BOARD PRESENTATION 6/19/2015

Presented by: Janelle Bretten

Georgetown Capstone Project

Youth In Custody Certificate Program June, 2014 Collaborative project involving multiple partners Focus of project:

Strategies to improve early, continuous re-entry planning and family engagement

Collaboration and communication is imperative between facility staff, field staff, youth, family, other partners, and community assets to align and develop holistic re-entry plans that will create for youth a seamless transition from placement into the community.

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Georgetown Capstone Project

Georgetown Capstone Project

Impact of family engagement on reintegration outcomes Positive outcomes of increased family visits How family engagement relates to trauma-informed care Definition of Trauma-Informed Care Prevalence of trauma Steps OJA is taking to increase family involvement and

trauma awareness and provide for early, continuous re-entry planning:

Analyzing current philosophies, practices, surveys, and procedures Identifying barriers and strategies to remove those barriers Training

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Family Engagement and Reintegration Maintaining family connections while youth are in out-of-home placement and establishing

or preserving those relationships that are positive correlate with a successful transition back into the community resulting in reduced recidivism. (Brock, Burrell, & Tulipano, 2006)

Providing families with structured family counseling that teaches skills and focuses on

family problems or youth needs has been shown to reduce recidivism. (Brock, Burrell& Tulipano, 2006)

“Best practices recognize that re-entry begins at the time of admission to an out-of-home placement and continues beyond the youth’s release and reintegration into the community.”

(http://csgjusticecenter.org/youth/posts/critical-elements-of-juvenile-reentry-in-research-and-practice/)

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Family Visits

Findings from the Vera Institute’s Families and Partners Project suggest that weekly visitation is associated with better youth behavior.

Youth who had never received a visit exhibited the highest rates of behavioral incidents; as visitation frequency increased, the number of behavioral incidents decreased.

Increased visits were also found to improve school performance for youth in secure care.

(http://www.vera.org/sites/default/files/resources/downloads/impact-of-family-visitation-on-incarcerated-youth-brief.pdf)5

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Current Steps Toward Increasing Family Engagement and Early, Continuous Re-entry Planning Collaborative efforts in identifying barriers and re-entry planning to include:

Facility staff, field staff, youth, family, other partners, and community assets

Reviewing/modifying current policies Planning for six (6) additional video conferencing sites and use of other

technologies to assist with facilitating and increasing family visits and family therapy sessions

Analyze Performance-based Standards family surveys regarding visitation Parental/Guardian engagement at Oklahoma Youth Academy Charter School Emphasis on school re-entry planning Establish Parent and Guardian Rights to support partnerships with families Increasing contact with families from the secure facility level Expanded visitation at secure care facilities and facility tours Training

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Performance-based Standards: Family Surveys

Value Percent

The program was closer to where I lived. 69%

Transportation was provided. 44%

It was more affordable. 25%

The program had different visiting hours. 19%

I had more time during the visit. 13%

I had a more flexible job schedule. 13%

Nothing, it’s already easy to visit. 13%

What would have made it easier to visit your child here?PbS Family Survey from all who exit facility April 2015

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Oklahoma Office of Juvenile AffairsInstitutional Services Division

Family Engagement is a Key Element in Trauma-Informed Juvenile Justice

Adopting a collaborative approach in which the family is engaged in a strength-based partnership provides an effective intervention for youth in the juvenile justice system.

Such collaboration enables families and system staff to work together to respond to trauma as it has impacted the child and his or her family.

http://www.njjn.org/uploads/digital-library/NCTSN_family-engagement-trauma-informed-systems_Liane-Rozzell_September-2013.pdf

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Trauma-Informed Care

Trauma-informed care is an approach to engaging people with histories of trauma that recognizes the presence of trauma symptoms and acknowledges the role that trauma has played in their lives.

-National Center for Trauma Informed Care (NCTIC, www.samsha.gov/nctic, 2013)

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PREVALANCE OF TRAUMA Children who experience child abuse and neglect are 59% more likely to be arrested as a

juvenile, 28% more likely to be arrested as an adult, and 30% more likely to commit violent crime. (Child Welfare Information Gateway, 2006 )

Numerous studies document that many of the youth in the juvenile justice system have been exposed to a myriad of traumatic events, either as victims or as witnesses. (http://www.nctsnet.org/nctsn_assets/pdfs/edu_materials/trauma_focused_interventions_youth_jjsys.pdf)

Because of this exposure, many of these youths have developed post-traumatic stress disorder (PTSD) and other stress-related disorders. (Arroyo,2001; Abram et al., 2004; Cauffman et al., 1998; Steiner, 1997; Wasserman et al., 2002; Woodet al., 2002a; Wood et al., 2002b).

Studies demonstrate that youth who have multiple exposures to violence or victimization are at higher risk for mental health problems, behavioral problems, substance abuse, and delinquent behaviors. (Ford, Chapman, Hawke, & Albert, 2007; Ford, Elhai, Connor, & Frueh, in press; Saunders, Williams, Smith, & Hanson, 2005; Tuell, 2008).

In addition, arrest and detention experiences themselves can be traumatic events for some youth, can expose youth to risks for additional trauma, and can also trigger memories and reactions to previous traumatic experiences. (http://www.nctsnet.org/nctsn_assets/pdfs/edu_materials/trauma_focused_interventions_youth_jjsys.pdf)

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Current Steps Toward Increasing Trauma Awareness: Think Trauma training(secure facilities, field staff, and teachers); Initial and refresher

trainings Prison Rape-Elimination Act training De-escalating Juvenile Aggression and Special Needs training for secure facility staff Analyzing Performance-based Standards surveys toward improving outcomes Engaging direct care staff in trauma-based briefings Monitoring for trauma related youth behaviors Support teams working with Youth Guidance Specialists in how to recognize

potential trauma reactivity As appropriate, provide Juvenile Security Officers youth specific information

regarding what to expect in a crisis event in order to reduce actions that may elicit trauma-related responses

Emphasize “Walk and Talk” in which youth is first afforded the opportunity to voluntarily walk to a place of separation or confinement without the application of mechanical restraints.

