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FamilyPreservationProject

CoffeeCreekCorrectionalFacility2010–2013EvaluationReport

June2014

Preparedfor:

PortlandCommunityCollege24499SWGraham'sFerryRoad

Wilsonville,OR97070

Preparedby:

KMResearch&Consulting

FamilyPreservationProjectCoffeeCreekCorrectionalFacility2010–2013EvaluationReport

June2014

Preparedfor:

KirkBennettJessicaKatz

PortlandCommunityCollege24499SWGraham'sFerryRoadWilsonville,OR97070

Preparedby:

KevaM.Miller,PhD,LCSW

KMResearch&Consulting

FamilyPreservationProjectEvaluationReportiii

TableofContents

I: ExecutiveSummary..........................................................................................................................ivEvaluationObjectives....................................................................................................................iv

ResearchMethods...................................................................................................................................v

KeyFindings.......................................................................................................................................v

II: IntroductionandBackground................................................................................................1TheFamilyPreservationProject...............................................................................................1

KeyServiceProvision.....................................................................................................................2

PopulationDemographics..................................................................................................................3

III:OverviewoftheBestPracticeLiterature......................................................................6TransitionSupport/PlanningforSuccessfulReentry.........................................................6

ParentingSkillBuilding.......................................................................................................................6

Parent‐ChildContact.............................................................................................................................6

EnrichmentActivitiesforChildren................................................................................................7

SupportforCaregivers.........................................................................................................................7

IV:FamilyPreservationProjectOutcomes.........................................................................8Mothers’Educational,Employment,andLong‐TermHousingOutcomes................8

InteractionswithChildren,ParentingSkills,andParentInvolvementwith

Children’sSchoolOutcomes.............................................................................................................11

EarlyChildhoodEducation,Attendance,andReadingOutcomes................................16

Children’sBehavioralandEmotionalOutcomes...................................................................18

Children’sSocialSkillsandSelf‐ConfidenceOutcomes.....................................................20

V: CaregiverReports............................................................................................................................21VI: Summary................................................................................................................................................24

VII: References............................................................................................................................................26

VIII: AppendixA:LogicModel..........................................................................................................29

FamilyPreservationProjectEvaluationReportiv

EXECUTIVESUMMARY

Overthepast30years,incarcerationratesforwomenacrosstheUnitedStateshavesteadilyincreased(Glaze&Maruschak,2008;Maruschak,Glaze,&Mumola,2010).Between1999and2004,Oregonrankedseventhinthenationinfemaleprisonpopulationgrowth(Frost,Greene,&Pranis,2006).Oregonstateofficialspredictedanevengreaterincreaseinwomenenteringtheprisonsystemwiththepassageofthe2008BalletMeasure57,alegislativelyreferredstatestatutethatincreasedprisontermsforindividualswhowererepeatedlyconvictedofspecificdrugandpropertycrimes.InMarch2010,theOregonDepartmentofCorrectionsfundedtheFamilyPreservationProject(FPP)atCoffeeCreekCorrectionalFacilityinWilsonville,Oregon,inanefforttoaddresstheimpactofincarcerationonmothersandtheirfamilies.Itisestimatedthat80%ofincarceratedwomenaremotherstochildrenages0–18(Bloom,Owen,&Covington,2003),mostofwhomresidedwiththeirchildrenpriortotheirincarcerationandwilllikelyresumeparentingrolesoncereleased(Eddy&Poehlmann,2010;Glaze&Maruschak,2008).Separationduetoincarcerationcanhaveadevastatingimpactonthefamily.Specifically,maternalincarcerationcanadverselyaffectthemother‐childrelationship,children’seducationalattainment,andchildren’smentalhealth(LaVigne,Davies,&Brazzell,2008;Miller,2006).Theriskforchildren’sbehavioralandemotionaldifficultiescanstemfromfeelingsofguilt,shame,confusion,abandonment,andconcernabouttheirmother’swell‐being(Miller,2006).TheFamilyPreservationProject,informedbythebestpracticeliterature,utilizesanintensivecasemanagementandholisticfamily‐centeredapproachtoserviceprovision.TheprogramincorporatescomponentsoftheOregonAccountabilityModeltopromotesuccessfulreentrybyfosteringopportunitiesforincarceratedmothers,theirchildren,andtheirchildren’scaregiverstopositivelyrebuildand/ormaintainhealthyrelationships.Inaddition,theFamilyPreservationProjectisdesignedtointerruptthecycleofintergenerationalcriminaljusticeinvolvement,poverty,andaddictionandsupportsuccessfulreentrytohelpdecreasetheriskofrecidivism.

EvaluationObjectives

ThisprogramevaluationwasfundedbyPortlandCommunityCollegetoreviewthepredisposingissuesthatplacewomenatriskforcriminaljusticeinvolvement,riskoutcomesforincarceratedmothersandtheirfamilies,andbestpracticeswithincorrectionalsystemsthataddressmother‐childrelationalissues.Inaddition,theprogramevaluationexaminedtheextenttowhichFPPusestheliteraturetoinformserviceprovisionforincarceratedmothers,theirchildren,andcaregivers.Theevaluationisorganizedinthreeprimarycomponents.ThefirstprovidesasummaryoftheFamilyPreservationProject’shistory,mission,andkeyservicegoals.Second,theevaluationreportpresentsan

FamilyPreservationProjectEvaluationReportv

overviewoftheissuesthatincarceratedmothersandtheirfamiliesencounter.Thesecondcomponentalsopresentsanoverviewofcurrentnationwidepracticesthataddressissuesassociatedwithparentalincarcerationandthepotentialimpactonthewell‐beingofchildrenandfamilies.TheevaluationconcludeswithareportofprogramoutcomesforFPPwomen,theirchildren,andcaregiversfollowedbyasummaryofrecommendationsfortheprogram’sfuturedirection.

ResearchMethods

Thefindingsareextractedfromananalysisofadministrativecase‐leveldata,whichconsistedofthecasefilesof27incarceratedmother,46children,and41caregivers.TheFamilyPreservationProjectstaffprovidedcase‐leveldatafromathreeyearperiod,between2010and2013.Thisreportpresentsfindingsfromdescriptive,correlational,andmeandifferenceanalysesofFPPparticipants’demographics,serviceprovision,andoutcomesbetween2010and2013.

KeyFindings

Onaverage,womenandtheirfamiliesremainedintheprogramanaverageof3.5years.Women’saverageage29yearsatthetimetheyenteredFPP,andtheyhadanaverageof1.7children.Nearlyhalfthewomenidentifiedasapersonofcolor(48.3%).Themajorityofthewomen,63%,hadlessthanoneyearoflegalemploymentandabout85%obtainedeitherahighschooldiplomaorGEDpriortoincarceration.

ThemajorityofthewomenwhoparticipatedintheFamilyPreservationProjectsuccessfullymettheireducationalandemploymentgoals.Over90%weresuccessfulinmeetingtheireducationalgoalsacrossallthreecohorts.Slightlyover80%ofthewomenparticipatedinCoffeeCreekCorrectionalFacilityworkprograms,andnearly90%completedacertificateprogram.Approximately93%ofthealumniwomenreportedlivinginstablehousingwiththeirchildrenand/orsignificantother,partner,orspouseuponrelease.

AlltheFPPwomenhadin‐personvisitsandphonecallswiththeirchildrenwhileincarcerated.Acrossallthreecohorts,thewomenaveragedapproximately25visitsand115phonecallswiththeirchildren.

Women’sengagementwithinteractiveliteracyactivitieswiththeirchildrenandsupportfortheirchildren’slearningincreasedovertime.Inaddition,analysisshowedthatmoremother‐childvisitsincreasedthelikelihoodthatmothershadanincreasedabilitytodemonstrateexpressiveandreceptivelanguage,participateinreadingwiththeirchild,andsupportbook/printconcepts.

FamilyPreservationProjectEvaluationReportvi

AllofthewomenwhohadletterssenttoteachersbytheFPPstaffsentpersonalletterstotheirchildren’steacherstointroducethemselvesandexpressinterestinmaintainingcontactwiththeteachersthroughouttheacademicyear.TheFPPstaffand/ormothersmadeadditionalcontactwiththemajorityofthechildren’steachers.Similarly,themajorityofthemothersparticipatedineitherparent–teacherconferencesorIndividualizedEducationPlan(IEP)meetings.

Therewasastatisticallysignificantassociationbetweenmothersand/orFPPstaffmakingadditionalcontactwithteachersandmothers’demonstrationofexpressiveandreceptivelanguage,participationinreadingwiththeirchild,andabilitytosupportbook/printconcepts.

Approximately88%ofpre‐kindergarten,andnearly78%ofschool‐agechildren,mettheirschoolattendancegoals.Fouroftheeightchildreninpre‐kindergartenrecognizedoverhalfofthealphabetlettersatTime1testingand100%recognizedoverhalfofthealphabetlettersatTime2testing.Amongthe26childrenwhoseteachersreportedreadingoutcomes,approximately54%werereadingatgradelevelandamongthosewhowerenotreadingatgradelevel,100%werereportedtobemakingprogress.

Anassessmentofchildren’sbehavioralandemotionalfunctioningindicatedthatoverall,theFPPchildren’saveragescorewaswithinnormalrangesbothatbaselineandfollow‐upmeasurements.Atbothmeasurements,themajorityofthechildrenwereassessedtobeatlow‐riskforexperiencinganydiagnosticdisorder,emotionaldisorder(i.e.,anxiety,depression),behavioraldisorder(i.e.,aggression,delinquency),orhyperactivityorconcentrationdisorder.

