance of anti-social behavior, isolation, negative peer influences, lack of supervision, lack of access to supports
Protectivesafe, nurturing relationships; engaged parenting; supervision; encouraging prosocial activities; positive role models; prosocial peers
Making change
Families: create a supportive home environment; maintain open communication; teach how to handle conflict; build strong family relationships; seek out additional positive adult role models; access family counseling if needed
Communities & educators: provide opportunities for social connection; build up and rely on community networks; advocate for practices that give families financial stability; provide mentoring programs; support affordable after-school programs
Academic factors
Examples
Riskacademic challenges, low commitment to school, feeling unsafe or not belonging, learning disabilities
Protectiveclear standards and rules, rewards for prosocial bonding, positive attitude toward school, high expectations
Making change
Families: build positive connections to school; encourage healthy sleep and diet; provide distraction-free study time; address attendance; resolve issues with school; understand academic progress and classroom expectations
Communities & educators: support affordable preschool, childcare, and school-aged programs; work-skills training; alternative paths to graduation; explore 504 / Individualized Education Program as appropriate; create a culture of connectedness; build a trauma-sensitive school environment
* Cognitive Behavioral Therapy: Although multiple types of therapy can have an impact on well-being and behavior, CBT has been shown to have the greatest impact on reducing reoffending.
Read the full document:
Juvenile Justice Risk and Response