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Be sure to provide proper citations for your work. For Top-Performer. Calculate Your Essay Price. Type of paper. Academic level. Pages words. Analysis any type. Lab Report. Discussion Essay. Contact offense against an adult Research this type of offense The unique needs of each individual offender means that a ldquoone size fits allrdquo approach to sanctions does not work for offenders How did international crime andpower and influencein the film correlate to our current Criminal Justice System What information contained in this weekrsquos textbook reading assignment provides relevance to the question Be sure to cite the text and other references in APA The focus of the residential transition program is to rechannel leadership abilities through a mentorship program that allows the clients to work with younger children and make presentations in schools.
When a child or teen leaves a youth detention facility, there are a number of options for placement and treatment.
In most instances, juveniles will be released to the custody of parents. However, there is sometimes a need for an out-of-home placement. Charges or suspicion of abuse, neglect, or exploitation on the part of the parent s or caretaker s must be investigated before placement.
For the youthful offender, transitional and treatment services may involve not only the behavior of the offender, but that of other individuals as well, including the parents.
It is not unusual for parents or guardians of young people in juvenile detention to need ancillary services such as substance use disorder treatment, social services, or vocational rehabilitation.
A composite assessment of the whole family opens up the possibility of the need for many treatment and ancillary services. Whether the family needs direct services or not, family involvement is critical for the success of substance use disorder treatment for a juvenile, since the family is an integral part of the transition and rehabilitative process.
Effective parenting and support can provide positive influences on the substance-using youngster; conversely, if parents or other family members are themselves substance users, this can exacerbate the problems of the child.
Case management for the youth is actually total family management and may include parent education and family therapy. The recent advent of pilot family drug courts shows considerable promise in dealing with substance use disorder issues of parents and providing for support services and permanent placement of children involved in neglect and abuse cases.
The Denver Juvenile Justice Integrated Treatment Network model coordinates State and local entities to provide a comprehensive continuum of care to juvenile offenders with substance use disorders and their families each year. The Network is composed of over public and private systems, including every State and local juvenile justice agency, the Denver public school system, State departments e.
During the development stage of the network, representatives from these various organizations met to identify obstacles to effective service delivery and created strategies to overcome them. Community treatment programs providing services to offenders in transition from institutional settings must be prepared for certain complications.
Offenders have ongoing responsibilities to the supervision agency. Thus, community programs must be prepared to report offenders' progress to supervising agencies, as well as address motivational issues associated with mandated treatment. In addition, many offenders in transition lack such essentials as housing, employment, and family support. The successful community program will have realistic expectations of offenders who are entering unfamiliar territory in life following release.
Community treatment providers must also examine their own preconceptions about "ex-cons" to make sure they treat offender clients fairly.
This section is for those community programs that provide substance use disorder treatment to offenders, including licensed residential treatment facilities, residential programs with a licensed treatment component, outpatient programs, intensive outpatient programs, substance use disorder awareness and education programs, and relapse prevention programs.
Depending on the type of facility or program, there are variations in terms of the comprehensiveness of the assessment, extent of case management planning, levels of care, and availability of resources.
In all settings, a variety of legal mandates and community supervision requirements will apply. Community programs should determine the degree to which the releasing institution has addressed the key components of a successful transition: assessment, case management planning, and identification of the community resources necessary to support adjustment in the community.
The community program should ask: How does the releasing agency determine the offender's needs after release and the appropriate level of supervision? What kind of case management planning is conducted to respond to those needs? What documentation is available to describe the results of these efforts? Is information maintained on treatment summaries and recommendations, consent forms, and assessments of medical, family, psychosocial, and mental health status?
Will the agency release the offender's records in a timely manner to the community supervision authority and community treatment provider? If the releasing agency addresses transitional planning, what are the components of the transition plan? What other agencies should participate in a transition team to plan case management and implement tasks during the transition period?
To the extent that transition planning is not performed by the releasing agency, how can another agency or agencies address the delivery of community-based services? The Consensus Panel makes the following recommendations regarding the goals for communication with the releasing agency: The community provider and the releasing agency should discuss the roles of each agency during the transition.
Community programs should become familiar with the forms and legal requirements used by releasing agencies. They must also be aware of the restrictions placed on the offender returning to the community, and the ways in which these restrictions affect the treatment process. Whenever possible, community agencies and releasing agencies should collaborate in designing forms to record offender progress.