Ninepre‐kindergartenchildrenparticipatedinhighqualityearlychildhoodeducationprograms,23childrenparticipatedinafterschoolprograms,and26participatedinsummercampswiththeassistanceoftheFPP.Campinstructorsreportedthatoverall,theFPPchildrenpositivelybenefitedfromthecampenrichmentactivities.

FamilyPreservationProjectEvaluationReport1

INTRODUCTIONANDBACKGROUND

Overthepast30years,incarcerationratesforwomenintheUnitedStateshavesteadilyincreased(Glaze&Maruschak,2008;Maruschak,Glaze,&Mumola,2010).Since1991,thenumberofchildrenofincarceratedmothershasmorethandoubled,increasingby131%(Glaze&Maruschak,2008).Itisestimatedthat80%ofincarceratedwomenaremotherstoschool‐agedchildren(Bloom,Owen,&Covington,2003),mostofwhomresidedwiththeirchildrenpriortotheirincarcerationandwilllikelyresumeparentingrolesoncereleased(Eddy&Poehlmann,2010;Glaze&Maruschak,2008).

Amother’sincarcerationisanon‐normativeeventthatcanhaveapotentiallydevastatingimpactonthemother‐childrelationship(LaVigne,Davies,&Brazzell,2008;Miller,2006).Childrenexposedtomaternalincarcerationareatriskforanumberofinterpersonalanddevelopmentalproblems.Theresearchsuggeststhatchildrenofincarceratedmothersarevulnerabletoattachmentinsecurityissues;internalizingproblemssuchasanxietyanddepression;externalizingproblemsthatincludeaggressionanddelinquency;andfeelingsofconfusion,fearofabandonment,andvividmemoriesassociatedwiththeirmother’sincarceration(Baker,McHale,Strozier,&Cecil,2010;Kampfner,1995;Miller&Bank,2013;Myers,Smarsh,Amlund‐Hagen,&Kennon,1999).

TheFamilyPreservationProject

AccordingtotheOregonDepartmentofCorrections(2002),morethan15,000Oregonchildrenhaveaparentinprison.Oregonrankedseventhinthenationbetween1999and2004infemaleprisonpopulationgrowth(Frost,Greene,&Pranis,2006).WiththepassageofMeasure57in2008,stateofficialspredictedthatmorewomenwillenterthesystemandhavelengthiersentencesforpropertyanddrugcrimes.Inresponsetotheneedsoffamilieswhoselivesareaffectedbyincarceration,in1995,theOregonDepartmentofCorrectionsbeganprovidingfamily‐orientedservicesandreentryplanningtoincarceratedmenandwomenattheColumbiaRiverCorrectionalInstitutioninPortlandwithfundingfromPortlandCommunityCollege.In2000,thecollegereceivedasmallgranttoexplorethefeasibilityofanEvenStartfamilyliteracyprogramatCoffeeCreekCorrectionalFacility.Between2002and2009,PortlandCommunityCollegeoperatedanEvenStartprogramforfemaleinmatesattheminimum‐securitydivisionofCoffeeCreekwithfundingfromtheOregonDepartmentofEducation.InMarch2010,theOregonDepartmentofCorrectionsfundedtheFamilyPreservationProject(FPP)asitssuccessor(CoffeeCreekCorrectionalFacilityFamilyPreservationProjectAnnualEvaluationReport,2012).

ThemissionoftheFamilyPreservationProject(FPP)atCoffeeCreekCorrectionalFacilityinWilsonvilleistointerrupttheintergenerationalcycleofcriminaljusticeinvolvement,poverty,andaddiction.Inanefforttomeetthisobjective,theFamilyPreservationProjectis

FamilyPreservationProjectEvaluationReport 2

informedbythebestpracticeliteraturewithafocusonholisticfamily‐centeredservicesdesignedtopositivelyrebuildandmaintaintheincarceratedmothers’relationshipswiththeirchildrenandtheirchildren’scaregivers.TheFPPutilizescomponentsoftheOregonAccountabilityModelthroughintensivecasemanagementandeducationtopromotesuccessfulreentryandfosteropportunitiesforincarceratedmothers,theirchildren,andtheirchildren’scaregiverstorebuildand/ormaintainhealthyrelationships.

KeyServiceProvision

Uponinitialacceptanceintotheprogram,theFamilyPreservationProjectstaffengagewomeninabio‐psychosocialassessmenttoidentifyandassistwomenwithshort‐andlong‐termgoals.EachwomanmeetsindividuallytoreviewgoalsonaweeklybasistoidentifyFPPservicesandotherprogramswithintheCoffeeCreekCorrectionalFacilitythatwouldassistwomentorepairfamilyrelationships,addresshistoryoftrauma,andhistoryofdrugandalcoholabuseand/ordependence.Thebio‐psychosocialalsoidentifieswomen’sstrengthsasastartingpointtobuilduponduringtheirtimeintheprogram.

TheFamilyPreservationProjectprovidesmotherswithguidanceandassistancetolearnandimplementhealthyinteractionwiththeirchildrenandopportunitiesforconsistentandmeaningfulvisitationsandphone/mailcommunicationtomaintainand/orrebuildmother‐childrelationships.Mothersareencouragedtobecomeactivelyinvolvedwithschool‐andcommunity‐basedservicesthatdirectlyaffecttheirchildren’slives.Inadditiontohelpingfacilitatemother‐childbonds,theprogramcreatescollaborativerelationshipswithinandoutsidethefacilitytosupportreentry,suchas

Karen,amotheroftwo,beganparticipatingintheFamily

PreservationProjectwhenhertwosonswereoneandtwoyearsold.JordanwasbornwhileKarenwasincarceratedandJoshua,herolderson,wasbarelyspeaking.Theboys’fatherwasworkingnightsandKarenexpressedconcernsaboutthelackofstimulationandnormalroutineintheirhomeenvironment.Theboysweresleepinglateduringthedayandstayingupatnight.

Theprogramstaffarrangedforandcoveredthecostofeducational

servicesthroughanearlylearningcenterthreedaysaweek.

Attendingthecenterrequiredthattheboysfollowaregularmealandsleepschedule.ThecenteralsoarrangedforJoshuatoreceive

servicesfromaspeechpathologist.Theboys’fatherbroughtthem

regularlyfortheSaturdaymother‐childprogramvisitswhereshewasabletopracticenewlylearnedparentingskillsandbondwith

JordanandJoshua.


housing,treatmentforsubstanceabuseandmentalhealthconcerns,employment,andparentingsupportstoimproveoutcomesforthefamiliesserved.

Skillbuildingisanessentialcomponentofprogramservicesthathelpsystematicallyidentify,address,andresolveissuesthatledtoincarceration.Througheducationalandenrichmentservices,theFamilyPreservationProjectstrivestoincreasemothers’chancesofeducationalandvocationalsuccessbybolsteringtheirdevelopmentofbothhardandsoftskills.Thewomenareencouragedtoparticipateineducationalprogramingasameansofobtaininggainfulemploymentoncereleasedandcreatingsustainedeconomicchangestobreakthecycleofintergenerationalpoverty.Uponrelease,womenareofferedopportunitiestoremainconnectedtoFPPstaffandformerlyincarceratedwomenthroughalumniactivitiesandreunionevents.

Anotherprimaryaimoftheprogramistoassistincarceratedwomenwithrehabilitativeandfamily‐orientedservicesthatwillpreparefortheirreentryintosocietyafteruponrelease.Manyoftheservicesaredesignedtoidentifyandinterruptriskfactorsthatcontributedtoincarcerationandpreventthepotentialforintergenerationalcyclesofcriminaljusticeinvolvementandassociatedrisks(e.g.,poverty,addiction)thatleadtoinvolvementwithcorrections.

Theprogramalsoofferseducationalandenrichmentopportunitiesforchildrentoremainconnectedtotheircommunitybyformingpositiverelationshipswithpositiveadults.Inadditiontobi‐monthlycontactvisitswiththeirmothersinachildfriendlyenvironment,childrenhaveopportunitiestoparticipateinextra‐curricularandcomprehensivesummerenrichmentactivities.Thechildrenreceiveacademicsupportservicesandhaveaccesstohigh‐qualitypre‐schoolplacements.Ifnecessary,childrenmayobtainreferralsformentalhealthservices.Caregiversreceiveongoingsupporttodecreasestressassociatedwithcaringforachildduringamother’sincarceration.

PopulationDemographics

TheFamilyPreservationProjectstaffprovidesintensivecasemanagementservicestoapproximately10to12incarceratedmotherseachyearatCoffeeCreekCorrectionalFacility.Since2010,theFPPstaffhasenrolledthreecohorts:Cohort1in20101Cohort2in2011and2012;andCohort3in2012and2013.FPPstaffrecordsindicatethatbetweenMarch2010andAugust2013,27mothers,46children,and41caregiversparticipatedintheproject.In2010,FPPenrolled11womenand19childrenintoCohort1.From2010–2011,11womenand19childrenwereenrolledinCohort2and5womenand8womenwereenrolledinCohort3from2012–2013.

1ThreewomeninCohort1participatedintheEvenStartprogrambeginningin2008andtransitionedintoFPPin2010.


Themajorityofthewomen,88.9%,remainedintheprogramuntiltheywerereleasedfromprisonorwereintheprogramasAugust2013.Onaverage,womenandtheirfamiliesremainedintheprogramanaverageof3.5years.Women’saverageageatwas29yearswhentheyenteredFPP;theyhadanaverageof1.7children.Manyofthewomenidentifiedasapersonofcolor(48.3%),while40.7%identifiedasWhite(seeTable1fordetailedracialdemographics).Themajorityofthewomen(63%)hadlessthanoneyearoflegalemploymentand85.2%obtainedeitherahighschooldiplomaorGEDpriortotheirincarceration.

