juvenile response model - maccac

JUVENILE RESPONSE MODEL USER MANUAL (Nov. 2018 Draft)

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JUVENILE RESPONSE MODEL (JRM)

What is the JRM? Acronym is pronounced l ike “Drum”; as in an instrument we can play together .

The Juvenile Response Model (JRM) is a graduated response system that is designed to:

• Increase desired behaviors by rewarding accomplishments and to decrease problematic behaviors by addressing lapses.

• Focus on Positive Youth Development and the strength-based abilities of the youth in our care.

• Promote the use of certain, immediate, proportionate, fair, and tailored responses (EBP) to reduce unnecessary confinement, eliminate racial disparities, and improve success amongst the youth in our care.

• Provide consistent and equitable responses.

How does the JRM work? The JRM operates on the theory that staff, through consistent and equitable responses, will assist youth by providing certain, immediate, proportionate, fair, and tailored responses. Responses consist of “Behavior Responses”, “Need Responses” and “Court Responses”. Every staff is responsible to the youth we serve, their families, and the community. It is everyone’s job to help youth see their inherent strengths, and their ability to live a pro-social lifestyle. The JRM provides staff with the structure to shape behavior. However, it is up to staff to follow the structure provided in the JRM to help youth make transitions to or promote pro-social lifestyles. The JRM was designed with several guiding principles in mind. Especially important are the principles of evidence-based responses (certain, immediate, proportionate, fair, and tailored); and the fact that all youth have absolute worth, strengths, positive traits, abilities and attributes. While the JRM has Behavior Responses to Lapses (along with Need and Court Responses), the foundation of the model is on Behavior Responses to Accomplishments (strength-based). The JRM will be used to help enhance youth success, support long-term change and to provide staff with the structure to promote both. Within the JRM, every staff is considered a specialist; specialists with a JRM guide and tools. DISCLAIMER: Responses in this guide are not exhaustive, but are focused on the things that corrections staff are responsible for managing. This is a guide to structure, not determine, decision making. Some responses may need administrative approval. Please make your best judgement about response options. Consider individualized and graduated responses. It is also important to consider all mitigating and aggravating factors. In all decision making, be mindful of implicit bias.

JRM User Manual Authored by Jason Mereness MA; Planning Specialist 2 | 2018

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JRM Manual | Table of Contents

Section A BEHAVIOR RESPONSES Protocol for making Behavior Responses 4 Juvenile Detention Center (JDC) Grids 5 Probation Grids 8 Boys Totem Town (BTT) Grids 11

Section B NEED RESPONSES Protocol for making Need Responses 14 Probation Grids 15 Boys Totem Town (BTT) Grid 19

Section C COURT RESPONSES Probation Grids (To be developed) 21

Section D TOOLS FOR PRACTICE JRM Informational Handout 23 Behavior Response Cards (Explanations and Templates) 24 Behavior Response Card Guidelines 29 Motivational Interviewing Summary 33 The Coaching Habit - Seven Questions to Ask Youth 34 Trauma Informed Communication - Shame vs. Encouragement (Visual checklist for staff) 35 Trauma Informed Responses – Responding to Emotional Triggers 36 Thinking Report 37 Definitions 38 Acknowledgements 39 References 40

Ne

ed

Visual: The JRM is like a three-legged stool. Each

leg (our response options) supporting the youth’s

stability and success.

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Protocol for making BEHAVIOR RESPONSES

Behaviors have been broken down into two categories, Accomplishments and Lapses.

Accomplishments are desired behaviors and Lapses are problematic behaviors. When a youth

displays a behavior that can be defined as an Accomplishment, or as a Lapse, staff will identify the

most appropriate color-coded response, and respond accordingly. Color-coded response options are

Bronze, Silver, Gold; and Green, Yellow, Red. The option “Other” remains in each category to allow

staff room to be creative and to participate in goal setting with the youth.

Step One: Determine the youth’s level of Accomplishment or Lapse.

Step Two: Respond with the corresponding color-coded Behavior Response, as

suggested.

* Reminder - Suggested Behavior Responses are just a reference point.

Illegal or P.R.E.A related behavior may result in legal responses

Visual Example:

Minor Accomplishments Medium Accomplishments Major Accomplishments

Bronze Response Options Silver Response Options Gold Response Options

Minor Lapses Medium Lapses Major Lapses

Green Response Options Yellow Response Options Red Response Options

Research suggests that responses are most effective when they are:

Certain – Behavior occurs, a specific response occurs

Immediate – Response occurs as soon as possible after a behavior occurs Proportionate – Severity and type of response matches severity and type of behavior Fair – Transparent and promoting trust

Tailored – Response meets individual needs; provides options for decision making

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JDC Behavior Response Grids

NOTES:

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ACCOMPLISHMENTS AND BEHAVIOR RESPONSE OPTIONS (JDC) Minor Accomplishments Medium Accomplishments Major Accomplishments

1. Actively participates 2. Has positive peer interactions 3. Helps others 4. Is a good role model 5. Promotes a safe environment 6. Puts in extra effort 7. Requires minimal direction 8. Takes responsibility 9. Uses respectful language Z. Other

10. Avoids argument 11. Consistent positive peer

interactions 12. Consistently is a good role

model 13. Consistently puts in extra

effort 14. Handles a difficult situation 15. Helps staff 16. Meets daily goal 17. Processes with staff Z. Other

18. Completes a group 19. Makes A or B honor-roll 20. Meets weekly goal 21. Recognized for outstanding

achievement (based on perceived ability)

Z. Other


a) Verbal praise to youth b) Verbal recognition in front of

others c) Bronze Card

Entered into raffle to potentially win secondary reward Z. Other

d) Silver Card Traded-in for secondary reward

• Extra Soft-cover books/magazines in room

• Journaling/Pencil and paper in room

• Electronics in room

• 10 min phone call to guardian/parent

• Plastic chair to sit on Z. Other ➢ All Bronze Options

e) Gold Certificate f) Gold Card

Admission for special secondary rewards

• Recreation room time: crafts, puzzles, videos, video games, create documents

• Movie night

• Special event

• Small gym time

• Extra gym/courtyard time

• Family visit (after 30 days) Z. Other ➢ All Bronze & Silver Options

Secondary reward privileges can only be issued when the needs of the building are met/it is safe to do so. Secondary reward privileges expire at the end of each shift.

