Intervention Principles and Practice Guidelines for - Underage ...

More documents

Recommendations

Info

develop social, academic, and vocational competence despite exposure to severe stress or simply to the stress that is inherent in today’s world” (Henderson and Milstein, 1996, p. 7). Starting the work with each youth with what Henderson refers to as “the resiliency attitude” can best foster resiliency. This attitude communicates to youth that the community corrections professional sees strengths and positive attributes within the youth. With this attitude, the worker must (Henderson, Benard, & Sharp-Light, 2007): • Convey compassion. • Validate the pain of a child’s problems. • Convey the belief that the youth can overcome his or her problems. • Provide thoughtful and nurturing responses to the youth. To stay focused on the strengths and assets of an individual youth, Henderson et al. (2007) suggest constructing a Resiliency Chart. Such a chart lists the problems or challenges the youth encounters in one column and the strengths or positive supports the individual has internally and his or her environment in the second column. As problems or challenges are resolved, they are removed from the chart, and new strengths and positive supports are added as they are developed. Henderson et al. (2007) then go on to advocate building a web of resiliency-fostering environmental conditions around each child. This web, as depicted in Exhibit V-k should provide protection, support, and nurture to each youth. The strategies for moving youth toward resiliency include: • Increasing bonding by improving connections with peers and adults who will foster resiliency and involve youth in prosocial activities such as sports, art, music, community service, reading, and other learning activities. • Setting clear and consistent boundaries such as family rules, school policies, and community norms. These should be developed with input from young people, be clearly communicated, and have appropriate consequences that are enforced consistently. • Teaching “life skills,” including cooperation, conflict resolution, resistance and assertiveness skills, communication, problem solving, decisionmaking, and stress management. • Providing care and support, including unconditional positive regard and encouragement. Each youth should have several adults to turn to for help. Exhibit V-k Web of Resiliency 58
• Setting and communicating expectations that must be both high and realistic to effectively motivate youth. • Providing opportunities for meaningful participation in problem-solving, decision-making, planning, goal-setting, and helping others. Finally, Henderson and colleagues (2007) recommend never giving up on a youth, because resiliency is a life-span process. To foster resiliency in youth, adults need to convey an attitute of optimism and encouragement, focus on strengths, implement the strands of the resiliency web discussed above, and persist in these approaches. Practice Guideline 6 Identify each offender’s readiness to change and prompt him/her to make positive changes using motivational interviewing techniques. Stages of Change An important aim of any correctional program is behavior change on the part of the offender that fosters ongoing prosocial behavior and eliminates recidivism. To be effective in promoting offender change, one must be familiar with the processes individuals go through when they change a behavior. Whether one wants to start a new positive behavior (such as exercising) or stop a detrimental behavior (such as smoking), the process of change is basically the same. The Stages of Change Model was originally developed by Prochaska, DiClemente, and Norcross (1992) and applied to addictive behavior. The model has been wellresearched and found to be accurate for those attempting to change unwanted behaviors. Altogether, there are five stages of change in the model: 1. Precontemplation is the time period in which a person does not intend to change and/or is unaware or denies that a problem exists. 2. During contemplation a person recognizes the problem and thinks about overcoming it, but he/she does not make a concrete commitment to “take action.” 3. Preparation is the stage in which a person begins to actively develop specific plans for making change within a clearly defined timeframe. 4. The action stage occurs when he/she begins to make overt, observable change in their problematic behaviors. 5. The maintenance stage is the effort to sustain the behavioral changes and avoid relapse One of the hallmarks of this change process is that individuals may require several cycles through these stages before they fully succeed in long-term behavior change (Prochaska et al., 1992). In other words, relapse can be expected. It is, therefore, crucial to identify the stages at which youth are and work to move them to each following stage, rather than assuming that everyone is ready to make changes at the same time and at the same rate. 59
Page 2 and 3:
Underage Drinking Intervention Prin
Page 4 and 5:
Table of Contents, continued SECTIO
Page 6 and 7:
Only in recent years has our societ
Page 8 and 9:
section illustrates ways these prin
Page 10 and 11:
• Research shows that the use of
Page 12 and 13: Other Health Problems Alcohol poiso
Page 14 and 15: Social and Emotional Consequences o
Page 16 and 17: SECTION II LEGAL ISSUES RELATED TO
Page 18 and 19: others, the right to freedom of spe
Page 20 and 21: Besides the two types of federal co
Page 22 and 23: SECTION III ASSUMPTIONS AND PRINCIP
Page 24 and 25: Preventing the onset of alcohol use
Page 26 and 27: the available resources in various
Page 28 and 29: Principle 6: Community corrections
Page 30 and 31: SECTION IV: CONTEXT FOR RESPONDING
Page 32 and 33: Exhibit IV-a Decisions in Underage
Page 34 and 35: Standards of Evidence-Based Practic
Page 36 and 37: SECTION V PRACTICE GUIDELINES FOR R
Page 38 and 39: Jack and Jill are both detained by
Page 40 and 41: Exhibit V-c ALCOHOL USE DISORDERS I
Page 42 and 43: Additional screening instruments th
Page 44 and 45: There are myriad risk and needs ass
Page 46 and 47: Exhibit V-f Community Assessment Te
Page 48 and 49: Exhibit V-g Search Institute’s Fr
Page 50 and 51: Assessment What did you think your
Page 52 and 53: Exhibit V-i Risk Factors for Adoles
Page 54 and 55: Practice Guideline 5 Determine the
Page 56 and 57: Individual-Level Interventions Once
Page 58 and 59: Justice Institute, 2004). Cognitive
Page 60 and 61: Colleges and universities have a na
Page 64 and 65: Case Study Jack Sample Case Plan Th
Page 66 and 67: Short-term goal 1: Begin outpatient
Page 68 and 69: Exhibit V-l Stages of Change Indica
Page 70 and 71: People are more likely to thrive an
Page 72 and 73: Exhibit V-m Elements of Effective A
Page 74 and 75: • Presence and severity of psycho
Page 76 and 77: Comprehensive, Integrated Treatment
Page 78 and 79: Because their reasons for using and
Page 80 and 81: The basic reality is that family me
Page 82 and 83: Probation officers, diversion staff
Page 84 and 85: Community corrections staff should
Page 86 and 87: may be sufficient just to determine
Page 88 and 89: Exhibit V-p Sanctions for Noncompli
Page 90 and 91: CONCLUSION In moving away from a on
Page 92 and 93: REFERENCES ACT for Youth (Upstate C
Page 94 and 95: Engs R. C., Diebold, B. A., & Hanse
Page 96 and 97: Mullins, T. G., & Toner, C. (2008).
Page 98 and 99: U.S. Department of Health and Human
Page 100 and 101: • Encouraging the state governmen
Page 102 and 103: parking, destruction of property, a
Page 104 and 105: Underage drinking is intertwined wi
Page 106 and 107: Left Hemisphere Exhibit 3 Brain Str
Page 108 and 109: Source: http://www.mindcreators.com
Page 110 and 111: different neurons might be connecte
show all

Intervention Principles and Practice Guidelines for - Underage ...

Create successful ePaper yourself

Delete template?

Save as template?