The purpose of this study was to determine the success of an early intervention behavioral modification strategy using a creative and expressive arts approach for vulnerable middle school age minority youth who are often taken into the juvenile justice system. The goal of this community-based program is to reduce the risk of future involvement with the juvenile justice system and enable participants to develop leadership skills and increase academic performance. The theoretical framework of this intervention focused on the counseling needs for vulnerable, culturally diverse children with attention to the general counseling needs of those who are talented. The intervention entitled, Project LEAD (Leadership, Education, Achievement and Development), was used as part of the training to increase self-efficacy, resilience, anger management, self-regulation, and coping strategies. Qualitative research methods that integrated features of a bounded case study were used to assess the changes as a result of this intervention.
Methods. A review of the literature, previous research and practice, process evaluation and community and volunteer collaboration led to the adaptation of an existing psycho-educational expressive arts intervention designed for vulnerable youth. Additionally, partnerships with juvenile justice and court-supported services were established.
Process outcomes. A one-year community process led to funding through the Tow Foundation to implement the program.