NOTES:

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LAPSES AND BEHAVIOR RESPONSE OPTIONS (JDC) Minor Lapses Medium Lapses Major Lapses

51. Uses inappropriate comments/swearing

52. Wears inappropriate dress 53. Passes notes 54. Disrupts staff while giving

expectations 55. Demanding things or

responses from staff 56. Hallway expectations not

observed Z. Other

57. Lies/misrepresents information

58. Participates in horseplay 59. Disruptive in classroom 60. Calls staff/others

inappropriate names 61. Found in possession of

contraband 62. Refuses to attend school or

group 63. Does not comply with staff

directives (including repeated minor lapses)

Z. Other

64. Being out of bounds/in restricted area

65. Displays gang/cult behavior 66. Fights (verbal or physical) 67. Makes threats (verbal or

physical) 68. Interferes 69. Escapes/attempts to escape 70. Conspires 71. Tampers with security device

items 72. Misuses medication 73. Bullying/intimidation Z. Other


a) Go over the rules b) Repeat the directive c) Verbal reminder d) Discussion with staff about

behaviors e) Verbal apology f) Go over group work g) Process Lapse with staff Z. Other

h) Discuss appropriate boundaries

i) Restrict peer association j) Written apology l) Timeout m) Code One Z. Other ➢ All Green Options

n) Refer to Supervisor (Who may restrict activities, put on special management, etc.)

o) Code Two Z. Other ➢ All Green & Yellow Options

See Resident Handbook or Discipline Plan for further information

NOTES:

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Probation Behavior Response Grids

NOTES:

9

ACCOMPLISHMENTS AND BEHAVIOR RESPONSE OPTIONS (PROBATION) Minor Accomplishments Medium Accomplishments Major Accomplishments

1. Establishes at least one personal goal

2. Establishes a plan to complete court ordered community service or restitution.

3. Enrolls and registers for school

4. Actively searches for a job 5. Has no negative reports sent

to Probation Officer 6. Informs Probation Officer of

negative peer association 7. Participates in court ordered

Cognitive Programs and Pro-Social Activities

Z. Other

8. Has on-going conversations with Probation Officer to discuss issues and concerns

9. Addresses concerns around substance use/issue

10. Enrolls/attends academic, vocational, or pro-social program

11. Consistently meets expectations of Programing/Activities

12. Actively works towards completion of community work service hours/restitution

13. Decreases negative peer association

14. Arrives on-time/attends all classes at school

15. Observed using a learned Cog skill

16. Makes progress towards one personal goal

Z. Other

18. Has positive reports sent to Probation Officer

19. Informs Probation Officer of substance use/issue

20. Completes school and/or vocational program successfully

21. Completes Community Work Service (CWS)/restitution successfully

22. Completes court-ordered Cognitive Behavior Group and/or Pro-Social Activity

23. Completes Phase of Aftercare successfully

24. Achieves personal, short or long-term goal

25. Submits negative UA sample 26. Obtains/succeeds at

employment opportunity 27. Has no negative peer

association or activity 28. Discharged from Probation

successfully Z. Other


a. Verbal praise to youth b. Affirmation c. Verbal praise to

parent/guardian/caregiver d. Praise letter home e. Reduce supervision f. Transportation

assistance/bus card (Bronze Card - Sleeve)

g. Referral for funding; for skill development/training

Z. Other

h. Extend curfew i. Allow previously restricted

activity j. Pay for GED testing k. Reduce UA testing l. Take on personal tour of

local college/vocational program

m. Move to next phase in program

n. Public, peer, or court praise o. In-court recognition Z. Other

All Bronze Options

p. Gold Certificate q. Allow internet access r. Recommendation letter s. Restitution reduced or paid t. Gift card (Gold Card - Sleeve) u. Petition for early

discharge/closure of case/notify court

Z. Other All Bronze & Silver Options

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LAPSES AND BEHAVIOR RESPONSE OPTIONS (PROBATION) Minor Lapses Medium Lapses Major Lapses

51. Fails to inform Probation Officer of not attending cognitive behavior group, community service activity, or pro-social activity.

52. Fails to report negative peer association to Probation Officer

53. Is late to arrive home after 9pm curfew

54. Fails to take medication (if court ordered)

Z. Other

55. Consistently disregards curfew

56. Associates with known gang members

57. Submits positive UA, or refuses to submit UA

58. Fails to enroll in court ordered programming

59. Fails to maintain consistent charge of EHM device

60. Is found to be out of the EHM area

61. Fails to contact/meet Probation Officer as directed

62. Fails to inform Probation Officer of police contact

Z. Other

63. Whereabouts are unknown; parent/guardian/caregiver

64. Trespasses where ordered to stay away

65. Fails to complete phase of Aftercare

66. Is terminated or removed from court ordered cognitive behavioral group, community service, pro-social activity, etc.

67. Has a gang related police contact, tied to criminal behavior

68. Has multiple police citations or arrests

69. Does not maintain contact with Probation Officer

70. Does not comply with conditions of probation

Z. Other


a. Verbal redirection b. Increase supervision/contact

with Probation Officer c. Confiscate contraband d. Place on house restriction e. Discuss curfew options Z. Other

f. Restrict peer association g. Delay advancement into next

phase h. Increase structured contacts Z. Other

All Green Options

i. Repeat phase j. Refer to Need Response

Grids k. Memo or email to the judge l. Return to court (In the future,

refer to Court Response Grids Z. Other

All Green & Yellow Options

NOTES:

