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Recent increases in the delinquency and incarceration of girls have prompted juvenile justice professionals to search for effective, gender-specific prevention and treatment strategies. Given the dearth of research on girls' programming, these professionals are often left to sort out discrepancies between two major bodies of literature that address the needs of delinquent girls-the "what works" literature and the "gender-responsive" literature. This article culls the best of what is available within both these bodies of literature and suggests programmatic elements deemed essential for working effectively with girls.

Due to the popularity of cognitive behavioral interventions, programs that follow this model are often assumed to be effective. Yet evaluations of specific programs have been slow in coming. The current investigation seeks to bridge this gap by evaluating the effectiveness of Thinking for a Change (TFAC), a widely used cognitive behavioral curriculum for offenders. Furthermore, this evaluation provides a “real-world” test of TFAC, because it was implemented by line staff in a community corrections agency as opposed to being a pilot project implemented by program developers. The results of the analyses indicate that offenders participating in the TFAC program had a significantly lower recidivism rate than similar offenders that were not exposed to the program.

The research on what works in correctional interventions provides a powerful agenda for correctional programming. Evaluability assessment is a tool that can be used to help put this research into practice by providing a measure of program quality. This article describes Gendreau and Andrews's Correctional Program Assessment Inventory (CPAI) as one example of an evaluability assessment tool that is designed to ascertain how well programs are meeting certain principles of effective intervention. It also reports the results of CPAIs conducted on 86 treatment programs. The results indicate that these programs are not adequately incorporating the principles into their correctional programming. Common shortcomings are discussed, and potential resolutions are offered.

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The research has demonstrated that cognitive-behavioral treatment programs for offenders work to reduce recidivism. One reason these programs have been found to be effective is that they target one of the “number one” predictors of crime, antisocial attitudes and values. Unfortunately, these programs may not “work” for all offenders. The literature suggests that personal characteristics of offenders, although not directly related to recidivism, may in fact interfere or hinder the ability for the program to “work.” This is referred to in the literature as the “responsivity principle.” This study seeks to understand the role that personal or responsivity characteristics of offenders play in whether these attitudes and distortions were reduced. This study found that although individual responsivity characteristics alone were not related to whether the program was successful, individuals with a combination of the important responsivity characteristics (e.g., low intelligence, low self-esteem, and history of sexual abuse) were less likely to benefit from the program. In fact, their cognitive distortions were often made worse. Thus, it may be that responsivity should be seen as having a cumulative effect. The more “issues” an offender has, the less likely the treatment will accomplish what it is “supposed to do”—which in this case was to reduce antisocial or cognitive distortions.

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Over the past 20 years, much has been learned about the elements of effective correctional interventions through a body of literature known as "what works." The primary foci within this literature are assessment, treatment models, and treatment setting. Relatively little is said about the specific knowledge, attitudes and skill sets that correctional staff should possess to be effective change agents, or about the importance of the relationships that form between correctional staff and the offenders they serve. This stands in contrast to the counseling profession, where the therapeutic, or helping, alliance has long been viewed as an intermediate criterion of counseling effectiveness. The purpose of this article is to examine the role of the helping alliance in juvenile probation settings. Strategies for facilitating the development of the helping alliance and suggestions for future research are discussed.