BackgroundOne of the best strategies for combating juvenile delinquency is to adopt a developmental crime prevention program. Developmental crime prevention programs aim to reduce the risk of an individual becoming a criminal. The theory that guides these types of programs is that criminal and deviant activities are the result of early experiences and learning. These programs focus on what drives individuals to commit deviant acts in order to identify ways to stop this activity (Lab, 2014). A key element of developmental crime prevention programs is identifying risk and protective factors for offending. A risk factor is any variable that increases the likelihood of subsequent recidivism, while a protective factor is any variable that interacts with a risk factor to minimize its effects. The two categories of risk factors that typically receive attention in developmental crime prevention programs are individual and family risk factors. Examples of these types of risk factors are low intelligence and achievement, and poor parental monitoring, respectively (Lab, 2014). Once these factors are identified, programs are designed to counteract the risk factors and strengthen the protective factors. An interesting feature unique to developmental prevention is that crime reduction tends to be an indirect consequence of most programs. Many programs are initially implemented to improve early childhood outcomes by increasing cognitive skills, academic achievement, building strong connections with family and school, and much more. This is done long before delinquency or delinquency can even be measured. One type of program that would fall under developmental crime prevention is a preschool enrichment program...... middle of paper ......ear tracking of a randomized controlled trial. Journal of the American Medical Association, 280(14), 1238-1244. Reynolds, A. J., Temple, J. A., Robertson, D., & Mann, E. (2001). Long-term effects of an early childhood intervention on academic achievement and juvenile arrest: 15-year follow-up of low-income children in public schools. Journal of The American Medical Association, 285(18), 2339-2346. Reynolds, AJ, Temple, JA, Robertson, DL, & Mann, EA (2002). Cost-benefit analysis at age 21 of Chicago Title I child-parent centers. Educational Evaluation and Policy Analysis, 24(4), 267-303.Reynolds, A.J. (2000). Early intervention success: Chicago's Child and Parent Centers. Lincoln, Neb.: University of Nebraska Press. Tonry, M. and Farrington, D.P. (1995). Strategic approaches to crime prevention. Crime and justice - a research review, 19, 1-20.