Table1.FamilyPreservationProjectMothers2010–2013(N=27)

Ofthe46childrenparticipatingintheFamilyPreservationProject,52.2%weregirls.Theaverageofthechildparticipantswas5.5yearsasofAugust2013.Nearlyhalf,47.9%,ofthechildrenwerepre‐schoolageoryoungeruponenteringtheprogram(seeTable2).

Demographics PercentagesandMeans

Agea 29

Race/Ethnicity

White(non‐Hispanic) 40.7%Black(non‐Hispanic) 25.9%AmericanIndian/AlaskanNative 11.1%Hispanic 11.1%Multi‐racial 11.1%

Averagenumberofchildrenb 1.7

Averagesentenceinyearsc ~3.5

HighschooldiplomaorGED 85.2%

Legalemployment <1year 63%1–5years 25.9%>5years 11.1%

AverageyearsinFPPd 1.3

Cohorts Cohort1 40.7%Cohort2 40.7%Cohort3 18.5%Note:arange=21–38years;brange=1– 3children;crange=1– 5.7years;drange=.5–3.5years


Table2.FamilyPreservationProjectChildren2010–2013(N=46)

InanefforttoprovideimportantresourcestomorewomenincarceratedatCoffeeCreekCorrectionalFacilitybutnotactivelyparticipatingintheFPP’sintensivecasemanagementprogram,theFPPcreatedtheFamilyResourceCenter(FRC).Eachmonth,theFRCservesanadditional10–15womenwithassistanceto:

participateintheirDepartmentofHumanServices(DHS)childwelfarecases;

encourageparent‐childvisitation/time;establishormaintaincontactwithchildrenviamail,phonecalls,andcontactvisitation;

secureneededservicesforchildren;and

establishcontactwithchildren’sschoolsandcaregivers.

Demographics PercentagesandMeans

Agea 5.5Sex

Male 47.8%Female 52.2%

Gradelevelb

Youngerthanpreschoolage 19.6%Preschool 28.3%Kindergarten 15.2%1st–2ndGrades 19.6%3rd–5thGrades 13%6th–8thGrades 2.2%9thGradeandabove 2.2%

CohortsCohort1 41.3%Cohort2 41.3%Cohort3 17.4%

Note:arange=1–14years;bgradelevelatthetimechildenteredFPP


OVERVIEWOFTHEBESTPRACTICESLITERATURELiteratureonbestpracticesforsupportingincarceratedparentsandtheirchildrenremainslimitedinscope.Nevertheless,itisgrowing,partiallyduetotheincreasedfocusedattentionbyresearchscholars,policy‐makers,andpractitioners(Miller,2014)seekingprogramsthatdemonstratepromisingpracticesthroughprogramparticipants’reportsofpositiveoutcomesorrecommendationsfromthescholarlyresearchonwhereserviceprovisionshouldbefocused(Meyerson&Otteson,2009;Miller,2014).Thisprogramevaluationreportprovidesanoverviewoftheissuesthatincarceratedparentsandtheir

familiesencounterandhighlightsareasofcommonfocusamongserviceprograms.

TransitionSupport/PlanningforSuccessfulReentry

Transitioningfromprisonbackintosocietycanposeasignificantchallengeforformerlyincarceratedindividualsandtheirfamilies(Parke&Clark‐Stewart,2003).Incarceratedindividualsmaybecomeaccustomedtotheatypicalpatternsofbehaviorandprisonnormsthatmakeitdifficulttoadjusttosocietalnormsuponrelease(Haney,2003).Moreover,yearsspentinprisoncancompromiseone’sabilitytoobtainproductiveemploymentandsustainablehousing.Reentryprogramsthatfocusonmentalandphysicalhealth,education,andjobtrainingskillsareessentialtopromotingself‐relianceanddecreasingformerincarceratedpeople’sneedtoaccesssocialservices.Addressingtheseneedsalsoincreasesthelikelihoodthatformerlyincarceratedpeoplecanprovidefortheirfamilies’well‐being.

ParentingSkillBuilding

Asupplementalandimportantaspecttoparent‐childcontactisaparent’sabilitytoperformeffectiveparentingskills.Inrecentyears,prison‐basedparentingprogramshavebeenincreasinglyofferedtoincarceratedparents(Eddy,Kjellstrand,Martinez,&Newton,2010).Prison‐basedparentingprogramstypicallyfocusonimprovedcommunicationbetweenparentandchild.Parentsaretaughttoproblemsolve,monitorchildactivities,usepositivereinforcement,redirect,andadministerage‐appropriate,non‐violentdiscipline.

Parent‐ChildContact

Incarceratedmothersidentifyseparationfromtheirchildrenasoneofthemostdifficultaspectsoftheirincarceration(Baunach,1985;Hairston,1991;Hairston,2003).Parentsworryabouttheirchildren’swell‐being—theyhaveconcernsabouttheirchildren’ssafetyandhowthedisruptionaffectstheirchildren’semotionalwell‐being(Hairston,2003).Childrenwhoareseparatedfromaparentoftenexperiencesignificantstress,fear,andsadnessandscholarshaveattributedparent‐childseparationdueparentalincarcerationtothatoflossofaparenttodeath(Hagan&Dinovitzer,1999).Whiledeathisnaturallyoccurringandfinallifeevent,separationbecauseofincarcerationisambiguousaschildren


mayexperienceuncertaintyonhowtomournthelossofaparentwhoisalive,yetphysicallyandemotionallyabsent(Miller,2006).Manyincarceratedindividualsdesiretobeparentstotheirchildren,notonlyinnamebutalsoasinstrumentalfiguresinparentalfunctionssuchason‐goingsupervision,monitoringeducationalactivities,andfosteringpositiveemotionalandbehavioraldevelopment(Eddyetal.,2008).Parent‐childvisitationscanassistparentsintakingontheserolesandresponsibilities.

On‐goingvisitationmaybeacriticalfactorindeterminingchildren’ssusceptibilitytoelevatedinternalizingandexternalizingbehaviors,feelingsofguiltandshame,anddiminishedacademicachievement.In‐personvisitationscanhelpchildrendevelopamorerealisticunderstandingoftheirparent’scircumstancesandmayreducethefearthatsheisindanger.Contactviaphonecallsandletterwritingcanbeequallyimportanttobuildingandmaintainingahealthybondbetweenparentandchild.On‐goingcommunicationallowsfamiliestoshareexperiencesandmaintainfamilynormssuchascelebratingevents,observingholidays,orparticipatinginreligiousobservances—allofwhichhelpsfamiliesremainemotionallyconnected(Hairston,2003).Inaddition,scholarssuggestthatwhenparentshavecontinuouscontactwiththeirchildren,theyaremorelikelytoexperiencesuccessfulreunificationwiththeirfamiliesandarelesslikelytorecidivate(Bales&Mears,2008;Holt&Miller,1972).

EnrichmentActivitiesforChildren

Enrichmentactivitiessuchashighqualityearlyeducationandafter‐schoolprograms,summercamps,andsportingactivitiesprovidesinnovativeandcreativeexperiencestoincreaseacademicachievement,fostermotivation,andencourageengagement(Loeba,Bridges,Bassok,Fuller,&Rumberger,2005).Enrichmentactivitiescanalsohaveapositiveeffectonchildren’sbehavioralandemotionalwell‐beingbybroadeningtheirexperiences,improvingsocializationskills,buildingself‐confidence,anddevelopingbasiclifeskills(Loeba,Fuller,Kagan,&Carrol,2004).Suchactivitiesprovidechildrenwithadditionalsupportsthatexposethemtopositiveexperiences.Forchildrenwhoexperiencedifficultlifecircumstancessuchasexposuretopoverty,parentalsubstanceabuseandmentalhealthconcerns,andcommunityandfamilialcriminalactivity,providingenrichmentopportunitiescanopendoorsandpresentopportunitiestogainskillsthatcouldhelpthembecomeproductivemembersofsocietyandavoidsituationsthatcontributetocriminaljusticeinvolvement,addiction,andpoverty.

SupporttoCaregivers

Whilechildrenofincarceratedfathertypicallyremaininthecareoftheirmothers,childrenofincarceratedmothers,onaverage,donotresidewiththeirfathersduringtheirmother’sincarceration.Rather,thesechildrenoftenhavevariedandsometimesuncertainliving


arrangements(LaVigne,Davies,&Brazzell,2008;Miller,2006).Manychildrenofincarceratedmothersareeitherformallyorinformallyinthecareofagrandparent,otherrelatives,orfamilyfriend.Assumingtheadditionalresponsibilityforachild,inparticularachildofanincarceratedparent,canplacesignificantstress(e.g.,financialhardship,emotionalstrain)onthecaregiver,therelationshipbetweenthecaregiverandchild,andtherelationshipbetweencaregiverandincarceratedparent(Hairston,2003).Expertsagreethatcommunicationwithchildren’scaregiversplaysanessentialroleinrenewingandmaintaininghealthyrelationshipsbetweentheincarceratedparentandchildren’scaregiver.Providingcaregiverswithopportunitiestoexpressthedifficultiesexperiencedthroughoutincarcerationcanbekeytoenablingcaregiverstopreserverandeffectivelyassumethesurrogateparentalrole.Serviceprovisionthatalsoaddressesthecomplicationsofco‐parentingresponsibilitiescanbeanimportantaspectoffamilyemotionalhealingandwell‐being.

