The conceptual uncertainty which currently plagues the field of delinquency prevention poses a crucial barrier to understanding, planning, and evaluating delinquency prevention programs. "Preventive services," in the broadest sense, describes a myriad of activities, ranging from intensive casework, to group recreational programs, to the installation of street lights. In addition, programs failing under the prevention rubric deal with diverse target populations. Some programs are targeted to youths who have evidenced delinquent behavior; others are focused upon youths who show few signs of future delinquent activity. Most youths approach prevention programs with more than their visible delinquent tendencies or behaviors; in truth, they may bring with them a multitude of problems which may not be so evident, including drug abuse, alcoholism, broken families, and school failure. Unfortunately, the prevention literature often fails to consider the multiple influences on a youth's behavior and the important need for linkages with other service delivery systems.
This article discusses several conceptual frameworks for organizing the larger prevention picture, including: (a) the public health model; (b) classification by treatment strategy; (c) conceptualization by theories or crime correlates; and (d) classification by intervention level. Consideration of each model raises several additional issues that are as important as questions pertaining to program policy impact. The final section identifies and discusses sevral strategies for improving the methodology in conducting integrative reviews of program evaluations.
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