SUPERVISION OF JUVENILES

1. SUPERVISION OF JUVENILES Secure Juvenile Detention Officer Training Course

2. 2 INTRODUCTION

3. 3 KNOWLEDGE AND SKILLS FOR SUPERVISION OF JUVENILES Understanding adolescent development and delinquent behavior; Guidelines for working with juveniles in the detention setting; Basic guidelines for crisis intervention with juveniles.

4. 4 KNOWLEDGE AND SKILLS FOR SUPERVISION OF JUVENILES Identifying and responding to �special needs� juveniles, including: Emotionally distressed Mentally ill Suicide risks Developmentally disabled

5. 5 UNDERSTANDING ADOLESCENT DEVELOPMENT AND DELINQUENT BEHAVIOR

6. 6 BASIC CONCEPTS OF ADOLESCENT DEVELOPMENT Changes during adolescence occur in four main areas: Physical development Intellectual development Social development Emotional development

7. 7 BASIC CONCEPTS OF ADOLESCENT DEVELOPMENT Because of brain structure differences, there are several key differences between adolescents and adults: Adolescents are more impulsive Adolescents are more governed by emotions Adolescents engage in greater risk-taking behavior Adolescents have less self-control Adolescents are less capable of planned thinking and decision-making.

8. 8 FACTORS NECESSARY FOR HEALTHY EMOTIONAL DEVELOPMENT OF YOUTH Being loved and valued; Being given the message that they are wanted and liked by parents or caretakers; Not being abused physically, sexually or emotionally; Feeling a sense of permanence and continuity about their lives and about their parents or caretakers;

9. 9 FACTORS NECESSARY FOR HEALTHY EMOTIONAL DEVELOPMENT OF YOUTH Feeling that they can expect consistent, positive, predictable behavior by adults in their lives; Feeling that parents or caretakers expect them to behave well, according to consistent standards, and that there will be consequences for not doing so;

10. 10 FACTORS NECESSARY FOR HEALTHY EMOTIONAL DEVELOPMENT OF YOUTH Feeling that they are free to grow in their own directions; Feeling that they are able to make their own choices about significant things in their lives, and that adults respect their ability to do so;

11. 11 FACTORS NECESSARY FOR HEALTHY EMOTIONAL DEVELOPMENT OF YOUTH Being praised or otherwise rewarded for positive achievements, so that they feel motivated to continue achieving; Feeling that they are free to grow toward becoming an independent, autonomous adult who will establish a life of his or her own.

12. 12 DEVELOPMENTAL TASKS OF THE ADOLESCENT STAGE IDENTITY DEVELOPMENT: Developing an identity if his or her own, and sense of belonging and self-worth; RESPONSIBILITY DEVELOPMENT: Developing ability to make sound decisions, to be properly self-critical and correct mistakes, to solve problems, and to contribute family and community;

13. 13 DEVELOPMENTAL TASKS OF THE ADOLESCENT STAGE RELATIONSHIP DEVELOPMENT: Ability to understand and respond to different relationship opportunities, in a healthy way; SEXUAL DEVELOPMENT: Development of positive attitudes, limits and behaviors associated with becoming sexual.

14. 14 DEVELOPMENTAL TASKS OF THE ADOLESCENT STAGE In each of these developmental tasks, there are impediments, or obstacles, that get in the way of healthy, successful completion of the task by adolescents. Some of impediments are listed next.

15. 15 IMPEDIMENTS TO COMPLETION OF IDENTITY DEVELOPMENT TASK Lack of unconditional positive regard from others, over time; Experience of negative, unconditional feedback from others, over time; Learned insignificance, as a result of being ignored or made to feel less important than others; Lack of opportunities to experience a sense of belonging in family, school, social groups, etc.

16. 16 IMPEDIMENTS TO COMPLETION OF RESPONSIBILITY DEVELOPMENT TASK Over-indulgence, excessive permissiveness; Lack of opportunities to contribute to family or community; Learned tendency to blame others for one�s mistakes or to pass on consequences to other people;

17. 17 IMPEDIMENTS TO COMPLETION OF RESPONSIBILITY DEVELOPMENT TASK Lack of conditional feedback from others (positive and negative); Excessive punishment or physical abuse over time; Lack of opportunity to independently correct mistakes; Lack of opportunity to develop educational, survival and self-support skills.

