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Wilson and Hoge (2012) examined 45 studies (73 distinct programs – victim-offender

mediation, community service, restitution, and treatment or education programs) and their findings

suggest that juvenile diversion was more effective in reducing recidivism than processing of youth

through the juvenile justice system with both study- and program-level factors impacting

diversion’s effectiveness. That same year, Craig Schwalbe and his colleagues conducted a meta-

analysis of diversion programs. They assessed 28 experimental or quasi-experimental studies with

57 comparisons and 19,301 juveniles who were involved in at least one of five program types: case

management, individual treatment, family treatment, youth court, and restorative justice programs.

Schwalbe et al. (2012) contend that only family treatment (OR=.57) and specific kinds of

restorative justice programs (OR=.69) significantly reduced recidivism.

Winder and Denious (2013) suggest that effective diversion programming results in a high

program completion rate and low re-offense/recidivism rate - though they suggest that both of these

terms “high” and “low” are not specifically operationalized and vary considerably across programs.

Generally, completion rates refer to youth entering diversion programs and meeting the specific

conditions expected in terms of the diversion contract. And recidivism can be measured as re-

engagement with the criminal justice system (arrest, charge issued, a petition filed,

adjudication/conviction, or incarceration) and the length of time until the subsequent contact

(Winder & Denious, 2013).

Review of national diversion programming suggests that best practices for juvenile

diversion programs feature: 1) standardized and consistent screening and assessment for juveniles

which are not problem-focused but strengths-based and account for appropriate youth

development; 2) reduced contact with and penetration into the justice systems; 3) use of wrap-

around and family-centered interventions focused on problem-solving and skill-building; and 4)

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