Increasing consensus in the evaluation of offender rehabilitation? lessons from recent research syntheses

Abstract

Recent years haveSeen a revivification o f c o m c l i o d treatment.Meta-analysis has played an imponant role in this mnd. However, the discussion on these results has been just as controversial as the reviews on the"nothing worlu" debate 2 0 y u r s ago. This controversy is due to a mixing up of facts and values. Thc prrrent papa should contribute to the consensus on facts. first. it reports on an update of a m e h -d y s i s on the treatment of adult offenders in German social-therapeutic prisons. This is followed by an oveMcw of N o h American meta-analyses that have concentntcd mostly on pmpm withjuveniles. The outcomes show fairly consistent but low overall effects. Most meu-analyses rlro tend to agree on differential effects (e.g.. modu of treatment, design characteristics. settings).Nonetheless. there arc still major deficits in evaluation research. finally. future perspectives of the revived discussion on offender rehabilitation = d i d .

The Georgia Cognitive Skills Experiment

“…The most recent efforts to address these risk factors have involved government agencies and professional organizations in active promotion of cognitive-behavioral programming for offenders. This movement to theoretically based, cognitive, treatment approaches received support from several meta-analyses (see Andrews, Zinger, et al, 1990;Lipsey, 1992;Losel, 1995), which concurred that cognitive-behavioral programs were more effective in reducing offender recidivism than alternative modalities.…”

Cognitive skills programmes for offenders

“…The syntheses of the meta-analyses led to the formulation of the principles of effective practice in working with offenders to reduce reoffending (Andrews, 2001;Lö sel, 1995). Three key principles were established: first, the risk principle whereby services are directed towards medium to high risk offenders; second, the needs principle so that interventions target offenders' criminogenic needs; third, the responsivity principle by which interventions are matched to offenders' learning styles.…”

Offenders with Developmental Disabilities

“…Lösel, 1995), now strongly supports the position that effective work with offenders to prevent further offending is possible. The parameters of such evidence-based practice have become well established and widely disseminated under the banner of What Works (McGuire, 1995).…”