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BTT Behavior Response Grids

NOTES:

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ACCOMPLISHMENTS AND BEHAVIOR RESPONSE OPTIONS (BTT) Minor Accomplishments Medium Accomplishments Major Accomplishments

0. Acknowledges/articulates needs

1. Actively participates

2. Completes school or group work

3. Has positive peer

interactions

4. Helps others

5. Honest and forthcoming about difficult topics

6. Is a good role model

7. Keeps GPS unit charged and in good repair

8. Manages time well 9. Promotes a safe

environment

10. Puts in extra effort

11. Requires minimal direction

12. Seeks help 13. Takes responsibility

14. Uses respectful language

Z. Other

16. Actively participates in family therapy sessions

17. Attends class and has no unresolved medium or major lapses (1day)

18. Avoids argument

19. Consistent positive peer

interactions

20. Consistently is a good role

model

21. Consistently puts in extra

effort

22. Establishes at least one personal goal

23. Handles a difficult situation

24. Helps staff

25. Improves behavior in school 26. Meets daily goal

27. Observed practicing social skill

28. Processes with staff

29. Recognized for academic achievement

30. Takes initiative to meet at least one personal goal

Z. Other

31. Earns Level and maintains it until next level packet is issued (no loss of level or holds)

32. Makes A or B honor roll

33. Achieves short-term or long-term goal

34. Gains employment Z. Other


a) Verbal praise to youth b) Verbal recognition in front of

others c) Verbal praise to

parent/guardian/caregiver d) Praise letter home e) Bronze Card

Entered into raffle to potentially win secondary reward Z. Other

f) Silver Card Traded-in for secondary reward

• 15-minute phone call to

guardian/parent

• Use of electronics

• Special treat items

• Late night Z. Other

All Bronze Options

g) Gold Certificate h) Gold Card

Admission for special secondary rewards

• Movie night

• Special event

• Game room time

• Extra gym time

• Special family event Z. Other

All Bronze & Silver Options

Secondary reward privileges can only be issued when the needs of the building are met/it is safe to do so. Secondary reward privileges expire at the end of each shift.

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LAPSES AND BEHAVIOR RESPONSE OPTIONS (BTT) Minor Lapses Medium Lapses Major Lapses

51. Uses inappropriate

comments/swearing

52. Wears inappropriate dress

53. Passes notes

54. Disrupts staff while giving

expectations

55. Demanding things or

responses from staff

56. Hallway expectations not

observed

57. Does not maintain personal area/hygiene

58. Talking out of turn/being disruptive

Z. Other

59. Calls staff/others

inappropriate names

60. Disruptive in classroom

61. Does not comply with staff

directives (including

repeated minor lapses)

62. Found in possession of

contraband

63. Is in staff personal space/not respecting boundaries

64. Late night disturbance 65. Lies/misrepresents

information

66. Participates in horseplay

67. Refuses to attend school or

group

68. Removed from group 69. Destroys/loses/or forges

scorecard 70. Resists going to SHU

(Passive) Z. Other

71. Being out of bounds/in restricted area

72. Displays gang/cult behavior 73. Fights (verbal or physical) 74. Makes threats (verbal or

physical) 75. Interferes 76. Escapes/attempts to escape 77. Conspires 78. Tampers with security device

items 79. Misuses medication 80. Bullying/intimidation 81. Physical aggression towards

staff/peer/BTT property 82. Resists going to SHU (Active-

Physically) Z. Other


a) Go over the rules b) Repeat the directive c) Verbal reminder d) Discussion with staff about

behaviors e) Verbal apology f) Time in meditative reflection g) Go over importance of

following directions h) Go over group work i) Name and describe behavior j) Discuss and roleplay

appropriate behavior k) Process Lapse with staff Z. Other

l) Discuss appropriate boundaries

m) Restrict peer association n) Yellow Card

To be processed with staff o) Written apology p) Extra work jobs q) Bunk time r) Refer for team meeting s) Refer to Case Worker

Who may consider treatment/focused responses

t) Code One Z. Other ➢ All Green Options

u) Code Two v) Refer to Supervisor

(Who may restrict activities, assign restorative justice project, etc.) Z. Other

➢ All Green & Yellow Options

See SOAR Manual or Discipline Plan for more information

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Protocol for making NEED RESPONSES Need Responses are based on youth Risk Level and perceived Need. The Youth Level of Service-Case Management Inventory (YLS-CMI) is currently used to identify youth Risk Level and Need (criminogenic needs). In some circumstances, need may be identified through supervision/case management as well. The Need Response grids below were created to structure, not determine, decision making. All responses need to be individualized, goal oriented, and graduated. Mitigating and aggravating factors should be considered. In all decision making, be mindful of implicit bias and responsivity (cultural, gender, etc.).

Step One: Determine the youth’s Risk Level.

Step Two: Determine the youth’s Need (Based on High Need Level).

Step Three: Respond with the corresponding Need Response, as suggested.

* Reminder - Suggested Need Responses are just a reference point.

