Training Institutes 2012 - National Technical Assistance Center for ...

Dramatizations will be presented to demonstrate the elements of the model. In addition, participants will create a draft
blueprint to take back to their states and communities with next steps for creating behavioral health-education
partnerships and implementing PBIS and wraparound in schools. The faculty team will include the perspectives of a
state administrator, a family member, an education representative, and a wraparound consultant and trainer. A resource
person will add the perspective of an early childhood coordinator.
MODERATOR/PRESENTER: Janet Anderson, Ed.D., Assistant Director, Rhode Island Department of Children,
Youth and Families, Providence, RI
Pamela Graham, Family Service Care Coordinator, Family Care Community Partnership, South County Community
Action, South Kingstown, RI
Lavonne Nknomo, M.M., Positive Educational Partnership (PEP) Technical Assistance Coordinator, Paul V. Sherlock
Center on Disabilities, Rhode Island College, Providence, RI
Michele Stewart-Copes, M.S., M.S.W., Consultant, New Britain, CT
RESOURCE PERSON: Lynn DeMerchant, M.S., Early Childhood Coordinator, PBIS Training and Technical
Assistant Facilitator, Paul V. Sherlock Center on Disabilities, Rhode Island College, Providence, RI
INSTITUTE #13 1:30 PM THURSDAY • 8:30 AM SATURDAY • SARASOTA 1-2-3
Juvenile Justice Reform: Partnering to Create Innovative Community Services
INSTITUTES
OBJECTIVES—Participants will learn:
1. How to take juvenile justice reform to scale, reduce costs, and improve outcomes for youth and families
2. To implement concrete steps and methods for identifying juveniles that can be safely diverted from the formal
justice system
3. To use standardized assessment tools and elements that provide the foundation for targeting service interventions at
the right time and in the right dose necessary to achieve the best outcomes
4. To implement key components of a juvenile services model in a large urban area
5. To overcome challenges and apply solutions to sustaining juvenile justice reform
6. To use realignment/reinvestment strategies for financial reform for transformation including using data to support
and sustain innovative services and partnerships within the community
This Institute will focus on realignment and reinvestment strategies to transform an institutionally-based juvenile service
system to a community-based system of care and how system of care values can drive mental health treatment for youth
with serious emotional problems within juvenile justice systems.
The information and strategies to be highlighted are based on the transformative experience of the Wayne County
Department of Children and Family Services and the County Prosecutor in Detroit, Michigan over the last decade. Faculty
will highlight strategies for implementing a community-based juvenile justice system, the components of such a system,
a risk/needs assessment model, and the use of a contract-based, private agency services network in place of a centralized,
state-administered system for juveniles. Faculty will describe how to create partnerships with provider agencies and other
community stakeholders and how to tap into their commitment and creativity to tackle the problem of juvenile crime.
Specific topics to be covered include:
• Principles, methods, and goals for reform based on the “Realignment/Reinvestment Model”
• Components of a contract-based system
• Juvenile assessment process and elements (psychological, social, substance abuse, safety risks, etc.)
• Care Path Model and stages of “treatment”
• Trauma-informed service systems
• Prevention and diversion strategies to ensure that only higher risk juveniles enter the justice system
• “High-End User” model to reduce indeterminate institutionalization of high-need youth
• Strategies for serving youth that cross over from child welfare to juvenile justice
• How to use baseline data comparison, outcome reporting, and a juvenile justice data dashboard to measure the impact
of the new system of care
Training Institutes 2012
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