FAMILYPRESERVATIONPROJECTOUTCOMES

Mothers’Educational,Employment,andLong‐TermHousingOutcomes

Inanefforttopromotelong‐termsuccessandstabilityafterrelease,theFamilyPreservationProjectstaffworkwithwomentoidentifyeducational,employment,andlong‐termhousinggoals.TheFamilyPreservationProjectcollaborateswithOregonDepartmentofCorrectionpartnerstoprovideparticipantswithadulteducationalopportunitiesthatincludeGEDpreparation,adultbasicandskill

Jonaswasalmostthreeyearsoldwhenheexperiencedthesuddenandtraumaticseparationfromhismotherwhenshewasincarceratedandsentencedtomorethanthreeyearsinprison.Jonaswasplacedin

hisgrandmother’scare,whobecamehismainsourceof

emotionalsupport.JonasqualifiedforHeadStartbutrefusedduetoseparationanxiety.TheFamilyPreservationProjectstaffand

Jonas’smotherwereconcernedthathisrefusaltoattendpreschoolwouldhinderhisreadinessforKindergarten.Jonas’sseparation

anxietysymptomsworsenedandhereportedunusualperceptual

experiencesbuthisgrandmotherdidnotseekmentalhealthsupport.However,therewasawillingnesstoallowJonastoparticipateintheSaturdaymother‐childprogram.Jonasattendedregularlyandhismotherprovidedhimwithsocialandemotionalsupport.Afterbeingintheprogramfor17months,Jonas

enteredKindergartenandhisattendanceratewasover90%for

Kindergartenand1stgrade.


buildingeducation,andpostsecondaryeducationclasses.Throughtheseprograms,womenarealsoencouragedtoparticipateinjobskills,improvedjobskills,oremployabilitytraining.Identifyinggoalstoassumeorreassumeemploymentuponreleaseisanimportantsteptowardfinancialandemotionalstabilityforthewomenandtheirfamilies.Inadditiontofindinggainfulemployment,establishinglong‐termhousingisasignificantindicatorforasuccessful,restorativereentryexperience.TheFPPstaffworkintensivelywiththewomentoreducebarriersforsecuringlong‐termhousing.

Educationaltraining.AllFPPparticipantsacrossallthreecohortsidentifiededucationalgoals,andmostsuccessfullyachievedthesegoals.

Themajorityofthewomen(85.2%)hadobtainedahighschooldiplomaorGEDatthetimeofenrollmentintheFPPprogram(81.8%inCohort1,81.8%inCohort2,and100%inCohort3).

AllparticipantswithoutaGEDidentifiedobtainingthiscredentialastheirprimaryeducationalgoal.ThemajorityoftheFPPparticipantsidentifiedapost‐secondaryeducationgoal(37%)orothertypesofskillbuildingand/ortraininginaspecifiedtradegoal(44.4%).

AcrossallthreeCohorts,92.6%madeprogresstowardtheireducationalgoals.

OftheparticipantsinCohort1,10of11women(90.9%)whoidentifiededucationalgoalsmadeprogresstowardtheirgoals.TwowomencompletedGED,onemadeprogresstowardapost‐secondarycourse,threecompletedoneormorepost‐secondarycourses,oneparticipatedinsmallbusinessclasses,twocompletedtheFASFAtoexplorepost‐secondaryeducationalcourses,andoneparticipatedinbehavioralhealthorothertreatmenteducationaltraining.

OftheparticipantsinCohort2,100%ofthe11womenmadeprogresstowardtheiridentifiededucationalgoals.OnewomanearnedherGED,onepassedoneormoreGEDsubtests,onecompletedoneormorepost‐secondarycourses,oneparticipatedinsmallbusinessclasses,onecompletedtheFASFAtoexplorepost‐secondaryeducationalcourses,fourwomentookcomputerclasses,andtwoparticipatedineitherbehavioralhealthorothertreatmenteducationaltraining.

AmongtheparticipantsinCohort3,allfourwomenwhoidentifiededucationalgoalsmadeprogress,participatingincomputerclasses.Onlyoneparticipantdidnotidentifyaneducationalgoal.


Jobtrainingoremployabilityskills.NearlyallFPPparticipantsacrossthethreecohortsidentifiedemploymentgoalsrelatedtojobtraining,employability,improveemployment,andobtainemployment..

MostoftheFPPwomenparticipants(85.8%)identifiedemploymentjobtraining,employability,improvedemployment,orgainemploymentasagoal.

Twenty‐twoofthe27women(81.5%)participatedinCoffeeCreekCorrectionalFacilityworkprograms(81.8%inCohort1,81.8%inCohort2,and80%inCohort3).

Ofthe18.5%(fiveoutof27)womenwhodidnotparticipateinaCoffeeCreekCorrectionalFacilityworkprogram,fourparticipatedinacertificateand/orjobreferralprogram.

Themajorityofthewomen,88.9%,enteredandcompletedacertificateprogram(e.g.,financialcredit,budgetingskills,barista,nutrition,andfoodhandlingclasses).WhileCohort3hadthelowestparticipationrateinforthejobreferralprogram,80%ofthewomenparticipatedinthecertificateprogram.Cohort1participatedandcompletedthecertificateprogramatarateof90.9%andCohort2atarateof90.9%.

SeveralwomenparticipatedintheRoadSuccessTransitionprogramorothertypeofjobprogram(70.4%).Cohort1hadthehighestparticipationatarateof81.8%,followedbyCohort2’sparticipationrateof63.6%,andCohort3hadaparticipationrateof60%.

Long‐termhousing.ThemajorityofthewomenwhoparticipatedinFPPreportedfindinglong‐termhousingandresidingwiththeirchildrenuponrelease.

TwentywomenexitedtheFamilyPreservationProjectandwerereleasedfromCoffeeCreekCorrectionalFacility.Fourteenofthealumniwomen(70%)reportedresidinginstablehousing(i.e.,livinginanapartmentorhome).Twowomenwerereportedlivingintransitionalhousingandtwowereinatreatmentfacility.TheFPPstaffwereunabletoestablishweretwooftheFPPalumniresidedoncereleasedfromtheprogram.

Ofthewomenwhoreportedstablehousing,92.8%livedwiththeirchildren.Approximately,65%(64.3%)residedwithasignificantother,partner,orspouse.Onewomanreportedlivingwithherspouseandhavingchildvisitations.

Ofthewomenwhoreportedresidingintransitionalhousingorinatreatmentcenter,50%reportedeitherlivingwiththeirchildrenorhavingchildvisitations.


InteractionswithChildren,ParentingSkills,andParentInvolvementwithChildren’sSchoolOutcomes

AnimportantaspectoftheFamilyPreservationProjectservicesistosupportmothers’developmentofparentingskills.Throughtwice‐monthlySaturdayvisits,mothersaregiventheopportunitytopracticetheirskillstheylearnfromtheParentingInsideOut(PIO)curriculum,anevidenced‐basedtherapeuticinterventionprogramforincarceratedparentsdesignedtoincreasepositiveparent‐childinteractionsanddevelophealthyrelationshipsamongtheparent‐childdyad(Eddyetal.,2010).MothersreceiveimmediatefeedbackfromFPPstaffonhowwelltheydemonstratedeffectiveparenting.TheFamilyPreservationProjectstaffencouragesandfacilitatesincreasedcontactbetweentheFPPmotherparticipantsandtheirchildren.OneofthemostimportantwaysFPPstaffsupportmothersinparentingfromprisoninvolvesencouragingandfacilitatingparticipants’engagementintheirchildren’seducation.Mothersaresupportedtocommunicatewiththeirchildren’sschool,participatinginparent‐teacherconferencesandIndividualizedEducationPlan(IEP)meetingsviaphoneandwrittencommunication.

Interactionsbetweenmothersandchildren.TheFamilyPreservationProjectprovidesmotherswiththeopportunitytoparticipateinbi‐monthlythree‐hourSaturdaymother‐childvisits.Womenarealsoencouragedtoconnectwiththeirchildrenbyphone.

Allprogramparticipantshadaminimumoffourvisitswithanaverageof25.6visitswhileintheprogram.

Cohort1averaged32.8visits(range=7–76;averageyearsinFPP=1.7),Cohort2averaged25.2visits(range=14–44;averageyearsinFPP=1.4),andCohort3averaged10.6visits(range=4–10;averageyearsinFPP=.6).

Allparticipantshadaminimumof20phonecalls,withanaverageof115.4callsduringtheirtermintheprogram.

Cohort1averaged147.6phonecalls(range=32–328;averageyearsinFPP=1.7),Cohort2averaged113.5phonecalls(range=72–168;averageyearsinFPP=1.4),andCohort3averaged48.8phonecalls(range=20–104;averageyearsinFPP.6).

