Program Goals
Reading for Life (RFL) is a diversion program in Indiana for juveniles (aged 13–18) who have committed non-violent offenses. In the program, juveniles study works of literature and classic virtue theory in small groups, led by trained volunteer mentors. The goal is to foster moral development in juveniles who have committed offenses, and reduce their rates of recidivism.
Target Population/Eligibility
The program targets juveniles who have committed their first or second non-violent offenses. Eligible juveniles are referred to the program by their probation officers.
Program Components
RFL primarily consists of small reading groups. During an initial assessment, juveniles are given a 3-minute reading assessment, to determine group placement (Rasinski and Padak 2005). The groups are small, consisting of no more than five participants of comparable reading ability and two trained mentors. The groups meet twice a week for 1 hour over the course of 10 weeks. At the start of the group sessions, each small group selects a novel to read from several options. Over the course of the program, the sessions include oral readings, journaling about questions developed by the mentors, and facilitated discussions on virtuous character implications that are found in the readings and during writing exercises. Journaling exercises often focus on personal life reflections that come from the content of group discussions.
All RFL groups are given an opportunity to apply the lessons learned during the sessions by choosing a 1-day community service project that is thematically consistent with the group readings and discussions. This is designed to promote reconciliation and engagement with the community. For example, a group that has read a book with an environmental theme may choose to do a river clean-up service project. The program culminates with a final presentation by the participants to their parents or guardians, group mentors, and RFL staff. Overall, juveniles spend about 25 hours in formal program activities.
After successfully completing the program, juveniles are not required to report that they were charged or convicted of a crime on any employment or academic application. When they become of legal adult age, if they remain offense-free for at least 1 year, they may petition the state to have their juvenile record expunged.
Key Personnel
The RFL mentors are volunteers who undergo extensive practical and theoretical training. The training includes 12 weeks that are spent shadowing an experienced mentor. Mentors attend quarterly meetings for ongoing training and supervision, and do not have access to or knowledge of juveniles’ criminal records or delinquent pasts.
Program Theory
The theoretical foundation of the RFL program is classic virtue theory (MacIntyre 1984). Program participants learn about the four cardinal virtues from Aristotle (justice, prudence, temperance, fortitude), as well as Thomas Aquinas’ extension of Aristotelian virtue theory (fidelity, hope, and charity). The program is based on the idea that explicitly teaching virtue theory can help youths discern between right and wrong. In addition, the program is based on the idea that literature can help facilitate moral development by helping youths vicariously experience situations and stories presented in the books, and relate the lessons they learn to experiences in their own lives (Bruner 2003; Seroczynski et al. 2015).