Illegal or P.R.E.A related behavior may result in legal responses

Visual Example:

Ris

k Le

vel

(YLS

-CM

I)

RISK LEVEL

Need Level (YLS-CMI)

High

IDENTIFIED NEED SUGGESTED NEED REPONSE

Research suggests that responses are most effective when they are:

Certain – Behavior occurs, a specific response occurs

Immediate – Response occurs as soon as possible after a behavior occurs Proportionate – Severity and type of response matches severity and type of behavior Fair – Transparent and promoting trust

Tailored – Response meets individual needs; provides options for decision making

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Probation Need Response Grids

NOTES:

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NEED RESPONSE OPTIONS – LOW RISK (PROBATION) The Need Response grids below were created to structure, not determine, decision making. Mitigating and aggravating factors should be considered. In all decision making, be mindful of implicit bias and responsivity (cultural, gender, etc.). Reminder: Suggested Need Responses are just a reference point.

Ris

k Le

vel

(YLS

I)

Low (0-8)


High

Personality/Behavior Promote parent supervision and support adult role models/mentors working with child. Refer for parenting skills training/support if needed. Recommend /Require prosocial activity (sports teams, church groups, community programs) We want to promote the parent’s self-efficacy and not a reliance on PO. This is a low risk area. Other.

Attitudes/Orientation Recommend pro-social activity (sports teams, church groups, community programs). [NOTE: Maybe use family physician to promote exercise, nutrition, and other wellness factors that support mental health. with low risk, mental health / emotional stability, general physicians/pediatricians and school counselors are appropriate referrals as needed]. Other.

Substance Abuse Promote parent supervision and support adult role models/ mentors working with child. Refer for parenting skills training/support if needed. Recommend prosocial activity (sports teams, church groups, community programs) Have youth inform guardian of SA/use, with who, when, and how achieved to increase parent’s ability to supervise. Random drug screens not recommend at this level of risk due to a net widening effect that will likely occur for such a low level of risk.]. Other.

Family Circumstance/ Parenting

Promote parent supervision and support adult role models/ mentors working with child. Refer for parenting skills training/support if needed. Recommend daily activity with parent(s) / mentor (meal, supervised homework, game). Consider Functional Family Therapy or Family Group Decision Making. Other.

Education/Employment Parent is to maintain contact with teachers & school. PO may check-in with youth’s school / work as needed. Refer to family conferencing. Other.

Peer Relationships Recommend prosocial activity (sports teams, church groups, community programs, scouts). Reduce affiliation with delinquent peers by increasing opportunities with non-delinquent peers. Parental monitoring- youth and peers supervised via home based activities, scheduled pick-up/drop off, etc. (limit unsupervised time). Other.

Leisure/Recreations Neighborhood accountability boards are an emerging service idea for minor interventions and monitoring. Community service to repay/reunite to the community and apology letters are appropriate. A critical factor is that the youth connects whatever they are being asked to do to an understanding of restoring their connection to their community (i.e. it is reintegrating and not just shaming or “work” with no connection to their offense). Other.

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NEED RESPONSE OPTIONS – MODERATE RISK (PROBATION) The Need Response grids below were created to structure, not determine, decision making. Mitigating and aggravating factors should be considered. In all decision making, be mindful of implicit bias and responsivity (cultural, gender, etc.). Reminder: Suggested Need Responses are just a reference point.

Ris

k Le

vel

(YLS

I)

Moderate (9-22)


High

Personality/Behavior Refer for behavioral assessment. Consider Aggression Replacement Training (ART). Possible Cognitive-Behavioral treatment to target specific behaviors and include the youth’s parent/family or school-based interventions for behavior management, skills development. May need Parent skills training and supervised practice. Decision Points. Cog Programs or contracted services. Other.

Attitudes/Orientation If available, have a more in depth mental health screen and/or assessment done. For example, obtain a current MAYSI-2 report or refer for MAYSI-2 if more than 30 days since last screen. Refer for diagnostic assessment, psychological evaluation, and, if indicated, neuro psychological evaluation. Promote family education and development of parent advocacy for treatment services. Service referral to cognitive-behavioral based TX with strong family component. Decision Points or Victim Impact. Cog Programs or contracted services. Other.

Substance Abuse Refer to Substance Abuse for further screening and assessment. If needed, brief targeted treatment or other individual/family, motivational engagement based treatment is recommended. Random drug screening may be warranted at this level. [Note: AA/NA and peer group therapies are not particularly effective with adolescent substance abusers. The exception is when the group is used as a skill teaching and practice time and more personalized therapy is done in indiv/family sessions.]. Cog Programs or contracted services. Other.


Mentoring may be appropriate. Refer to an evidence-based family/parent skills development program Consider family therapy, such as FFT, if available. Family-based interventions might look at problem solving, conflict resolution skills, communication methods, substance abuse, trauma etc. Family Group Decision Making. Cog Programs or contracted services. Other.

Education/Employment If appropriate (depending on specific behavior), do Cog, Aggression Replacement Training or other programing. Obtain educational evaluations, if available. Recommend tutoring through community or school-based program. Consider using a daily behavior checklist to help youth be mindful of attendance or behavior issues. Refer to after-school tutoring program; possibly obtain special education assessment & speak/coordinate with counselor at school. If out of school, refer to employment training and placement services, GED or Voc. Or Tech. Cog Programs or contracted services. Other.

Peer Relationships Possible services include life skills, social skills training, and mentoring (e.g. ART, Boys/Girls Clubs, YMCA). Increase positive social interactions by referring to faith-based organizations, youth groups, or youth community centers. If social skills issues and not peer associations, consider also referring to cognitive-behavioral treatment that can target interpersonal skills. Increase leisure activities and pro-social activities. Strongly encourage or consider assigning parent/guardian to engage juvenile in community recreational opportunities, faith-based organizations, an after-school program, volunteerism, or other suitable pro-social activity. Reduce barriers to participation by finding groups willing to supplement, reduce or waive fees for sports, activities, etc. Assign a mentor if adequate parent figure is unavailable or involve in mentored activities through the boys/girl’s club or other such entities. Cog Programs or contracted services. Other.