Parentingskills.AllFamilyPreservationProjectmothersbutoneparticipatedintheParentingInsideOut(PIO)parentingskillstraining.Duringthemother‐childvisits,FPPstaffassessedindicatorsofappropriateandpositivemother‐childinteractions.Theskillassessmentincludessuchindicatorsthatthemother:


Maintainsaconsistentbondwiththeirchild;

Providestheirchildwithemotionalsupport,nurturance,andencouragement;

Allowsthechildtotaketheleadanddemonstratingflexibility;

Playswithchildandhasfuntogetherandsettingupactivitiesthatthechildwillexpressinterest;

Providesequalattentiontobothchildrenwhenthereismorethanonechild;

Listenssensitivelytothechild;

Answersthechild’squestionsinanageappropriatemanner;

Helpsthechildlearntoidentifyandexpressfeelingsofgriefandloss;

Communicatesclearandage‐appropriateexpectations;

Expresseslovetowardtheirchildandisattunedtotheir/herneeds;

Assertsherselfasaparentwhocaresdeeplyforthewell‐beingforherchild;

Uses“I”statementswhentalkingaboutfeelingswiththechild;

Remainscalmwhenthechildsharesupsettinginformationabouthowtheyarebeingparentedbycaregivers;

Avoidsengaginginpowerstruggleswiththechild;

Learnstopatientlysetlimitswhenthechilddoesnotfollowdirections;

Modelsrespectfulandresponsiblebehaviorforthechild;and

Demonstratesactiveinvolvementinthechild’seducationandsocialservices

Parentsupportofchildren’sliteracydevelopment.TheFamilyPreservationProjectemploystheParentEducationProfile(PEP)toassessaparent’sbehaviors,attitudes,andunderstandingoftheirchild’sliteracydevelopmentandplanstrategiestoincreaseparentalskillsthatproduceage‐appropriatechildren’sliteracyoutcomes.TheFPPprogramstaffusesthePEPScaleIIandScaleIII.

ThePEPScaleIIassessesaparent’sroleininteractiveliteracyandhasthreeindicators:1) expressiveandreceptivelanguage;2)readingwithchildren;and3)supportingbook/printconcepts.A5‐pointLikertscaleisusedtoassessaparent’scompetencyintheseindicators.Scoresforeachindicatorareaveraged,withahigherscoreindicatingahigherlevelofcompetency(range=1–5).

ThePEPScaleIIIusesfiveindicatorstoassessaparent’sroleinsupportingachild’slearninginformaleducationsettings:1)parent‐schoolcommunication;2)expectationsofchildandfamily;3)monitoringprogress/reinforcinglearning;4)partnershipwitheducationalsettings;and5)beliefinchild’ssuccessislearning.Thefiveindicatorsareaveragedandhigherscoresindicateahigherlevelofcompetency(range=1–5).BoththeScaleIIandScaleIIIaremeasuredthroughFPPstaffobservationtwice,onceat


baseline(pre‐test)andonceapproximatelysix‐monthsafterbaseline(post‐test).

Eighteenmothershadpost‐testPEPScaleIIscores.

Ofthewomenwhowereevaluatedontheirinteractiveliteracyactivities(PEPScaleII)withtheirchildren,finalscoresimprovedfrombaseline.Thepre‐testPEPScaleIIscoresaveraged2.58(range=1.33–3.66,SD=.77)andthepost‐testPEPScaleIIscoresaveraged3.81(range=3–5,SD=.68)(seeFigure1).

Themeandifferencesbetweenthepre‐testPEPScaleIIaveragescore(2.58)andpost‐testScaleIIaveragescore(3.81)wasstatisticallysignificant(p<.001)suchthattherewasastatisticallysignificantimprovementinpre‐testScaleIIandpost‐testScaleIIscores.ThefindingsindicatethattheFPPmothersinteractiveliteracyskills,expressiveandreceptivelanguage;readingwithchildren;andsupportingbook/printconcepts,meaningfullyimprovedovertime.

Twelvemothershadpost‐testPEPScaleIIIscores.

TheFPPparticipants’roleinsupportingtheirchild’slearninginformaleducationsettingPEPScaleIIIscoresalsoimprovedfrombaselinetofinalmeasurement.Thepre‐testPEPScaleIIIscoresaveraged2.63(range=1.25–4,SD=.78)andthepost‐testPEPScaleIIIscoresaveraged3.46(range=2.75–4.5,SD=.5)(seeFigure1).

Therewasastatisticallysignificantmeandifferencesbetweenthepre‐testPEPScaleIIIaveragescore(2.63)andpost‐testScaleIIIaveragescore(3.46)(p<.001)suchthattherewasastatisticallysignificantimprovementinthemothers’averagepre‐testScaleIIIandpost‐testScaleIIIscores.ThesefindingssuggestthattheFPPmothersdemonstratedmeaningfulimprovementsintakinganactiveroleinsupportingtheirchildren’slearninginformaleducationsettingsthroughparent‐schoolcommunication;expectationsofchildandfamily;monitoringprogress/reinforcinglearning;partnershipwitheducationalsettings;andbeliefinchild’ssuccessislearning.


Thepotentialassociationsbetweennumberofmother‐childcontactsthrougheitherin‐personvisitsorphonecommunicationandPEPscoreswereanalyzed,revealingastatisticallysignificantassociationwithmothers’scoresonthepost‐testPEPScaleIIscores.

Post‐testPEPScaleIIscoreswerepositivelyandsignificantlyassociatedwithmother‐childvisits,suchthatin‐personvisitsincreasedthelikelihoodthatmotherswoulddemonstrateimprovedexpressiveandreceptivelanguage,participateinreadingwiththeirchild,andsupportofbook/printconcepts(p<.01).

Mother‐childphonecontactwaspositivelyassociatedwithpost‐testPEPScaleIIscores,aswell.Motherswhohadmorephonecontactweremorelikelytodemonstrateincreasedexpressiveandreceptivelanguage,participationinreadingwiththeirchild,andabilitytosupportbook/printconcepts(p<.01).

However,nostatisticallysignificantassociationwasfoundbetweenthenumberofmother‐childcontactvisitsandmothers’post‐testPEPScaleIIIscores.Neitherwasthereastatisticallysignificantassociationbetweenthenumberphonecallsandpost‐testPEPScaleIIIscores.Inotherwords,neithermother‐childcontactvisitsnorphonecallswereassociatedwithoutcomesassociatedwithmothers’supportoftheirchildren’slearninginformaleducationsettings(i.e.,parent‐schoolcommunication,expectationsofchildand


family,monitoringprogress/reinforcinglearning,partnershipwitheducationalsettings,beliefinchild’ssuccessislearning).

Involvementwiththeirchildren’steachers.TheFPPstaffinitiatescontactwithschoolsonbehalfofthemothers,bysendinglettersofintroductionandrequestingon‐goingcommunicationaboutchildren’sprogress.

TheFPPstaffsentlettersofintroductiontoteachersfor85.2%ofthemothers.Approximately,91%(90.9%)oftheCohort1andCohort2mothersand60%ofCohort3mothershadletterssentontheirbehalf.

AllparticipantswhohadletterssenttoteachersbytheFPPstaffalsosentpersonalletterstotheirchildren’steacherstointroducethemselvesandexpressinterestinmaintainingcontactwiththeteachersthroughouttheacademicyear.

ThemajorityoftheFPPstaffand/ormothersmadeadditionalcontactwithschoolteachers.InCohort1,90.9%hadatleastoneadditionalcontact(range=1–23).OftheCohort2mothers,90.9%hadadditionalcontact(range=1–24)andoftheCohort3mothers,20%hadatleastfiveadditionalcontacts(range=5–6).ThemostcommonreasonthateithertheFPPand/ormothersdidnotmakeadditionalcontactwithteachersforCohorts1&2wasduetothechild’scaregivernotpermittingcontact.

Similarly,themajorityofthemothersparticipatedineitherparent–teacherconferencesorIEPs.InCohort1,81.8%hadconferencesand/orIEPs(range=1–10).OftheCohort2mothers,90.9%participatedinconferencesand/orIEPswithschoolteachers(range=1–7)andoftheCohort3,onlyonemotherhadaconferencewithaschoolteacher.

AmongthemotherswithaPEPScaleIIscore(n=18),therewerestatisticallysignificantassociationsbetweenmothers’contactwithschoolteachersandparticipationinconferences/IEPsandpost‐testPEPScaleIIscores.

Therewasapositivesignificantassociationbetweenmothersand/orFPPstaffmakingadditionalcontact(inadditiontothefirstletterssentbyFPPstaff)withteachersandpost‐testPEPScaleIIscores.IfamotherorFPPstaffmadeadditionalcontactwithteachers,mothers’scoresonpost‐testPEPScaleIIwerehigher(p<.01).

Mothers’participationinparent‐teacherconferencesandIEPswaspositivelyassociatedwithpost‐testPEPScaleIIscores,suchthatthemoremothersparticipatedinconferences/IEPs,themorelikelytheyweretodemonstrate


increasedexpressiveandreceptivelanguage,participationinreadingwiththeirchild,andabilitytosupportbook/printconcepts(p<.05).

Therewerenostatisticallysignificantassociationsbetweenadditionalcontactorconferences/IEPparticipationandpost‐testPEPScaleIIIscores.

Children’sEarlyEducation,Attendance,andReadingOutcomes

TheFamilyPreservationProjectiscommittedtosupportingchildrenintheireducationaldevelopmentandassistingmothersandcaregiversinparticipatingintheirchildren’seducation.TheFPPstaffworkwiththeincarceratedmotherstoidentifyandtrackchildren’sparticipationinhigh‐qualityeducationalproblems,attendance,andextra‐curricularactivities.

Earlyeducationparticipation.FPPprovidesfullfinancialsupportandresourcesforhighqualityearlychildhoodeducationprogramsthatpromoteessentialintellectual,socialization,andeducationaloutcomes.

TheFamilyPreservationProjectassistedfamiliesinaccessinghighqualityearlychildhoodeducationprogramsforninepre‐kindergartenagechildren.OfthechildreninCohort1,27.2%(3of11)participatedinearlychildhoodeducation.InCohort2,66.7%(6of9)childrenparticipatedinearlychildhoodeducationprogramsthroughFPPassistance.TheonechildwhowaseligibleforprogramassistanceinCohort3receivedearlychildhoodeducationservicesthoughFPP.