Researching the use of additional trauma specific screening instruments

Performance-based Standards: Trauma-Informed Care

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I get the same answer to a question, no matter who I ask.

I am confident private conversations cannot be overhead.

Staff here listen to me if I want something changed.

Overall, I trust staff at this facility.

Staff help me calm down before I get really upset.

Staff often let me make choices.

Staff follow through with what they say.

Staff here respect my traditions, beliefs and culture.

Someone from the facility explained to me what trauma is and why it matters.

Someone from the facility has asked if any bad or upsetting things have ever happened to me.

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

40%

53%

65%

69%

71%

73%

77%

79%

46%

53%

Oklahoma AveragePbS Field Average

38%

38%

69%

81%

65%

74%

44%

54%

38%

30%

PbS Youth Climate Survey October, 2014

Think Trauma: A Training for Staff in Juvenile Justice Residential Settings

Developed by Dr. Monique Marrow, Dr. Joseph Benamati, and the NCTSN Juvenile Justice Treatment Subcommittee

Trauma and Delinquency

Module One: Trauma and Delinquency

Module Two: Trauma’s Impact on Development

Module Three: Coping Strategies

Module Four: Vicarious Trauma, Organizational Stress, and Self-Care

Training Overview

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Think Trauma

Trauma and DelinquencyTrauma’s Impact on Development

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Defining trauma and traumatic stress in residential youth

Increasing awareness of the prevalence of trauma in residential youth

Understanding common traumatic response behaviors exhibited in residential youth who have experienced significant trauma

Identifying the youth’s traumas, traumatic reactions, and trauma reminders.

The potential cognitive, biological, behavioral, social, and emotional impact of trauma on development

Exploring how traumatic experiences and reactions can derail or impact the development in these key areas

Identifying ways in which trauma has impacted the youth’s view of themselves and the world

Identifying key developmental tasks that may have been impacted by traumatic experiences and reactions

Think Trauma

Coping StrategiesVicarious Trauma, Organizational Stress, and Self-Care

Reframing delinquent behavior typically exhibited in residential settings as survival coping skills/strategies

The importance of adopting a trauma-informed understanding of youths' behaviors.

Positive coping/calming strategies that youth can use

Developing a trauma safety plan for the youth they were assigned

The dynamic interplay between traumatic stress experienced by youth in the JJ system, secondary or vicarious traumatic stress experienced by those working with these youth, and organizational stress experienced within/by the juvenile justice system

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Trauma-Informed Care (TIC) provides a new paradigm under which the basic premise for organizing services is transformed.

From:

“What’s wrong with you?”

To:

“What has happened to you?”

Creating a trauma-informed setting is a process that requires not only knowledge acquisition and behavioral modification, but also cultural and organizational paradigm shifts, and ultimately policy and procedural change at every level of the facility. (http://learn.nctsn.org/enrol/index.php?id=92)

MOTIVATIONAL INTERVIEWING (MI) Definition of MI: “A collaborative, goal oriented style of communication with particular

attention to the language of change. It is designed to strengthen personal motivation for a commitment to a specific goal by eliciting and exploring the person’s own reasons for change.” Motivational Interviewing (3rd Edition) – Guilford Press – 2013

Recognized as an evidence-based practice in adult corrections, adolescent substance abuse, and child welfare (improving parenting practices)

Identified as emerging, research-based practice in juvenile justice; statewide implementation in multiple states with positive results

JJ applications help staff relate to clients and families in skilled and constructive ways to enhance intrinsic motivation for change, and as an effective tool for engaging families and other key participants.

OJA is in the beginning stages of piloting MI training in two Juvenile Services Division Districts, as well as with Juvenile Justice Specialists at all three secure facilities.

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Research on MI

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83 85 87 89 91 93 95 97 99 01 03 05 07 09 11

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Publications Trials

More than 700 studies, including 300 clinical trials, totaling over1600 publications

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Where is MI Used?

Juvenile Justice Adult Corrections Therapy Drug/Alcohol Use Parenting Practices Child Welfare Healthcare

Education Medication Compliance Stress Smoking Cessation Weight Loss Nutrition Work

PRISON RAPE ELIMINATION ACT OF 2003 (PREA)

United States federal law signed on September 4, 2003 dealing with the sexual assault of prisoners.

The final rules mandating a zero-tolerance policy toward all forms of sexual abuse and sexual harassment and outlining the approach to preventing, detecting and responding to such conduct became effective August 20, 2012.

Set national standards for four categories of facilities: adult prisons and jails, lockups, community confinement facilities, and juvenile facilities

Three-year audit cycle began August 20, 2013

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PREA Coordinator - Cathy McLean Develop, implement, and oversee OJA’s efforts to comply with PREA Serves as the Agency’s primary contact and resource for PREA related inquiries Implementing PREA in OJA secure facilities:

Team Approach Administrative Rules, Policies, and Procedures:

o Prevention Planning o Responsive Planning o Reporting o Investigationso Screening youth for risk of sexual victimization and abusivenesso Medical and Mental careo Training and Educationo Data Collection and Reviews

Agency Audits OJA Website

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Janelle Bretten – Chief of Programs

QUESTIONS

OJA Youth and Their Families are OUR Priority