Juvenile Intervention and Prevention Program (JIPP)

The Juvenile Intervention and Prevention Program (JIPP) serves as an alternative to suspension and aims to help at-risk Junior High and High School aged students experience success in school, at home, and in the community. JIPP is delivered in four modules. The first module, Resistance, is conducted by officers from the Los Angeles Police Department and aims to reduce resistance to psychological and behavioral change. During this module, officers define clear boundaries and expectations of positive behavior among participants by requiring that students participate in a comprehensive physical training program.

During Empowerment, the second module, and for the remainder of the intervention, officers teach students public speaking and job interviewing skills, as well as lessons in citizenship, fairness, caring, respect, responsibility and trustworthiness. The first course of an interactive software program called The Ripple Effect is also introduced as one component of the psychosocial intervention.

The second Ripple Effect course is conducted during the third module, Leadership, and works to increase leadership skills and address social responsibility. In addition, students who performed exceptionally well during the first two modules are chosen to serve as leaders for the remainder of the program. The final module is delivered to parents as a psychoeducational parenting class, during which parents are taught proactive parenting skills and are encouraged to utilize these skills to create an environment of respect, love, and compassion.

The goal of the Juvenile Intervention and Prevention Program is to help at-risk youth who reside in gang-ridden neighborhoods experience success in school, at home, and in the community.

During the first two years of operation, over 380 students participated in the program. Outcome measures that are used to evaluate the impact that the Juvenile Intervention and Prevention Program had on these students includes: psychosocial-emotional (depression), behavioral (discipline referrals, suspension rates), and academic (test scores).

Before and after the intervention, participants completed the Beck Depression Inventory. The number of participants who scored in the normal range on this questionnaire increased from 35% to 66% after the intervention. After the intervention, number of days of suspension decreased by 50% and suspension rates for disruptive or defiant behavior decreased by over 70%. Twenty-five percent of participants improved their English test scores by 10% or more after the intervention, while 36% improved their math scores by 10% or more. And finally, 56% of participants showed some improvement in English and 58% showed some improvement in math.