Children’sattendance.Giventhatattendanceisanimportantindicatorofeducationalsuccess,FPPstafftrackspre‐schoolattendanceforchildrenwhoparticipateintheprogram.

Attendancegoalforpre‐kindergartenchildrenagestwotofivewassetat70%attendance.Themajorityofthepre‐kindergartenchildren,15of17(88.2%),mettheirattendancegoals.InCohort1,90%(9of10)andinCohort2,85.7%(6of7)ofthechildrentwotofiveyearsoldmettheirattendancegoals.TherewerenoFPPenrolledchildreninCohort3betweentheagesoftwoandfivewithrecordedattendance.

Attendancegoalforschool‐agechildreningradeskindergartenandhigherwassetat90%.Themajorityofthechildrenwithrecordedattendancedata(14of18)mettheirattendancegoals77.7%.InCohort1,100%(7of7),inCohort2,50%(4of8),andinCohort3,100%(3of3)mettheirattendancegoals.


Earlychildhoodeducationreadingpreparation.TheFamilyPreservationProjectassistsfamiliesinidentifyingandplacingchildreninhigh‐qualityearlyeducationprogramstopromotebettereducationaloutcomes.TheFPPstaffusestheAlphabetKnowledge(upper‐caseletters)sectionofthescientifically‐basedPhonologicalAwarenessandLiteracyScreeningPre‐Kindergarten(PALS‐Pre‐K)assessmenttool.Theassessmenttoolisdesignedforpre‐kindergartenchildren,agesfouryearsold.Childrenarerandomlypresentedwiththe26upper‐caselettersofthealphabet.ThePALS‐Pre‐Khelpsidentifyskillsthatareindicatefuturereadingandwritingsuccessandmayprovideparents,caregivers,andteacherswithinformationonwhereachildmayrequirespecializedreadingandwritingattention(UniversityofVirginia,2005).2

Pre‐kindergartenchildrenwereassessedbythePALSPre‐Kmeasurementtwice.OftheeightchildrenwhowereassessedbythePALSPre‐KscreeningtoolatTime1,50%correctlyidentified14upper‐caselettersinthealphabet(range=0–24).AtTime2,100%correctlyrecognizedatleast18upper‐caselettersinthealphabet(range=18–26).

School‐agechildren’sreadinglevel.Theprogramstaffidentifiesandtrackswhetherschoolagechildrenmeettheirreadingatgradeleveloutcomes.

Amongthe26childrenwhoseteachersreportedreadingoutcomes,53.8%readat

2ForadditionalinformationonthePALSPre‐Kmeasure,pleaseseeUniversityofVirginia.(2005).PALS‐PreK:Phonologicalawarenessliteracyscreening.Schoolreadinessassessment.Charlottesville,VA:Author.

Natasha’ssituationwasdifferentfrommostwomenintheprogram.Her19‐year‐olddaughter,Ava,wasthecaregiverforhereight‐year‐old

daughterDaniele.Throughoutthe18monthsthefamilywasenrolledinFPP,Avastruggledtomaintainwork,securehousing,andtakecareofheryoungersister.Natashawaskeenlyawareofthestressandinstabilityshehadcausedinherdaughters’lives.Sheworkedhardtoparentfromadistance.TheFamily

PreservationProjectfacilitatedcommunicationbetweenNatashaandDaniele’sschool.SheparticipatedinDaniele’sIEP,whereshereceivedspecialeducationandsocialsupportskills.Theprogramstafffacilitated

meetingsbetweenNatashaandAvatoaddressfeelingsofshame,guilt,andresentment.Themeetingshelpedhealtheirrelationship.Natashaalsoworkeddiligentlytoapplyforhousingandfindtransitionalhousing.Uponrelease,shewasacceptedintoalong‐termhousingprogramthatsheappliedforthroughFPP.Natashaisemployedandrecently

waspromotedtomanager.


gradelevel.Approximately,64.3%(n=9)ofCohort1children,33.3%(n=3)ofCohort2,and66.7%(n=2)ofCohort3childrenwhoseteachersreportedreadingoutcomes,werereadingatgradelevel.

Amongthe46.2%ofchildrenwhodidnotreadatgradelevel,teachersreportedthatallweremakingprogresstowardthisgoal.

Children’sBehavioralandEmotionalOutcomes

FamilyPreservationProjectstaffworkwithincarceratedmotherstocollaboratewithschoolteachersandcaregiverstomonitorchildren’sbehavioralandemotionalfunctioning.Thegoalistodeterminetheextenttowhichpotentialbehavioraloremotionaldifficultiesworsen,remainthesame,orimproveathomeand/orintheclassroom.

Children’sbehavioralandemotionalfunctioning.TheFamilyPreservationProjectstaffusestheStrengthsandDifficultiesQuestionnaire(SDQ),abriefmeasurementtoolthatisusedforchildrenagesfourto17toassesstheirbehavioralandemotionalattributes.TheSDQidentifiesproblemsthatarechronic,causedistress,causesocialimpairment,andareburdensometoothers.TheSDQisa25‐itemquestionnairethatassessesbothstrengthanddifficultiesinthefollowingareas:1)emotionalsymptoms;2)conductproblems;3)hyperactivityorinattention;4)peerrelationships;and5)prosocialskills.ASDQusesathree‐pointLikertscale(0=Nottrue,1=Somewhattrue,and2=Certainlytrue)tomeasureresponses.Thetotalscoreisasummedscorethatiscomposedofthefirstfourscalestodetermineachild’soverallstresslevel.Totalscoresrangefrom0–40,excludingthefifthprosocialskillsscale.TheSDQquestionnaireincludesfourrisksfordiagnosticpredictions:1)anydiagnosis;2)emotionaldisorders(i.e.,anxiety,depression);3)behavioraldisorders(i.e.,aggression,delinquency);and4)hyperactivityorconcentrationdisorders.Therisklevelsare:1)lowrisk;2)mediumrisk;and3)highrisk.Thequestionnairemaybecompletedbyateacher/educationpersonnelorparent/otheridentifiedcaregiver(Goodman,1997).3TheFPPstaffrecommendsthatparentsandcaregiversutilizetheSDQasaguidetoidentifyachild’spotentialrisklevelforbehavioralandemotionalfunctioning(Hahn,Maxim,&Carlton,2012).

Twenty‐onechildrenhadSDQinitialscoresontheirbehavioralandemotionalfunctioningwithanaverageoverallstresstotalscoreof10.4

TheSDQinitialscoresfor11childreninCohort1averaged9.3.InCohort2,the

3ForadditionalinformationontheSDQmeasureandpsychometricpropertiesseeGoodman,R.(1997).Thestrengthsanddifficultiesquestionnaire:Aresearchnote.JournalofChildPsychologyandPsychiatry,38(5),581‐586.4Theoverallstresslevelrangesare:1)0–12=closetoaverage,2)12–16=slightlyraised,3)16–19=high,and4)19–40isveryhigh


averageSDQinitialscorefor10childrenwas10.7.5

Diagnosticpredictionsindicatedthat9.5%(n=2)ofthechildren’sscoresindicated“highrisk”and33.3%(n=7)ofchildren’sscoreindicated“mediumrisk”foranydiagnosis.

Approximately4.8%(n=1)scoredwithinthe“highrisk”rangeand9.5%(n=2)childrenscoredwithinthe“mediumrisk”foranemotionaldisorder.

Again,4.8%(n=1)scoredwithinthe“highrisk”and19%(n=4)scoredwithinthe“mediumrisk”forexperiencingabehavioraldisorder.

Approximately33.3%(n=7)ofthechildrenscoredwithinthe“mediumrisk”forhyperactivityorconcentrationdisorder(seeTable3).

Children’sbehavioralandemotionalprogress.TheSDQfollow‐upasksadditionalquestionspertainingtoobserveddifferencesinchildren’sbehavioralandemotionalfunctioningapproximatelysixmonthsaftertheinitialmeasure(seeTable3).

Twenty‐onechildrenhadSDQfollow‐upscoreswithanaverageoverallstresstotalscoreof8.5.Ofthe21children,14.3%(n=3)hadfollow‐upscoresthatweremorethanthreepointshigherthantheirinitialscores.TheSDQfollow‐upscoresfor11childreninCohort1averaged9.3.InCohort2,theaverageSDQinitialscorefor10childrenwas7.5.

Intermsofdiagnosticpredictions,19%(n=4)children’sscoresindicated“highrisk”and4.8%(n=1)scoreindicated“mediumrisk”foranydiagnosis.6

Onechildscoredwithinthe“highrisk”rangeand9.5%(n=2)scoredwithinthe“mediumrisk”foranemotionaldisorder.

Twochildrenscoredwithinthe“highrisk”and4.8%(n=1)scoredwithinthe“mediumrisk”forexperiencingabehavioraldisorder.

Approximately14.3%(n=3)ofthechildrenscoredwithinthe“mediumrisk”forhyperactivityorconcentrationdisorder.

Twelve(60%)ofthechildren’steachersorcaregiversreportedatfollow‐upthatsincereceivingFPPservicesthechild’sproblemsareeither“abitbetter”(n=6)or“muchbetter”(n=6).Teachersandcaregiversindicatedthatfiveofthechildren’s

5ChildreninCohort3didnothaverecordedSDQscoresatbaselineorfollow‐up.6Whilethenumberofchildrenwhoscoredwithinthe“highrisk”rangeforexperiencinganydisorderincreased,thetotalnumberofchildrenwhoeitherscoredwithinthe“highrisk”or“mediumrisk”decreasedfrom9attheinitialSDQmeasureto5atthefollow‐upSDQmeasure.


problemswere“aboutthesame”andfourchildrenhadmissingresponsesfromtheirteachersorcaregivers.