Leisure/Recreations With high disruptive behavior scale refer for individual/family therapy to address neighborhood influences on behavior. May also refer for mentoring. Increase exposure to opportunities outside immediate neighborhood, via jobs, sports and/or youth group activities. Cog Programs or contracted services. Other.

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NEED RESPONSE OPTIONS – HIGH RISK (PROBATION) The Need Response grids below were created to structure, not determine, decision making. Mitigating and aggravating factors should be considered. In all decision making, be mindful of implicit bias and responsivity (cultural, gender, etc.). Reminder: Suggested Need Responses are just a reference point.

Ris

k Le

vel

(YLS

I)

High (23+)


High

Personality/Behavior Indicates need for behavioral specific psychosocial evaluation if mental health scale is moderate. Use individual/family cognitive-behavioral therapy with strong contingency management, FFT, or ART if available. If community-based services fail, evaluate and consider out-of-home placement with a strong family, friend, and/or group home/shelter and reintegration/aftercare component. Psychiatric evaluation, hospitalization, relative placement, or other out of home placement may be necessary as last resort. Decision Points. Cog Programs or contracted services. Other.

Attitudes/Orientation Indicates need for a mental health evaluation and plan targeting both mental health and delinquency risk facts. If diagnosed with mental illness, refer to a psychiatric rehabilitation provider, or MST if available. Combine any medication intervention with individual/family cognitive-behavioral based treatment (medication alone will have limited effectiveness as does mental health treatment that does not address delinquency risk behaviors) If outpatient services fail, refer to inpatient/residential services with strong aftercare/reintegration components State mental health services may be available at this level of need. Decision Points or Victim Impact. Cog Programs or contracted services. Other.

Substance Abuse Have a substance abuse assessment done, and referral to an appropriate level of treatment (MI/CBT/Relapse Prevention TX provider). Conduct random/ routine drug tests (if in treatment, UA results should be handled in consult with TX provider. Even with a positive UA, youth may be progressing in TX). Work collaboratively with treatment/clarify roles. Reassess as needed. Refer to outpatient treatment provider, or as a measure of last resort, inpatient TX with strong aftercare/re-entry services. Cog Programs or contracted services. Other.


Refer for FFT if available. Family therapy that targets skills teaching and problem solving as a unit is acceptable. If services are ineffective, consider a referral for child protection only when required. Respite services offer some relief to families if reintegration and problem solving is done during and after respite. Family Group Decision Making. Cog Programs or contracted services. Other.

Education/Employment Engage youth in school-related services to target improving learning, study skills, classroom skills. Consider possible changes in classroom and/or school settings (including homebound). After hour treatment for mod/high scores in other risk areas may interfere with completion of homework, so be mindful in referring. Encourage adult ed., and/or alternative schools. Assist in managing admissions and other processes that may be a barrier to the youth and family. Consider job readiness response. GED/Adult Ed./Vocational Tech where appropriate. Cog Programs or contracted services. Other.

Peer Relationships Consider more intensive services such as ART, Phoenix, structured skill building, or other cognitive-behavioral or systems treatment to target social skills and improve interpersonal relationships. For girls, be particularly aware of delinquent boyfriends. This is a risk factor for females. Require increased structured pro-social activities. Establish a mentor for the youth. Link to after-school activities when possible to increase access. Cog Programs or contracted services. Other.

Leisure/Recreations Refer to community programs that do outreach to the family. Encourage and support the family in community services beyond their neighborhood. Utilize job training programs, and activities to expose the youth to things outside of their neighborhood. Neighborhood recreation center. Cog Programs or contracted services. Other.

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BTT Need Response Grid

NOTES:

20

NEED RESPONSE OPTIONS (BTT) The Need Response grids below were created to structure, not determine, decision making. Mitigating and aggravating factors should be considered. In all decision making, be mindful of implicit bias and responsivity (cultural, gender, etc.). Reminder: Suggested Need Responses are just a reference point.

Need

Personality/Behavior Consider individual therapy, COG groups (ART, Phoenix, Decision Points, Skillstreaming), COG work, or specialized behavioral plans/interventions. Indicates need to work on coping skills, problem solving skills and thinking through risky situations (role play/coaching). Review SOAR program manual or Juvenile Response Model. Assist youth in developing SMART goals, and/or identify potential incentives. Conduct functional analysis (pattern identification) or do thinking report with youth. Other.

Attitudes/Orientation Consider individual therapy, COG groups (ART, Phoenix, Decision Points, Skillstreaming), COG work, specialized behavioral plans/interventions or thinking for a change. Assist youth in developing SMART goals, identifying triggers, coping skills, and supports. Thought-feeling-action link. Do recovery wheel or thinking report with youth. Other.

Substance Abuse Have a substance abuse assessment done; refer to an appropriate level of treatment (substance abuse programming, individual therapy, aftercare plan that addresses substance abuse). Utilize community treatment groups or resources (including community mentors/sponsors). Take a comprehensive, intensive therapeutic approach aimed at the substance using lifestyle. Provide youth with basic substance abuse information. Conduct random/routine drug tests. Address drug of choice. Review indicators of addictive behavior. Relapse prevention (BRACE). Other.


Encourage families to be involved or visit frequently; to participate in functional family therapy and/or family group decision making (parent skill streaming). Explore special visits that could include siblings, extended family or video conferencing. Consider parenting (for client and/or parents) or skill building classes (budget planning, etc.). Provide trauma informed information. Inform family of repeated behaviors (accomplishments and lapses). Do social support mapping. Other.

