Criminology social learning theorists state that criminal behavior, like other behaviors in life, are learned. Social learning theorists seek to understand and explain how a person learns to become a criminal, and then to develop strategies and programs that model appropriate behavior. Learning theorists also believe that deviant behavior can be eliminated or modified by taking away the rewards for the behavior, increasing the negative consequences of the behavior, or changing the balance of reward/punishment for the behavior. Chapter 5 in the book "Criminological Theories: Introduction, Evaluation, and Application by Ankers, Ronald, L., Christine S. Sellers and Wesley G. Jennings" discusses a number of prevention and treatment programs that apply social learning theory. What programs are the most effective in preventing delinquency—those that aim at juvenile delinquency, or those that involve children and their families (regardless of delinquency status)?

To date, it appears that the most effective programs for preventing juvenile delinquency are those that cater to children and their families.
These programs are based on what is called the Teaching-family model, where teaching parents are paired with 6-8 juvenile delinquents in a family setting. In the past, juvenile delinquents showed great progress during the rehabilitation process, but subsequent delinquency rates still proved comparatively high. Today, teaching-family programs incorporate the efforts of teaching parents, biological parents, and educators to lower the recidivism rates among juvenile delinquents. Many of these programs also target children who are not delinquents but who may be at risk for delinquent behavior. To date, many of these programs report improved school performances and lower engagement rates with the police.
Prior to the Teaching-family programs, states focused on group rehabilitation efforts. One example was the Highlands alternative treatment program for delinquent boys. In this program, the male delinquents were allowed to attend school, after-school activities, or work study programs. However, they were required to live at the Highlands facility for a period of time. At the facility, the boys were subjected to adult-guided interactions aimed at discussing problems and arriving at effective solutions for those problems.
Although graduates from this program had lower recidivism rates than those who attended a state reform school, the results were only marginally satisfying. Similarly, the Patterson Adolescent Transition program in Oregon favored emotional engagement between parents and their children, but neglected to provide resources for managing the deeper issues at play for older at-risk teens.
Sociologists like Lamar Empey found that, although programs like the "Provo Project" helped younger juvenile delinquents, the recidivism rates for older delinquents stayed high. Social learning theorists began to understand that the intensity and diversity of programs was crucial to lowering recidivism rates. Rehabilitative programs needed to incorporate a range of options such as family therapy, arts and vocational programs, wilderness programs, individual therapy, and jobs training in order to meet the needs of older delinquents. In response, the Teaching-family programs began to meet these needs as time progressed. 
The teaching model focuses on a wide range of solutions for at-risk teens, embracing a wide support system that nurtures and supports positive changes in the lives of these teens. The programs incorporate the efforts of teaching parents, biological parents, teachers, employers, mentors, as well as peers of the at-risk teen. These programs are shown to be more effective in preventing delinquency than programs aimed solely at juvenile delinquents. This is because the teaching-model focuses on both lowering recidivism rates among delinquents and preventing at-risk teens (without criminal records) from choosing a criminal lifestyle.
https://www.prisonpolicy.org/scans/rehab.html