Mostteachersandcaregivers(n=12),indicatedthatreceivingFPPserviceshavebeenhelpfulinprovidinginformationand/ormakingchildren’sproblemsmoremanageable.ThreeteacherorcaregiverrespondentsreportedthatFPPserviceshelped“agreatdeal”andninereportedthatFPPserviceshelped“quiteabit.”Tworespondentsreportedthatserviceshelpful“onlyalittle”andsevenleftthequestionunanswered.

Table3.StrengthsandDifficultiesQuestionnaireScores(n=21)

Children’sSocialSkillsandSelf‐Confidence

TheFamilyPreservationProjectprovidessupportandresourcesforhighqualityafterschoolandsummercampprogramsthatpromoteimprovedsocialskillsandself‐confidence.Childrenparticipateinactivitiessuchastutoring,swimminglessons,horsebackriding,soccer,dance,andsportingactivities.Childrenarealsogivenopportunitiestoparticipateinfullweekovernightcompswheretheycookoutdoors,hike,kayak,observemeteorshowers,anddoartsandcrafts.

InitialSDQMeasure HighRisk MediumRisk LowRisk

DiagnosticPredictions:Anydiagnosis 2 7 13Emotionaldisorder 1 2 18Behavioraldisorder 1 4 16Hyperactivityorconcentrationdisorder 0 7 14

AverageOverallStressTotalScore:10

Follow‐UpSDQMeasure HighRisk MediumRisk LowRisk

DiagnosticPredictions:Anydiagnosis 4 1 16*Emotionaldisorder 1 2 18Behavioraldisorder 2 1 18*Hyperactivityorconcentrationdisorder 0 3 18*

AverageOverallStressTotalScore:8.5

*Note:TheoverallnumberofchildrenwhowereatlowriskforexperiencingdiagnosticdisordersincreasedfromtheinitialSDQmeasurementtothefollow‐upmeasurement.TheaverageoverallstresstotalscorefromtheinitialSDQmeasuretothefollow‐upSDQmeasurementdecreased1.5pointsforthe21children.


Children’simprovedsocialskillsandincreasedself‐confidence.TheFamilyPreservationProjecthasmadeaconcertedefforttocollaboratewithoutsideorganizationstoprovideenrichmentactivitiesforchildrentoimprovetheirsocialskillsandincreaseself‐confidence.

TheFPPstaffassistedfamiliesinfindingafterschoolprogramsfor23children.InCohort1,42.1%(8of19)ofthechildrenparticipatedinafterschoolprogramsthroughtheassistanceofFPPand87.5%(14of16)ofthechildreninCohort2.Only1child(14.3%)ofthesevenchildreninCohort3participatedinFPPassistedafterschoolprograms.7

Twenty‐sixchildrenparticipatedinsummercampswithFPPassistance.Approximately,72.2%(13of18)ofthechildreninCohort1,57.1%(8of14)ofthechildreninCohort2,and62.5%(5of8)ofthechildreninCohort3whowereoldenoughtoattendsummercampparticipated.

Overall,campinstructorsreportedthattheFPPchildrenlovedtheenrichmentactivitiessuchashiking,buildingforts,exploringcaves,cookingoveracampstove,andwatchingmeteorshowers.Theinstructorsindicatedthatthechildrenlearnednewskillsandhadmadenewfriends.

CaregiverReportsAnimportantaspectoftheFamilyPreservationProject’sservicesistosupportcaregiversastheyeithertransitionintosingle‐parenthood,becomeparentsforthefirsttime,orenterintoaparentalroleinlateradulthood.Assumingtheadditionalresponsibilityforachildofanincarceratedparenthasthepotentialtocreateemotionalandfinancialstress.Providingsupportstoassistcaregiversduringalovedone’sincarcerationcanbeessentialtothewell‐beingforindividualwithinafamilyandthefunctioningoffamilysystemduringtheincarcerationperiodanduponreentry.

Unexpectedtransitionintothecaregivingrole.Theunexpectedresponsibilityofcaringforone’sgrandchildrenlaterinlifeisoftenadifficulttransitionformanycaregivers.OnegrandmothersharedhowFPPhelpedamelioratesomethechallenges.

Icouldnot imaginehavingnavigated thetwoyears IwaspartofCoffeeCreekwithout it.Onedayyouarejust anothergrandma,working,playing,andlivingyourlife.Thenyouradultchildgoestoprisonandyougetthreekidstocarefor.How?Where?When?What?Nooneunderstands andknowshowwefeel.Ourfriendsdon'tunderstand andoften judge.Thisprogram

7MostoftheCohort3childrenwerenewlyenrolledinFPP,towardthelatterpartoftheschoolyear.Thesechildrenwereunlikelyabletoregisterforearlychildhoodeducationorafterschoolprograms.


gavemeandmy familythecareandnurturingthatweallneededduringthattwoyears. Itprovided aconnectionwithothersgoingthrough thesamething…othersthatcouldoffersupport, insight,andunderstanding.

Afamily‐centeredenvironmentthatpromotesfamilybonding.Providingchildrenwithopportunitiestovisitwiththeirmothersinanenvironmentthatischildfriendlyandfamilycenteredcanhelpbreakdownthebarrierstodevelopingameaningfulvisitationthatfostershealthyfamilybondtime.Grandmothercaregiverssharedhowthefamily‐centeredandchildfriendlyFPPvisitationspositivelyaffectedtheirgrandchildrenandtherelationshipbetweentheirdaughtersandgrandchildren.

Myfour‐year‐oldgrandsonwasabruptlyseparatedfromhismotherattheageofoneandahalf.Thiseventhasdeeplyaffectedusall,butmostpowerfullyithaschangedthecourseofmygrandsonslife.Beforeenteringthisprogram,mygrandson'sexperienceswithhismotherwerelimitedtotheconfinesofvisitinghoursinaroomfilledwithstrangers.Thisprogramhaschangedeverythingformydaughterandthebondsheshareswithherson.Theprogramprovidesmutuallearningopportunities,educationalsupports,andmentorshipthatanymotherandchildwouldbenefitfrom,butespeciallytheMothersatCoffeeCreek.Everymonthmygrandsonleaveshisprogramwithsmilesandstoriestotell,projectstoshowoff,andlovingmemoriessharedwithhismother.Becauseoftheirbondmydaughterisresolvedtoleavethisprogramwithfocusandskillsneededtobuildapositivelife.Withthesupportofthisprogramandit'sincrediblestaff,shewillleavemorepreparedtobeasuccessfulmotherandacontributingmemberofsociety.Thisprocessfillsmewithhope.

WewillalwaysbegratefulfortheFPPprogram.Mydaughterhasbeengiventhechancetohavemeaningfulbondingtimewithhersonoutsidethegeneralvisiting.Theysharequitereadingtime,sharinglunchtogether…achancetosharememoriestogetherandwithotherchildrengoingthroughthesameordeal.Mydaughterisgiventhechancetocommunicatemoretimesduringtheweekwithherson.ShehasreceivedmuchsupportfromthewonderfulstaffintheFPPprogramandbecauseofthisprogramIknowmydaughterwillleavewithallthetoolssheneedstobesuccessfulwithhersonandinherlife.

Maintainingaconnectiontohelpcopeandassistinreunification.Maintainingaconnectionbetweentheincarceratedmotherandherfamilycanhelpfamiliescopewithhavinganincarceratedmotherordaughterandassistwiththeoftendifficulttransitionofthemre‐enteringthefamilyuponrelease.GrandmothersexpressedhowFPPhelpedtheirfamilycopewiththetraumaticeventoftheirdaughters’


incarcerationandprovidedthemwiththeassistancetofosterahealthreunificationprocess.

Thesupportthisprogram hasgivenmeandmyfamilyhastrulystrengthenedus.Ittaughtushow tosupportourselvesandthushowtosupportourfamilymemberwhentheycamehome.Howtocopenotonlywith theturmoiloftheseparationbutalsotheadjustmentneededwithcomingback together.FamilyPreservationhashelpeduseachstepoftheway.Theyhelpedmydaughter,mygrandchildren,andme.Theprogramallowedandhelpedmydaughtertostayconnectedwithherkids…goingtoReach In,takingpart inconferencesattheirschools,andhavingone‐on‐onesnuggletime.Trustingtheknowledgelearnedandusing it.

Whenmydaughtercamehome,Iknewwhattoexpect.Iknewhowtohelp.Ihad learnedwhen toletgoandhow tosupporther.Mydaughter isdoinggreat.Sheand Ihaveaspecialrelationshipnow thatwehadnothadbefore.Sheisanamazingmother. Iamproudofherstrength,confidenceanddrive.SheisthepersonIknew shecouldbe,andnow Icanjust be"Mom"tomydaughterandGrandma"tomygrandchildren.Thefamilieswhocomethrough thisprogramgainallofthis:thesupportneeded tonotonlysurvivethetraumabuttostrengthenandgrowboth individuallyandasfamilies.


