monograph series on education, disability and juvenile justice
DESCRIPTION
Monograph Series on Education, Disability and Juvenile Justice. Mary Quinn & Jeffrey Poirier American Institutes for Research Center for Effective Collaboration & Practice. NRPA/NTRS Pre-Conference Institute October 21, 2003St. Louis, MO. David Howard Indiana State University. - PowerPoint PPT PresentationTRANSCRIPT
Monograph Series on Education, Disability and Juvenile Justice
NRPA/NTRS Pre-Conference InstituteOctober 21, 2003 St. Louis, MO
David HowardIndiana State University
Mary Quinn & Jeffrey PoirierAmerican Institutes for ResearchCenter for Effective Collaboration & Practice
A brief look back . . .
Lorraine Peniston University of New Mexico Developing recreation skills in
people with learning disabilities (1998).
David Howard Cornerstone Counseling
Center (Utah) Chair, NTRS Youth at Risk &
Corrections Committee
The Role of Recreation in Preventing Youth with Behavioral and Cognitive Disabilities from Coming into Contact with the
Juvenile Justice System and Preventing Recidivism
Section I: Being “at-risk” Characteristics of youth without healthy
recreation involvement and or intervention
Factors of exclusion from full participation in activity
Benefits of recreation participation
Categories of Disorders
Learning Disabilities Attention Deficit Hyperactivity Disorder Educable/Mild Mentally Retarded Conduct Disorder Oppositional Defiant Disorder
Family, Community and Economic Factors
Substance Abuse
Delinquency School Dropout Violence
Availability of drugs x
Media portrayals of violence x
Transitions and mobility x x x
Extreme economic deprivation x x x x
Family mgmt. problems x x x x
Family conflict x x x xParental attitudes x x x
Risk Factors
Com
munit
yFa
mily
Health and Behavior Problems
Howell, 1995
Family, Community and Economic Factors
Substance Abuse
Delinquency School Dropout Violence
Early/persistent antisocial behavior x x x X
Early academic failure x x x XLack of
commitment x x x xRebelliousness x x x X
Friends with problem bx x x X X
Favorable attitude toward problem bx x x X XEarly initiation of
problem bx x x x x
Risk Factors
Sch
ool
Ind
ivid
ual/Peer
Health and Behavior Problems
Howell, 1995
Section II: The role of community recreation agencies serving youth at risk for involvement
in the juvenile justice system
Parks and Recreation National Survey (Schultz, Crompton & Witt, 1995)
NRPA report Beyond Fun and Games: Emerging Roles of Public Recreation (Tindall, 1995)
Title V Community Prevention Grants Programs
Section II: The role of community recreation agencies serving youth at risk for involvement
in the juvenile justice system
State-sponsored Prevention and Intervention Programs
After-school and community recreation services
Therapeutic recreation and its role in serving youth at risk
Appendices
Recreation program descriptions and contact information
Copy of research survey related to youth at-risk and recreation
Disability etiquette
Juvenile Justice System
Responds to the belief that there is a fundamental difference between children and adults
Children can be positively influenced by rehabilitation efforts
Relevant Legislation
Section 504 of the Rehabilitation Act Title II of the Americans with
Disabilities Act Individuals with Disabilities Education
Act
History of this Initiative
March 1997 Office of Juvenile Justice and Delinquency
Prevention National Institute for Literacy National Recreation and Park Association US Department of Education’s Office of Vocational
and Adult Education Goals
Discuss relationship between disabilities and delinquency
Make recommendations to the Coordinating Council on Juvenile Justice and Delinquency Prevention
Conclusion
The inability of community institutions (including the components of the juvenile justice system) to respond to cognitive and behavioral disabilities contributed to higher arrest rates for youth with disabilities as well as to more restrictive placements, longer placements, and higher recidivism rates.
Recommendations
“a revitalized interagency effort, initiated by the Coordinating Council, was urgently needed to reverse the tide of children who are failing in school, engaging in delinquency and violence, and increasingly spending the final years of their youth incarcerated”
Foci
Prevent delinquency and subsequent incarceration
Prevent recidivism
Results of the 1997 Meeting
Monograph Series National Survey to Determine Special
Education Services for Juvenile Offenders with Disabilities
Monograph Series
Addressing Invisible Barriers: Improving Outcomes for Youth with Disabilities in the Juvenile Justice System
Advocating for Children with Behavioral and Cognitive Disabilities in the Juvenile Justice System
Best Practices for Serving Court-involved Youth with Learning, Attention and Behavioral Disabilities
Collaboration in the Juvenile Justice System and Youth-serving Agencies: Improving Prevention, Providing More Efficient Services, and Reducing Recidivism for Youth with Disabilities
Corrections and Juvenile Justice: Current Education Practice for Youth with Behavioral and Cognitive Disabilities.
