Family treatment court participation and permanency in a rural setting: Outcomes from a rigorous quasi‐experiment

2021 ◽  
Author(s):  
Margaret H. Lloyd Sieger ◽  
Jessica Becker ◽  
Jody Brook
Keyword(s):  
Rural Setting ◽  
Family Treatment ◽  
Family Treatment Court ◽  
Treatment Court ◽  
Quasi Experiment

Therapeutic Jurisprudence in Practice: Changes in Family Treatment Court Norms Over Time

2015 ◽  
Vol 40 (01) ◽  
pp. 205-236 ◽  
Author(s):  
Suzanna Fay‐Ramirez
Keyword(s):  
United States ◽  
Therapeutic Approach ◽  
The United States ◽  
Therapeutic Jurisprudence ◽  
Family Treatment ◽  
Court System ◽  
Family Treatment Court ◽  
Treatment Court ◽  
Over Time

Family treatment court (FTC) is an example of an increasing number of problem‐centered courts currently operating in the United States. Problem‐centered courts such as FTC encompass the ideas of therapeutic jurisprudence but operate within the broader court system. Presented are the results of an FTC case study that seeks to understand the evolution of courtroom norms and practice over time. Observations of courtroom interactions and interviews with courtroom personnel show that initial observations are consistent with the ideals of therapeutic jurisprudence. However, over time, daily demands and pressures on the courtroom undermine the therapeutic approach.

scholarly journals Therapeutic Practice through Restorative Justice: Managing Stigma in Family Treatment Court

2016 ◽  
Vol 16 (3) ◽  
pp. 50 ◽  
Author(s):  
Suzanna Fay-Ramirez
Keyword(s):  
Restorative Justice ◽  
Child Protection ◽  
Lessons Learned ◽  
Therapeutic Jurisprudence ◽  
Family Treatment ◽  
Court System ◽  
Treatment Team ◽  
Therapeutic Practice ◽  
Family Treatment Court ◽  
Treatment Court

<p><span style="line-height: 106%; font-family: 'Times New Roman',serif; font-size: 12pt; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-ansi-language: EN-AU; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="EN-AU"><em>Family Treatment Court manages parents with current child protection cases and co-occurring addiction to drugs and/or alcohol and is an example of a growing number of problem centred courts that utilise the principles of therapeutic jurisprudence and restorative justice to process cases. An 18-month study of a Washington State Family Treatment Court reveals that the potential harmful stigma of ‘bad parent’, ‘addict’ and ‘offender’ are managed through interactions between the courtroom treatment team and court clients. Findings show how court interactions and practice bring restorative justice into the mainstream court system by managing the stigma associated with justice system supervision. Lessons learned from Family Treatment Court provide important consideration for mainstreaming therapeutic and restorative practice into the courtroom and the examination of interactions between court clients and courtroom personnel demonstrate how to translate stigma management from theory into practice</em></span>.</p>

scholarly journals Information Literacy (IL) Intervention Workshop has Positive, but Limited, Effects on Undergraduate Students’ IL Skills

2014 ◽  
Vol 9 (2) ◽  
pp. 28 ◽  
Author(s):  
Lisa Shen
Keyword(s):  
Information Literacy ◽  
Educational Intervention ◽  
Skill Level ◽  
Rural Setting ◽  
Average Score ◽  
Control Group ◽  
Self Assessment ◽  
Maximum Score ◽  
The Impact ◽  
Quasi Experiment

A Review of: Gross, M. & Latham, D. (2013). Addressing below proficient information literacy skills: Evaluating the efficacy of an evidence-based educational intervention. Library & Information Science Research, 35(3), 181-190. Objective – To evaluate the impact of an educational intervention workshop on students’ information literacy (IL) skills and self-perception of their own IL knowledge. Design – Quasi-experimental design with control groups and semi-structured interviews. Setting – Two community colleges in the United States of America, one in a rural setting and one in an urban setting. Subjects – Ninety-two students enrolled in an entry-level English course, who scored below proficiency (65%) on the Information Literacy Test (ILT). Methods – One hundred students from each college took the pre-session ILT and an IL self-assessment survey at the beginning of the Spring 2011 semester. The ILT used was developed and validated by James Madison University (Wise, Cameron, Yang, & Davis, n.d.) and measures understanding of all the Association of College and Research Libraries (ACRL) Information Literacy Competency Standards (ACRL, 2000, pp. 2-3) except Standard 4. For motivation, students each received $20 for their efforts and were told those who scored in the top 15% would enter a draw to win one of two additional prizes of $50. Those who scored below the ILT proficiency level of 65% were invited to participate in the quasi-experiment. Forty-nine participants were assigned to the workshop group and 43 to the control group. The two groups were comparable in demographic characteristics, prior IL learning, and ILT scores. Those in the workshop group were ask to attend one of five workshops designed around the Analyze, Search, Evaluate (ASE) process model for IL interventions (Gross, Armstrong, & Latham, 2012). The workshops were offered on both campuses and taught by the same instruction librarian. The workshop participants completed questionnaires, which included a second ILT, self-assessment, and ASE-based questions, before and after the IL workshops. Each workshop participant received $30. The control group participants took the same post-session questionnaire after the workshops were completed and received $20. The same $50 incentive was offered to both groups. Two weeks after the workshops, semi-structured individual interviews were conducted with 30 participants to analyze their learning experiences. Results – Participants’ self-assessment of IL skills showed significant downgrading after they took the ILT for the first time. This downward calibration held true for both the control (t (41) = 4.077, p < 0.004) and the workshop (t (45) = 4.149, p < 0.000) groups. Subsequent self-ratings from the control group showed this downward recalibration of self-assessment was sustained over time. For participants in the workshop group, their average self-rating of IL ability rose from a pre-ASE workshop rating of 2.79 out of a maximum score of 5, to a post-workshop rating of 3.83. However, the same participants’ post-workshop ILT scores did not show any significant improvement. Attending the ASE workshop did not help participants to achieve the “proficient” IL skill level (an ILT score of 65% or higher). Nonetheless, the workshop group’s performance on the ASE focused questions, also administered pre- and post-session, indicated that participants did gain some IL skills during the workshop. On the ASE questions, which had a maximum score of 25 points, the workshop group’s average score increased from 10.62, pre-session to 13.40, post-session, while the control group had an average score of 10.91 pre-session and 10.77 post-session. In the follow-up interviews, most participants reviewed the workshop positively and felt that their peers would benefit from attending. However, the skills participants reported learning primarily focused on the Search stage of the ASE model, such as exact phrase, truncation, and the advanced search options in Google. Conclusion – This quasi-experiment examined the impact of a one-hour ASE model-based workshop on first-year English students with below-proficiency IL skill levels. Self-assessment ratings indicated that workshop attendance increased students’ confidence in their skill level, although this upward recalibration of self-view significantly overestimated participants’ actual skill gain. Pre- and post-test questionnaires indicated that, while students did gain some new IL knowledge, attending the workshop was insufficient to improve their IL skill to the proficient level.

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