18. 18 IMPEDIMENTS TO COMPLETION OF RELATIONSHIP DEVELOPMENT TASK Lack of opportunity to help others, or inappropriately excessive demands to help others; Learned aggressiveness or submissiveness; Lack of sufficient opportunities to bond with parents or other caretakers, or excessive bonding with them.

19. 19 IMPEDIMENTS TO COMPLETION OF SEXUAL DEVELOPMENT TASK Denial or rejection of the teen�s developing sexuality by others, especially parents; Exposure to sexual abuse or incest victimization; Learned association of sexuality with exploitation, victimization, or aggressiveness; Exposure to ridicule regarding one�s sexuality.

20. 20 FAMILY PATTERNS ASSOCIATED WITH ANTI-SOCIAL BEHAVIOR AND DELINQUENCY Permissive-Indulgent Pattern: Adolescent receives unconditional love, but without appropriate limits on his demands or behavior; Under-Involved, Disengaged Pattern: Adolescent is ignored and actively rejected by parents, and receives little or no emotional support or feedback of any kind;

21. 21 FAMILY PATTERNS ASSOCIATED WITH ANTI-SOCIAL BEHAVIOR AND DELINQUENCY Domineering, Authoritarian Pattern: Adolescent receives excessive critical feedback about his or her behavior and he or she is as a person, is not allowed to practice independent decision-making, and is not allowed to independently correct mistakes. There is often arbitrary punishment.

22. 22 COMMON CHARACTERISTICS OF TROUBLED ADOLESCENTS Lack of self-esteem Academic failures or problems Delinquent behavior Alcohol/ drug abuse Depression Running away

23. 23 SUPERVISION OF JUVENILES IN THE DETENTION SETTING

24. 24 BASIC GOALS OF SUPERVISION OF JUVENILES IN DETENTION To try to ensure safety and security of detained juveniles; To ensure security of the facility; To detect problems and needs of juveniles; To help juveniles with life problems and needs; In general, to serve as positive adult role models for adolescents.

25. 25 SUPERVISION STYLES As a detention officer, you are a supervisor of juveniles. You are in a position of authority over them. You have the choice as to what type of supervisor you will be. It is better to be a mature, evenhanded supervisor than to be overly authoritarian.

26. 26 SUPERVISION STYLES As a supervisor, your attitude, behavior, and actions have consequences. The way that you conduct yourself and the way that you act will have an effect on juveniles, one way or another. You have the ability and opportunity to serve as a positive adult role model to juveniles whom you supervise.

27. 27 INTERPERSONAL COMMUNICATIONS Key Elements of Non-Verbal Communication: Body posture Bodily gestures Facial gestures and expressions Eye contact

28. 28 INTERPERSONAL COMMUNICATIONS In verbal communication, there are several aspects to the messages that you send: Loudness of your voice Pitch of your voice Your inflection Rapidity of your speech The actual words that you say

29. 29 INTERPERSONAL COMMUNICATIONS There are four key aspects of effective interpersonal communication with juveniles in a detention setting: Observing behavior Active listening Asking questions effectively Reinforcing behavior

30. 30 OBSERVING BEHAVIOR OF JUVENILES By carefully observing behavior of juveniles, you can learn about: Tensions, problems or hostilities; Indications that some juveniles are harassing, abusing or exploiting others; Indications of possible security problems; Indications that a juvenile may be experiencing a crisis period, possibly including suicidal thinking.

31. 31 OBSERVING BEHAVIOR OF JUVENILES: GUIDELINES Place yourself in a good position to see and hear what�s going on. Try to be generally quiet and unobtrusive. Be alert to the emotional climate (relaxed, tense, etc.). Be alert to group behavior and relationships among juveniles.

32. 32 OBSERVING BEHAVIOR OF JUVENILES: GUIDELINES Look for changes from the norm: Changes in noise level (more or less) Changes in level of eye contact Changes in behavior of individuals Changes in behavior of groups Try to decide if a situation means trouble or not.

33. 33 ACTIVE LISTENING: KEY GUIDELINES Be available to listen. Pay attention. Let the juvenile know that you are listening, and encourage him or her to keep on talking.

34. 34 ACTIVE LISTENING: KEY GUIDELINES Resist the temptation to give advice or to make broad interpretations when talking with juveniles. Do not try to solve their problems. When listening to juveniles, pay attention to verbal clues they send which could indicate trouble or danger (negative thoughts or feelings, suicidal thoughts, etc.)