The community provider must find out what kind of therapeutic interventions occurred in the institution and develop a plan for the community program to build on these interventions. Specifically, the community agency needs to determine whether there was A comprehensive substance use assessment A formal substance use disorder treatment program An educational program Vocational training. The range of possible approaches to treatment in the institution and the offender's response to them can vary greatly.
One individual may be released from a boot camp in which he internalized a great deal of structure and is therefore very compliant. Another individual may have been incarcerated several times and may have "failed" in six or seven treatment programs.
These past failures may make the offender more difficult to engage in treatment, and the community provider must be prepared for this. If formal treatment took place, there must be a clear understanding of what it entailed and the best method for building on it. Information on the components of the program and its duration is necessary to determine appropriate followup services. For example, if a long-term treatment goal is to promote self-sufficiency, to what extent were these skills developed in the institutional setting?
There are also negative behaviors learned in institutional settings. Community agencies need to be aware of the offender's disciplinary issues, substance use within the institution, and the other, more subtle influences of institutional life that may result in offenders attempting to deceive or mislead treatment providers. Unless they ask about these issues, community agency personnel may not receive this information. Community providers should be particularly prepared for two behaviors that offenders may learn in institutions, both of which can make treatment extremely problematic.
First, offenders learn that showing tender feelings or weakness in an institution is very dangerous and places one at great risk of emotional and physical assault. Second, they often become "institutionalized"; that is, they become habituated to institutional norms and control -- from getting up in the morning until lights out at night.
If an offender has been in an institution for a long time, it will be very difficult and scary for him to learn to take responsibility for his daily activities.
These two behaviors reinforce each other in ways that can undermine treatment. The most successful programs work on issues directly related to the factors that lead to criminality rather than on general life enhancement. Such issues are best addressed by methods that make use of reinforcement, graduated practice, modeling, and cognitive restructuring -- particularly with higher risk cases Holt, It is important for community-based treatment providers to understand the emotional and social needs of their clients.
Frequently Asked Questions [FAQs] Questions and answers describing the contents of the guidance package, how to get more information about the content of the package, and what the guidance package means for policymakers, district and school leaders, teachers, students, families, and community members.
Fact Sheet on the Correctional Education Guidance Package A two-page brief outlining the contents of the Correctional Education Guidance Package and quick statistics on the importance of providing education services to youth in confinement. Fact Sheet on Federal Student Aid Eligibility for Students Confined in Adult Correctional or Juvenile Justice Facilities Questions and answers, for students, on how being incarcerated in an adult correctional facility or committed to a juvenile justice facility affects your eligibility for federal student aid for college or career school.
The U. Departments of Education ED and Justice DOJ , and the technical assistance centers they fund can provide states and school districts with direct, tailored assistance to address exclusionary discipline practices to decrease the likelihood of student contact with the juvenile justice system and generally improve school climate. Some of those resources are listed below.
ED funds the Technical Assistance Center on Positive Behavioral Interventions and Supports which provides school districts and states with information, tools and resources for identifying, implementing, adapting and sustaining effective school-wide discipline practices.
ED funds 10 regional Equity Assistance Centers that provide direct training and technical assistance in the areas of race, gender and national origin at the request of public school districts and other responsible governmental entities. The centers often develop a memorandum of understanding with the districts they serve and generally provide services from six months to a year or longer, if needed. ED funds the Center for Great Teachers and Leaders to support state efforts to develop effective educators and education leaders.
The center provides technical assistance to states on how to incorporate techniques that reinforce positive student behavior and student engagement into professional development, evaluation and other workforce management efforts. DOJ funds a National Resource Center on School Justice Partnerships to provide access to research, training and technical assistance that will assist partners in developing new policies and practice geared towards diverting youth from the juvenile justice system.
Technical assistance for acting on the Guiding Principles for Providing High-Quality Education in Juvenile Justice Secure Care Settings is available through the following federally supported technical assistance centers:. The National Evaluation and Technical Assistance Center for the Education of Children and Youth Who Are Neglected, Delinquent or At Risk NDTAC serves as a national resource center to provide assistance to States, schools, communities, and parents seeking information on the education of children and youth who are considered neglected, delinquent, or at - risk.
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