Monograph Series
The Role of Recreation in Preventing Youth with Behavioral and Cognitive Disabilities from Coming into Contact with the Juvenile Justice System and Preventing Recidivism
Youth with Disabilities in the Corrections System: Prevalence Rates and Identification Issues.
Comprehensive Strategy
We Must: Strengthen the family Support core social institutions Promote delinquency prevention Intervene immediately and effectively
when delinquent behavior occurs Identify and control serious, violent, or
chronic offenders
Protective Factors
Individual Social bonding Beliefs and standards for behavior
Social Development Strategy
Healthy Behaviors
Healthy BeliefsAnd
Clear Standards
Bonding•Attachment
•Commitment
Opportunities RecognitionSkills
Individual Characteristics
Prevention and Early Intervention
Of What? 1997-over 2.8 million juvenile arrests 8% considered chronic $76-98 Billion per year
Must focus on levels of need Universal Selective Indicated Prevention
Strengths of youth and family must be recognized
Strengths-based Approach
Samples Self-confidence Sense of humor Hobbies Participates in family or community
activities Uses appropriate language Talks about positive aspects of life
Specific Learning Disability
Normal range of intelligence Will not “outgrow” May have difficulty:
Holding a conversation Meeting social expectations Making plans Organizing thoughts Using problem-solving techniques
Social Difficulties for Youth with LD
May display social/emotional problems Misunderstand social cues Misinterpret the feelings of others Motivational problems
Lack of control over situations Little sense of control over their own lives
Insecure Low self-esteem
Emotional/Behavioral Disorders
Root of problem is the individuals ability to regulate emotions
Difficult to control emotions, so Difficult to control behavior
Types of Emotional/Behavioral Disorders
Conduct Problems Improper regulation of anger and anxiety
systems Specific phobias
Unrealistic or excessive fears Panic disorders
Persistent concern about or extensive avoidance of situations
Types of Emotional/Behavioral Disorders
Obsessive-compulsive Disorder Persistent ideas, impulses or images Repetitive acts to relieve anxiety
Post-traumatic stress disorder Persistent re-examining of some trauma Feelings of guilt for surviving or what had
to be done to survive Avoidance of things associated with the
event Feeling “numb” or hyper-alertness
Types of Emotional/Behavioral Disorders
Mood disorders Depression Mania Bipolar
Attention Deficit Hyperactivity Disorder Extremely physically active and fidgety impulsive, Inattentive
Co-morbidity
Survey Purpose
To effect policy change, developed survey to identify prevalence rates since previous studies provided only prevalence estimates
Previous studies also excluded detention data or particular disability categories
Policymakers need figures to design and implement policy
Method
Requested December 1, 2000 counts because similar data would be collected for mandatory census reports for OSEP; these reports aggregate corrections and detention data—these reports do not indicate placement (e.g., school v. juvenile justice setting)
Piloted survey in 9 settings in 4 states Mailed survey in fall 2000, followed-up through spring
2001 Participants:
547 secure state, local and county juvenile detention facilities 91 state juvenile and adult corrections systems 51 Offices of Special Education in each State Department of
Education
Response Rates
Detention: 64%
Juvenile Corrections, 71% (27 states); Combined Correction 100% (8 states)
State Education: 40%
Gender
Detention: 18% female, 82% male
Juvenile Corrections: 11% female, 89% male
Ages
Detention: 16-18yo: 51% 13-15yo: 39% 10-12yo: 4%
Juvenile Corrections: 16-18yo: 48% 13-15yo: 32% 10-12yo: 12%
Prevalence Rates
Detention: 29% in facilities with a method to determine eligibility for IDEA
Juvenile Corrections: 33%
Primary Disabilities
Detention facilities indicated disability categories for 99% of incarcerated youth eligible for IDEA services
Three largest disability categories: Specific learning disabilities, 42% Emotional disturbance, 40% Mental retardation, 5%
Primary Disabilities
SDJC indicated disability categories for 95% of incarcerated youth eligible for IDEA services
Three largest disability categories: Emotional disturbance, 49% Specific learning disabilities, 36% Mental retardation, 10%
Key Survey Findings
Approximately 3 times as many youth with disabilities in detention and juvenile corrections as in the public schools.
About half have a learning disability and have have serious emotional disturbance
Role of Recreation
Prevention of delinquency and subsequent incarceration
Prevention of recidivism