35. 35 ASKING QUESTIONS EFFECTIVELY: GUIDELINES Try to ask questions in a neutral, even tone of voice. It is not just what you say, but how you say it that matters. Whenever possible, ask open questions rather than closed questions (that only require a specific answer, such as YES or NO).

36. 36 ASKING QUESTIONS EFFECTIVELY: GUIDELINES Example of Closed Question: �Did you break the TV?� Example of Open Question: �Who broke the TV?�

37. 37 REINFORCING BEHAVIOR Try to reinforce positive behavior by juveniles with positive comments: �Nice job.� �I like the way you cleaned your room.� Try to be keep your comments specific and realistic.

38. 38 GIVING ORDERS AND DIRECTONS: GUIDELINES Make the order clear and complete. Be positive when giving orders and directions. (�Clean the dayroom, please, and let�s do a good, thorough job of it.) When assigning tasks, be fair. Do not pick on certain juveniles to do all the work.

39. 39 GIVING ORDERS AND DIRECTONS: GUIDELINES Make the order fit the person. (Certain juveniles will be better able to perform certain tasks than others.) Be polite. Say �please� and �thank you.� Follow through on orders or directions that you give.

40. 40 RESPONDING TO REQUESTS: GUIDELINES Do not ignore requests. If a request is inappropriate or out-of-bounds tell the juvenile that directly. If you tell a juvenile that you will do something, in response to a request, do it. Keep your word.

41. 41 RESPONDING TO REQUESTS: GUIDELINES If a juvenile wants to talk to you but you do not have time just then, tell him or her that you will get back to them later. Then do so. This shows basic respect and consideration, and helps to maintain your credibility.

42. 42 SUPERVISING JUVENILES: OTHER GENERAL GUIDELINES Recognize individual differences among juveniles. Treat them all fairly and equally. Do not play favorites or pick on certain juveniles. Be polite, even when they are behaving badly.

43. 43 SUPERVISING JUVENILES: OTHER GENERAL GUIDELINES When addressing juveniles, don�t use profanity or vulgarity or degrading terms or nicknames. Never bully or physically abuse juveniles. Do not lecture or preach to juveniles.

44. 44 SUPERVISING JUVENILES: OTHER GENERAL GUIDELINES As much as possible, let juveniles make decisions about maters that affect them. Deal with juveniles one-on-one whenever possible�particularly if you have to counsel or discipline them.

45. 45 SUPERVISING JUVENILES: OTHER GENERAL GUIDELINES Keep juveniles informed about what is happening and what will happen with them. Try to maintain continuity from shift to shift, in terms of expectations for conduct and in regard to procedures. Try to help juveniles feel successful.

46. 46 SUPERVISING JUVENILES: OTHER GENERAL GUIDELINES Keep your personal life to yourself. Never talk about other staff members or other juveniles in front of juveniles. Do not make promises that you cannot keep or do not intend to keep.

47. 47 SUPERVISING JUVENILES: OTHER GENERAL GUIDELINES In supervising, try to be neither too harsh nor too lenient. In doing so, try to be as consistent as you can, from day to day.

48. 48 SUPERVISING JUVENILES: OTHER GENERAL GUIDELINES In general, try at all times to be a good adult role model. This means: Treating people with respect and consideration Being polite Behaving ethically and responsibly Not dealing with people on the basis of racism, sexism, etc. Following through with what you said you would do; Taking pride in your life, family, work, etc. Being consistent in the way you deal with others Not letting your personal life negatively affect your dealings with people while you are at work.

49. 49 SUPERVISING JUVENILES: OTHER GENERAL GUIDELINES Be yourself. Keep in mind that attachment is difficult for many juveniles. Realize that, with certain juveniles, you will have a hard time getting through to them, despite your best efforts.

50. 50 BASIC CRISIS INTERVENTION GUIDELINES

51. 51 GOALS FOR CRISIS INTERVENTION WITH JUVENILES Recognize that a juvenile is experiencing a period of crisis; Help the juvenile through the crisis period to a point where he or she feels more in control and is more capable of dealing with problems and concerns; Prevent larger problems from occurring.

52. 52 POSSIBLE INDICATORS OF A CRISIS FOR A JUVENILE Excessive crying Excessive or unusual worry or fear Excessive or unusual anxiety Excessive or unusual anger or hostility Unusual or lasting sadness, and/or withdrawal from others Feeling of being out-of-control, in general

53. 53 BASIC CRISIS INTERVENTION GUIDELINES AND TECHNIQUES Remember that when a person is going through a �crisis� period, he or she is not thinking or rationally. Emotions take over. Thus, you must try to remain rational and in control because the juvenile is not able to do so, for a while.

