The Glen Mills Schools employs a theory-based approach to behavior change at its facilities, drawing upon a large number of methods to help youths overcome behavioral issues. The major problem with such a theory-driven treatment approach, however, is that no single theoretical explanation encompasses the complexity of all human social development. For this reason, many past attempts elsewhere have failed when confronted by the diversity of populations necessitating treatment.
To rectify this situation, the Glen Mills Schools integrates several theories, creating a sociological model that relies only on the assumption that social behaviors are learned and can be modified with proper support and guidance. Some of the theories that have informed the program at the Glen Mills Schools are described below, from oldest to most recent.
Strain Theory
This approach stems from the belief that delinquency is caused by the pressure to conform to societal norms. Especially in lower socioeconomic groups, youths may turn to delinquency due to anticipated or actual failure to meet those norms.
Differential Association Theory
This theory holds that delinquency is a product of behavior learned from groups. As such, the behavior can be modified by building a network of peers that reinforce constructive behaviors.
Cultural Deviance Theory
In disadvantaged areas where disorganization and a deterioration of community are rampant, youths turn to gangs and other delinquent social groups in order to fill the void. Strengthening social institutions helps to foster more positive types of behavior.
Control Theory
Socialization activities provide disincentives to delinquent behavior in youths, who are naturally inclined toward nonconformist behavior. Participating in pro-social initiatives accepted by the community, such as sports or volunteer activities, discourages delinquency. A lack of these pro-social activities leads to the opposite effect.
Social Learning Theory
Youths learn delinquent behavior from peers who are involved in such behavior and who are seen as role models. Social rewards within the group encourage this type of behavior to proliferate.
About glenmillsschools
Glen Mills Schools is a residential facility for delinquent, male youth with the goal of changing behavior and developing life skills to sustain change. Located in Glen Mills, Pennsylvania, the 800-acre facility has served at-risk youth for more than 180 years. Court committed youth, ranging from ages 14 to 18 years old, stay at the Glen Mills Schools for nine to 10 months on average. Glen Mills Schools utilizes a Sociological Model. The cornerstone of our Sociological Model is our established normative culture; a way of behaving, using norms, rather than a complicated system of rules. Our Group Living Department has the ongoing responsibility of systematically monitoring, molding, maintaining and supervising the normative culture as the means of teaching our youth self-control and pro-social behavior, dealing with behavior in the context of the here and now while promoting individual growth and responsibility within our student body. The use of positive peer pressure, carefully supervised by staff members, is applied through confrontation and feedback to maintain this environment, as well as, to initiate and maintain individual change primarily through group process. Commitments, rewards, sanction systems and reinforcement techniques are tools to strengthen and maintain this culture. We believe that the strength and potential of each youth needs to be identified, stimulated and developed in order for them to overcome negative value systems, thought processes and behaviors. Our programming identifies and addresses criminogenic risk factors using research and evidence-based, group and individual interventions, practices and programs within the framework of a positive normative environment. Our programming includes but is not limited to the following: identification of individual risk factors, diagnostic assessment, guided group interaction, cognitive behavioral therapy, individual and group counseling, gun violence reduction, anger management, parenting skills, development of individual strengths, adolescent substance programming, recreational programs, social and life skill development, independent living skills, regular and special academic education, health, physical education and recreation, interscholastic sports participation, career and technical education, community service and restitution opportunities, cultural awareness, health services, dental services, restorative justice practices, resiliency through the Bulls Club membership, spiritual services and transitional planning, etc. An Individual Service Plan is developed for each youth within 30 days of arrival. Progress is reviewed and documented on a monthly basis. Individual Plans are reviewed and revised a minimum of every six months of placement.
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