Education/Employment Utilize school counselor and/or teachers. Review youth IEP (individual educational plan), credit recovery program, school curriculum, etc. Suggest tutoring, smaller classroom, etc. Assist youth in developing SMART goals. Connect youth with HIRED. Assist with job readiness and development of resumes. Explore career interests and opportunities. Assist youth in securing professional clothing. Do functional analysis (identify barriers to success). Suggest college planning/completing applications. Other.

Peer Relationships Consider COG programming (specifically Phoenix-high risk/choice of peer group/peer pressure; Skillstreaming) Identify rewarding pro-social interests. While at BTT, get youth involved with pro-social activities, also plan for after release (fire explorers, circle of peace, superman project, etc.). Connect with community mentors or supports. Do social support mapping. Team building activities. Other.

Leisure/Recreations Expose youth to new healthy things to do. Promote a diversity of activities. Involve client in organized teams (b-ball, etc.) or activities (outdoor activities, community events, clinics, etc.). Tailor pro-socials to specific interests. Connect with supports. Other.

21

Court Response Grids

(To Be Developed for Probation)

These grids are to determine when PV’s/court appearances are warranted; as such, these grids may need to be

developed in collaboration with the courts.

Focus of JRM is currently on behavior and need responses.

22

Tools for Practice

NOTES:

23

Potential Bronze, Silver, Gold

Responses

• Verbal praise

• Secondary rewards

• Extra privileges

• Other rewards

Ramsey County Community Corrections

Behavior Responses

Our approach to behavior responses are focused on your strengths and resilience. While under

our supervision, we will provide you with opportunities and positive role models. We want to see

you succeed! Any questions, just ask.

Ask us to tell you about our responses and the potential rewards

you can earn. Be mindful of lapses, and take time to learn from

them. Remember: everyone has lapses.

Goal Setting

“A goal without a plan is a wish

Lapses (Oops)

• Problematic behaviors

• Disruptive actions

• Distressing to another

• Distressing to community

• Result in Green, Yellow, and

Red responses

Accomplishments (Good Job)

• Desired behaviors

• Self-building

• Support another

• Community assisting

• Result in Bronze, Silver and

Gold responses

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JRM | Behavior Response Cards

BRONZE CARDS are “Atta-ways”.

Bronze Cards are our way of recognizing clients for Minor

Accomplishments.

Bronze Cards may be entered into a raffle, where clients can

potentially win a secondary reward.

The Bronze Card raffles are meant to give secondary rewards

based on chance. Someone who may have had only one

Minor Accomplishment that day could still be re-recognized

for their Accomplishment this way.

SILVER CARDS are “Keep it ups”.

Silver Cards are our way of recognizing clients for Medium

Accomplishments.

Silver Cards may be traded-in for a secondary reward.

The Silver Card trade-ins are meant to give secondary

rewards directly through a trade-in process (like a coupon).

Someone who earns a Silver Card has earned their

secondary reward, and can choose it (honoring autonomy).

GOLD CARDS are “Outstanding’s”.

Gold Cards are our way of recognizing clients for Major

Accomplishments.

Gold Cards may be used a pass to planned secondary reward

events and activities.

The Gold Card passes are meant to give secondary rewards

over a period of time. Someone who earns a Gold Card has

earned the chance to enjoy multiple secondary rewards.

YELLOW CARDS are “Slowdowns”.

Yellow Cards are our way of cautioning clients for Medium

Lapses.

Yellow Cards may be processed with the staff who issued

them; to potentially learn from the lapse.

The Yellow Cards are meant to provide learning opportunities

for clients. Someone who earns a Yellow Card has a chance

to earn back secondary reward privileges on the day the

Yellow Card is issued; by choosing to process it with staff

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Bronze Card | Raffle Guidelines

Bronze Card Raffle Process

1. Youth can earn Bronze Responses for accomplishments daily.

2. When a Bronze Card is earned, youth are eligible for a secondary reward via raffle.

3. When directed to do so by staff, youth will place their Bronze Cards into the raffle of their choice

(honoring autonomy).

4. At designated times raffle drawings will happen.

5. Staff will read aloud, each Bronze Card (re-recognizing accomplishments), prior to the drawing.

6. The raffles will be cleared at the end of the night, and the number of Bronze Cards earned will be

tallied for record keeping, and to inform potential Gold Response Options (usually rewarded at the

end of the week/on the weekends).

7. Every day is a new day. So, the raffle process begins anew the next morning.

Bronze Card Raffle Rules

1. Drawings will happen at designated times daily (subject to change based on the needs of the

building).

2. The same person cannot win more than one secondary reward per drawing.

3. Youth will not have any unresolved issues; Minor, Medium, or Major Lapses; or other restrictions that

may disqualify them from winning.

4. Staff will read the Bronze Cards out loud prior to doing the raffle drawing (to recognize the youth

and their Accomplishments).

5. Winners will be drawn and announced by staff (Winners do not need to be present to win; If a Youth

is at Court or a professional visit during drawings, the secondary reward will be saved for them).

6. Youth will use their secondary reward at designated times.

7. Any secondary rewards that involve temporary possession of items, need to be returned to staff at

the end of the shift they were earned on.

8. In some instances, with Supervisor approval, secondary rewards may be given out during another

shift or on another day (within 24 hours - based on the needs of the building).