SUMMARYTheFamilyPreservationProject’smissionistointerrupttheintergenerationalcycleofcriminaljusticeinvolvement,poverty,andaddictionthoughaholistic,family‐centeredapproachthatisinformedbybestpractices.TheprogramincorporatescomponentsoftheOregonAccountabilityModeltofosterhealthyrelationshipsbetweenincarceratedmothersandtheirchildrentopromoteahealthyreentryprocessandbreakintergenerationcyclesofcriminaljusticeinvolvement,poverty,andaddiction.Thesegoalsareachievedthroughparticipationineducationalclasses(i.e.,GED,post‐secondary,therapeutictreatmentprograms)andjob/employabilitytraining.TheFPPstaffalsoworkswithwomentoexplorelong‐termhousingoncereleased.AnoteworthyaspecttoserviceprovisionistheFPPstaff’seffortstoteachmothersparentingskillsandallowthemtodemonstratetheirskillsthroughthree‐hourtherapeuticvisitations,phonecalls,andletters.Thewomenengagewiththeirchildren’steacherssothattheymaymaintainanactiveroleintheirchildren’seducation.AnothernoteworthyFPPserviceistheidentifyingandmonitoringchildren’sbehavioralandemotionalfunctioning.Childrenparticipateinpositiveenrichmentactivitiesthatimprovesocializationskills,buildself‐confidence,anddevelopbasiclifeskills.Caregiversbenefitfromtheservicesprovidedtotheincarceratedmothersandtheirchildrenbywayofparticipatinginatminimumapart‐timeco‐parentingrelationshipwiththeincarceratedmothers.Inaddition,caregiversmayparticipateinsupportgroupsthatfocusontheemotionalstrainofhavinganincarceratedlovedoneandthedifficultiesofsupportingchildrenwhoarevulnerabletoemotionalandbehavioralconcerns.

Between2010and2013,theFPPstaffhasenrolledthreecohortsandserved27mothers,46children,and41caregiversparticipatedintheproject.Onaverage,thewomenandchildrenmetmostoftheirgoalsanddemonstratedimprovedoutcomessincebeginningtheprogram.Overall,theincarceratedmothersmettheireducationalandemployabilitygoalsaswellassecuredstablehousinguponrelease.Thewomenwereabletomaintaincontactwiththeirchildrenduringtheirtimeintheprogram—engaginginanimpressivenumberofin‐personandphonecommunications.Equallyimpressivewasthenumberofwomenwhoshowedimprovedparentingskillsandengagementwiththeirchildren’seducationalneeds.Mother‐childcontactisessentialtofosteringpositivechildhoodbehavioralandemotionalwell‐being.Amother’sengagementintheirchildren’seducationsupportsfutureacademicachievement.Overall,thechildrenwhoparticipatedinFPPmetandshowedprogresstowardtheireducationgoals.Inaddition,themajorityofthechildrendemonstratedlow‐riskforexperiencingemotionalandbehavioraldisorders.Notably,teachersandcaregiversreportedimprovementsinchildren’sfunctioningandthatFPPserviceswereinstrumentalinthechildren’ssuccessfuloutcomes.

Aneffectiveapproachtoreducingincarceratedmothers’risksforrecidivismandallayingthestressorsofincarcerationonfamiliesisaholisticfamily‐centeredmodelthat


connectsfamiliestomultiplesupports,buildsonfamilystrengths,andfostersopportunitiesforincarceratedmothers,theirchildren,andtheirchildren’scaregiverstorebuildand/ormaintainhealthyrelationships.Consistentwiththebestpracticeliterature,theFamilyPreservationProjectappropriatelyprioritizesessentialservicessuchaseducation,employability,parenting,earlychildhoodeducation,enrichmentactivities,andsupportstocaregiversthatpromoteasuccessfulreentryprocessforincarceratedmothersandtheirfamilies.

Recommendations

KMResearchandConsultingproposesthreerecommendationstoimprovearticulatingFPPprogramgoalsandtrackingoutcomesforparticipants.AsstatedinFPP’smission,theprogramfocusesoninterruptingtheintergenerationalcycleofcriminaljusticeinvolvement,poverty,andaddiction.Theprogramgoalsclearlyspeaktofamilies’risksforcriminaljusticeinvolvementandpovertythroughservicesthatconnectincarceratedmotherswitheducationalopportunities,employmenttraining,andlong‐termhousingreferrals.Inaddition,servicesforchildrenthatprovideaccesstomother‐childvisitations,highqualityeducation,enrichmentactivitiescanreducechildren’srisksforincarcerationandpoverty.TheFPPshouldclearlystatehowservicesandreferralsaddressincarceratedmothers’priorsubstanceabuse/dependenceandchildren’sriskforintergenerationaladdiction.AnotherrecommendationistooptimizetheuseoftheStrengthsandDifficultiesQuestionnaire(SDQ)byadministeringtheinstrumentwithinthefirsttwoweeksofprogramparticipationtoobtainabaselineofchildren’srisksforemotional,behavioral,andhyperactivityorconcentrationdisorders.TheSDQfollow‐upshouldbeadministeredtocaregiverseverysix‐monthstotrackchildren’sprogressandoutcomes.Finally,theFamilyPreservationProjectprovidesbeneficialandessentialservicestocaregivers.Itishighlyrecommendedthatinadditiontothepersonalaccountsofcaregivers’experiences,thattheprogramutilizesquantitativemeasurestocapturecaregivers’outcomes.

Conclusion

Asevidencedbythisevaluationreport’sfindings,KMResearch&ConsultingfindsthattheFamilyPreservationProjecthasapositiveimpactandprovideseffectiveservicesforincarceratedmothers,theirchildren,andchildren’scaregivers.Theprogram’scommitmenttotheindividualneedsofmothers,children,andcaregiversaswellasaconcertedefforttoworkcomprehensivelywiththefamilysystemisalaudableandeffectiveapproach.ItisrecommendedthatFamilyPreservationProjectstakeholderscontinuetosupporttheprogramandidentifymechanismsthatwillexpandintensivecasemanagementservicestomoreincarceratedwomenandtheirfamilies.


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AppendixA:LogicModel


FamilyPreservationProjectLogicModel

Purpose:TheFamilyPreservationProject(FPP)seekstointerrupttheintergenerationalcycleofcriminaljusticeinvolvement,poverty,andaddiction.Inanefforttomeettheseobjectives,theFPPoffersaholisticfamily‐centeredapproachdesignedtopositivelyrebuildandmaintaintheincarceratedmother’srelationshipwithherchildrenandthechildren’scaregivers.

SERVICENEEDS INPUTS ACTIVITIES DESIREDOUTCOMES‐IMPACT

IncarceratedMothers:

Educationaltraining

Jobtrainingandemployabilityskills

Accesstolong‐termhousing

Parentingskills

Opportunitiestomother‐childinteractions

Opportunitiestoengageinchildren’seducation

ChildrenofIncarcerated

Mothers:

High‐qualityeducation

Supportforbehavioralandemotionalconcerns

Improvedsocialskills

Increasedself‐confidence

Children’sCaregivers:

Relationshipbuildingandmaintenancewithincarceratedmother

Emotionalandsocialsupport

Supportedby:

OregonDepartmentofCorrections

NikeGlobalGiving

LakeOswegoJuniorWomen’sClub

WilsonvilleRotaryClub

ZontaClub

NewThoughtsMinistryCollaborationwith:

CoffeeCreekCorrectionalFacility

OregonStateUniversity

MercyCorp

Mid‐ValleyWomen’sCrisisServices

MorrisonChildandFamilyServices

MultnomahCountyCourts

LewisandClarkLegalClinic

VolunteersofAmerica

YouthContact

Youth,Rights,JusticeProgramDeliveryby:

FamilyPreservationProjectstaff

Parent‐FocusedActivities:

Weeklymeetingstoidentifygoalsforpreparingforreentry

Educationthatfocusesontransitioningintothecommunity,familylife,andworkplace

Referralstosmallbusinessandcomputerclasses

Sixty‐houramonthwork‐basedandjobtrainingeducation

Mother‐childbi‐monthlySaturday3‐hourtherapeuticvisitationstoperformparentingskillsthroughParentingInsideOut(PIO)

Intensiveparentingeducationclassesthatfocusesonaddressingguiltandshame

Participationinparent‐teacherconferences,andIEPmeetings

Facilitatedmeetingsbetweenmotherandcaregivertoaddressco‐parentingandtransitionplanning

Child‐FocusedActivities:

Participationinhigh‐qualitychildhoodeducation

Educationalandenrichmentactivities

Mother‐childbi‐monthlySaturdaythree‐hourtherapeuticvisitationstopracticeparentingskills

Caregiver‐FocusedActivities:

Focuseddiscussionfocus‐groups

Facilitatedmeetingsbetweenmotherandcaregivertoaddressco‐parentingandtransitionplanning

OutcomesforIncarceratedMothers:

Increasedpreparednessforreentry

Obtaineducationaltraining

Gainjobtrainingandemployabilityskills

Increasedparentingskills

Increasedknowledgeandskillsaboutsupportingandpositivelyinteractingwiththeirchildren

Strongmother‐childrelationship

Improvedinteractionandrelationshipwithcaregiver

OutcomesforChildrenofIncarceratedMothers:

Improvedsocialskills

Increasedself‐confidence

Decreasedpoorschoolperformancei(e.g.,diminishedacademicperformance,behavioralproblems,emotionaldifficulties)

FamilyImpact:

Motherandchildwillexperienceasuccessfulreunificationprocessandasustainedhealthymother‐childrelationship

Motherandchildwillthriveinsocietysuchthatthemotherwillnotrecidivate

Theintergenerationalcycleofcriminaljusticeinvolvement,poverty,andaddictionwillbeinterrupted

Adaptedfrom:Hahn,K.,Maxim,L.,&Carlton,P.R.(2012).Coffeecreekcorrectionalfacilityfamilypreservationprojectannualevaluationreport.Portland,OR:RMCResearchCorporation.

family preservation project - portland state university...family preservation project staff provided...

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