Examining the effectiveness of youth diversion programming
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The ability to divert youth, found guilty of offences under the Canadian Youth Criminal Justice Act, away from formal sentencing sanctions is a fundamental principle and cornerstone of Youth Justice. This research paper contains both an analysis of the existing literature and the expert opinion of a Youth Diversion Program Coordinator in British Columbia (who will be referred to as Informant A). An examination of the existing literature indicated that youth diversion programs are effective in reducing recidivism rates among youth. This paper focuses specifically on the elements which contribute to a successful diversion program. These include: collaboration with the community and various stakeholders, mentoring, youth taking accountability and responsibility and police ‘buy in’ of the program. Interestingly, gender was found not to be a contributing factor to referral rates or successful completion of the diversion program. Various deficiencies in the literature are also discussed, including: challenges defining youth diversion, small sample sizes and lack of Canadian content. In summary, this research paper demonstrates that youth diversion programs are an effective measure in reducing recidivism rates among youth. These programs, when they contain the aforementioned elements above, are an acceptable means to hold youth accountable to the community.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.004 | 0.002 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it