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Silver Card | Trade-In Guidelines

Silver Card Trade-In Process

1. Youth can earn Silver Responses for accomplishments daily.

2. When a Silver Card is earned, youth become eligible to trade-in that card for a secondary reward.

3. Throughout the day, when time allows, youth may trade-in their Silver Cards for a secondary reward.

(See Silver Card Trade-In Rules)

4. At the end of the day, Silver Cards lose their value; the number of Silver Cards earned will be tallied

for record keeping, and to inform potential Gold Response Options (usually rewarded at the end of

the week/on the weekends).

5. Every day is a new day. So, the Silver Card Trade-In process begins anew the next morning.

Silver Card Trade-In Rules

1. Youth will trade-in their Silver Cards through a request to staff; and can do so when time allows

(subject to change based on the needs of the building).

2. Youth will not have any unresolved issues; Minor, Medium, or Major Lapses; or other restrictions that

may disqualify them from trading-in their Silver Cards.

3. Youth will request secondary rewards through staff.

4. Youth will use their secondary reward at designated times.


the end of the shift they were earned on.

6. In some instances, with Supervisor approval, Silver Cards may be traded-in during another shift or on

another day (within 24 hours - based on the needs of the building).

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Gold Card | Use Guidelines

Gold Card Use Process

1. Youth can earn Gold Responses for accomplishments weekly.

2. When a Gold Card is earned, residents become eligible to attend special activities. These activities

are scheduled and preplanned by staff.

3. A designated staff(s) person will conduct an audit of weekly Accomplishments and Lapses each Friday

(based on the needs of the building); this audit will inform those eligible for Gold Cards. Teachers

and Case Workers will submit recommendations for Gold Cards based on Accomplishments earned in

School/Treatment.

4. Staff will issue Gold Cards to youth who have earned them in a way that showcases the youth and

their accomplishments.

5. During special activities times (typically Saturday’s and Sunday’s), Gold Cards will be used to identify

the youth who can participate in the planned special activities.

6. Gold cards will expire every Sunday at the end of 2nd shift; unless noted otherwise in the cards valid

box; located in the upper righthand corner of the card (this may happen for special activities that

fall on weekdays).

7. Every Monday is a new week for residents to earn a Gold Card.

Gold Card Use Rules

1. Youth are eligible to attend Gold Card activities after 5 days of them being at JDC or BTT.

2. Youth will need to store their Gold Card in their designated POD folder at JDC or keep in their

possession at BTT.

3. Youth will not have and current unresolved issues (Minor, Medium or Major lapses), and/or other

restrictions that may disqualify them from attending any special activities. If youth are in the

process of resolving a restriction (i.e. serving a time-out), youth must process with staff before

attending the special activity.

4. Gold Cards may be redeemed on a different day, with Supervisor approval (i.e.: Family visit or

weekday event); valid dates must be listed in the upper righthand corner of the card.

5. At least one staff will be present for all special activities.


the end of the special activity they were used at.

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Yellow Card | Processing Guidelines

Yellow Card Processing Process

1. Youth can earn Yellow Responses for lapses daily.

2. When a Yellow Card is earned, youth have had a lapse that needs to be processed.

3. When time allows (as soon as possible after a lapse), staff and the youth will process the lapse

through a brief informal discussion or formal thinking report (depending on the lapse).

4. Youth are ineligible for any secondary rewards (Bronze, Silver or Gold) if they have any unprocessed

lapses. (At Boys Totem Town, unprocessed lapses can also result in a loss of points in their SOAR

program token economy).

5. Once the staff and resident have processed the lapse, the youth once-again becomes eligible for

secondary rewards.

6. Every day is a new day. So, any unprocessed lapses do not restrict youth from secondary rewards the

following day.

Yellow Card Processing Rules

1. Processing the behavior for which the Yellow Card was earned, will happen as soon as possible

(subject to change based on the needs of the building).

2. Staff will provide youth with a formal thinking report or provide the opportunity for an informal

discussion about the Lapse.

3. Staff will sign-off that the lapse has been processed in the upper righthand corner of the Yellow

Card.

4. Youth are ineligible for secondary rewards if they have any unprocessed lapses (for that day).

5. In some instances, with Supervisor approval, lapses may be processed with another staff (not the

staff who issued the Yellow Card) or on another shift.

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Motivational Interviewing Summary

Spirit of MI: Autonomy (client’s choice) Collaboration (avoid expert trap) Evocation (draw out)

Principles of MI: Express Empathy (accurate empathy) Develop Discrepancy Roll with Resistance Focus on competencies and successes Support Self Efficacy

Assess Client’s Readiness, Importance, & Confidence to Change Target Behavior Utilize Client-Centered Listening Skills:

O - Open-Ended Questions

A - Affirmations

R - Reflections

S - Summarizations

Recognize “Change Talk”: Problem Recognition, Concern, Awareness, Potential Benefits of Change, Potential Costs of not Changing. D – Desire to change A – Ability to change R - Reasons for change N – Need to change C – Commitment to change

Respond to Change Talk: E – Evoke more information A – Affirm R – Reflect S – Summarize

Elicit Change Talk: • Evocative Question (assumes a problem or solution) • Look Forward • Change Ruler (Importance/Confidence) • Come Alongside

• Explore Client’s Goals/Values • Decisional Balance (pros & cons) • Look Back (past successes; pre-problem lifestyle) • Explore Extremes (worst case, best case)

Developed By: EckMaahs & Associates, LLC

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The Coaching Habit - Seven Questions to Ask Youth

While working with youth, the creators of this guide encourage you to stay curious and to avoid the expert trap. Spend more time listening and less time talking (Motivational Interviewing adherent). The following seven questions will allow you to have, “more powerful conversations that increase focus, engagement and impact.”

Question 1: "What's on your mind?"

Question 2: "And what else?"

Question 3: "What's the real challenge here for you?"

Question 4: "What do you want?"

Question 5: "How can I help?"

