Implementation of the Good Lives Model in an Open Juvenile Correctional Facility: An Exploration of Social Validity Through Practitioners’ Experiences

The Good Lives Model (GLM) is increasingly applied with justice-involved populations, but little is known about its use with youth in correctional settings. To address this, we used a constructivist grounded theory approach and conducted semi-structured interviews with fifteen practitioners from two units of an open correctional facility recently introduced to the GLM. The study explored the social validity of the model through practitioners’ perceptions of its goals, integration in daily practice, and perceived benefits, while also considering factors influencing implementation and understanding. Results highlight that while practitioners valued the supportive attitudes promoted by the GLM, certain theoretical foundations were not fully clear and required further explanation. The findings underline the need to adapt training programs to the specific realities of juvenile correctional contexts. Emphasis should be placed on thorough practitioner preparation and continuous professional support to strengthen GLM practices and foster sustainable application in youth justice settings.

Plain Language Summary Title

Supporting juvenile involved youths in correctional facilities: practitioners views on the Good Lives Model

Why was this study done?

Juvenile-involved youths in correctional facilities need support that helps them build positive futures, not only punishment. The Good Lives Model (GLM) is designed to guide this kind of work. Although it is increasingly used, in practice the GLM is often added on top of existing programs rather than being fully integrated, which means its benefits are not always realized. We wanted to understand how practitioners experience this model and how it could be better implemented with youths.

What did the researchers do?

We interviewed fifteen practitioners from two units in the same youth correctional facility who had recently started working with the GLM. We explored how they understood the goals of the model, how they used it in daily practice, and what they saw as its benefits and challenges. What did the researchers find? Practitioners valued the GLM is positive and supportive approach. However, some of its theoretical ideas were unclear, and the model was not always applied consistently. Staff highlighted that training and ongoing support are essential to move from partial use of the GLM to a more complete and effective practice.

What do the findings mean?

To make the GLM fully operational in youth correctional settings, training must be tailored to the realities of the environment. Initial preparation and continuous professional support are key to consolidating GLM practices and ensuring that the model becomes a sustainable and integral part of daily work with these youths.