Question 6: "If you're saying yes to this, what are you saying no to?"

Question 7: "What was most useful for you?"

Developed By: Michael Bungay Stanier (The Coaching Habit: Say Less, Ask More & Change the Way You Lead

Forever)

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Trauma Informed Communication - Shame vs. Encouragement (Visual checklist for staff)

SHAME ENCOURAGEMENT

“Should”

The most shaming word in vocabulary.

Their issue:

It sounds like you…regret/tried hard/are disappointed.

A We Issue:

I was ______ when you _______.

Expert Status

Feeds your ego, defeats others ego.

What is Your Plan/Ideas?

Tone of Disapproval

Disapprove of behavior, support person.

Neutral/I statements/Problem Solving

Firm tone if necessary.

Interrupting

I am more important than you!

Patience

allows for more thorough understanding and effective problem solving.

Minimize/Discount Feelings

The judgement of another’s feelings.

Active Listening

including paraphrasing and open-ended comments/questions.

“Let’s settle this now” or “Be done with this now”

A power play vs. understanding/resolution.

SLOW DOWN

Respect that every issue or emotion cannot be reconciled right at that moment. It is important to

have time to process.

We Need to Agree

Someone has to lose.

Agree to Disagree Or

Compromise on Resolution Or

Agree on Action And

Disagree on Philosophy/Perspective

Developed by: Sandra K. Simonson; M.S., LICSW

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Trauma Informed Responses – Responding to Emotional Triggers

▪ Emotional triggers look different whether someone is experiencing anxiety, depression, or perceived trauma induced panic.

▪ Each of these emotional triggers prompt different presentations of distress.

▪ If the response to the distress is exhibited, recognizes both the emotional trigger and the type of distress, the distress will decrease. If not, distress will increase and the behavior exhibited will be more intense.

▪ If the individual experiencing distress is assisted with a corresponding response that refocuses, as noted in the visual, the distress experienced will be reduced and there is more opportunity for learning to occur.

See the definitions section of this guide for clarification on any terms used above.

Developed by: Sandra K. Simonson; M.S., LICSW

ANXIETYDistressed by EMOTION

Refocus to ACTION

DEPRESSIONDistressed by Pending

ACTIONRefocus to EMOTION

TRAUMA PANICDistressed by Perception of

DANGERRefocus on return to

CALM/NEUTRAL

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Ramsey County Community Corrections Glossary

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http://corrnet/1%20PV%20Module/Community%20Corrections%20Glossary.pdf

-As of 10/2018 – Update with terms in final JRM User Guide.

http://corrnet/1%20PV%20Module/Community%20Corrections%20Glossary.pdf

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ACKNOWLEDGEMENTS The Juvenile Response Model Guides are the result of a collaborative effort involving the Ramsey County Community Corrections Department, Ramsey County District Court, St. Paul Public Schools, the Annie E. Casey Foundation, community members, community stakeholders, youth, parents, behavioral experts, and advocates from the fields of Corrections, Social Work and Mental Health. While the individuals involved in every aspect of the development of The Juvenile Response Model Guides are too numerous to name, we hope that their efforts are reflected in the guides. Special thanks go to all our line staff at the Juvenile Detention Center, Juvenile Probation, and Boys Totem Town in the development of these guides. Specifically, appreciation goes out to all Juvenile staff who participated/represented on one or more of the JRM Implementation Teams (JDC, BTT and Probation). Also, very special thanks go out to Robyn Wheeler and Sandra Simonson for sharing their expertise in brain development and trauma informed care. The Juvenile Response Model could not have been developed without the initial contributions of the Juvenile Response Model (JRM) Project, Steering and Planning Committee members. Special thanks go out to the following individuals who served on these committees: Steering Committee Michelle Finstad (Project Sponsor), Jason Mereness (Project Lead), Peter Jessen-Howard, Brian Portzen, Keith Lattimore, Kim Stubblefield, Leah Bower, Kathryn Richtman, Sharon Thompson-Carter, The Honorable Judge William H. Leary III, Michael Shypulski, Jim Loye, and Jae Wiese. Planning Committee Michelle Finstad (Project Sponsor), Jason Mereness (Project Lead), Melvin Robinson, Jae Wiese, Pa Moua, Robert Crawford, Abby Stehula, Elizabeth Lofquist, Tyler Christen, Jim Loye, Michael Shypulski, Dan Frank, Craig Hagen, Catie Blake, Dave Kosciolek, Adam Erickson, Linnea Brown, Melinda Donaway, Kristin Muhl, Arnoldo Martinez, Nick Keller, and Hallie Williams. Jason Mereness – Planning Specialist & Project Lead October 2018

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REFERENCES American Probation and Parole Association, National Center for State Courts, and The Pew Charitable Trusts. (2012). Effective responses to offender behavior: Lessons learned for probation and parole supervision. Bush, J., Glick, B., Taymans. J. & Guevara, M. (2011). Thinking for a Change – Integrated Cognitive Behavior Change Program. Washington, DC: National Institute of Corrections. Butts, J., Bazemore, G. & Meroe, A. (2010). Positive youth justice - Framing justice interventions using the concepts of positive youth development. Washington, DC: Coalition for Juvenile Justice. Center for Children’s Law and Policy. (2016). Graduated responses toolkit: New resources and insights to help youth succeed on probation. Washington, DC. Seigle, E., Walsh, N. & Weber, J. (2014). Core principles for reducing recidivism and improving other outcomes for youth in the juvenile justice system. New York: Council of State Governments Justice Center. Stanier, M.B. (2016). The coaching habit - Say less, ask more & change the way you lead forever. Box of Crayons Press.

juvenile response model - maccac

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