54. 54 BASIC CRISIS INTERVENTION GUIDELINES AND TECHNIQUES Remove the juvenile from the scene of the crisis whenever possible, away from disturbing people or activities. Encourage him or her to talk with you, and to express feelings. Talking helps �vent� difficult feelings Be a good listener Do not lecture, scold or give advice.

55. 55 BASIC CRISIS INTERVENTION GUIDELINES AND TECHNIQUES It may be appropriate to ask the juvenile directly what would be helpful for him or her. Be directive and supportive. Explain each step you are going to take.

56. 56 BASIC CRISIS INTERVENTION GUIDELINES AND TECHNIQUES Tell the juvenile specifically that you think the crisis is just temporary and that things can be worked out. Avoid argument. Accept the juvenile�s feelings as being real for him or her, at the time. Later, when a juvenile has calmed down and is able to think more clearly, it may be possible to approach a problem from a more rational perspective.

57. 57 BASIC CRISIS INTERVENTION GUIDELINES AND TECHNIQUES Follow your facility�s procedures for referring a troubled juvenile to professional care providers.

58. 58 SUPERVISION OF JUVENILES WITH �SPECIAL� NEEDS

59. 59 SOME CATEGORIES OF �SPECIAL� NEEDS JUVENILES Emotionally distressed Mentally ill Suicidal Developmentally disabled

60. 60 BASIC GOALS FOR SUPERVISING �SPECIAL� NEEDS JUVENILES To become aware of indications that a juvenile has �special� needs; To try to ensure their safety�to protect them from harm from themselves and others; To protect them from harassment or exploitation by other juveniles; To follow procedures for referral to professional helpers; To treat them with dignity and respect.

61. 61 EMOTIONALLY DISTRESSED JUVENILES: GUIDELINES Some juveniles will go through periods of emotional crisis. Usually, this is related to some event or situation going on their lives. Follow the guidelines for basic crisis intervention discussed earlier, for responding to such situations.

62. 62 JUVENILES WITH POSSIBLY-SERIOUS MENTAL DISORDERS Juveniles may experience serious emotional disturbances and/or mental disorders. This ranges from acute episodes (short-term,) to chronic mental illness. In some cases, this may be learned about during intake health screening.

63. 63 ADOLESCENT DEPRESSION: SOME FACTORS Depression is common among juveniles who have been victims of significant physical, sexual, and/or emotional abuse. You may know or suspect that a juvenile is depressed due to your knowledge of his or her medical or psychiatric history or treatment status, medications that he or she is taking, and so on.

64. 64 ADOLESCENT DEPRESSION: KEY INDICATORS Deep feelings of sadness, depressed mood; Feelings of hopelessness and helplessness; Deep feelings of guilt, self-blaming, worthlessness; Sleeping problems (too much or not enough); Eating problems (not eating much, or eating too much); Lack of energy, feeling of being tired all the time; Loss of interest in normal activities, friends, or other interests; With some adolescents, inability to still or concentrate, or unusual agitation, or being very surly or hostile, are common.

65. 65 SUPERVISION OF JUVENILES WITH SERIOUS DEPRESSION: GUIDELINES Be supportive, concerned, and patient. Try to get the juvenile to talk with you, but don�t be surprised if he or she is unwilling to do so. Encourage the juvenile to participate in activities, but don�t be surprised if he or she is unwilling or uninterested.

66. 66 SUPERVISION OF JUVENILES WITH SERIOUS DEPRESSION: GUIDELINES Don�t try to argue logically with him or her about the source, or reason, for their depression. Carefully document your observations about the juvenile�s behavior, so that professional care-providers can be aware of what is going on.

67. 67 SUPERVISION OF JUVENILES WITH SERIOUS DEPRESSION: GUIDELINES If a juvenile is to receive any medications, try to be sure that he or she gets them on time and actually swallows the medications. Consider any juvenile who is seriously depressed to be a suicide risk.

68. 68 OTHER EMOTIONAL / MENTAL DISORDERS OF JUVENILES You may see such behaviors as: Very excited, or �hyper� behavior; Extreme withdrawal and/or confusion; Hearing voices or seeing things that are not there; Delusions�fixed rigid ideas that are not based in reality; Other thinking or behavior which is clearly bizarre and out-of-touch with reality;

69. 69 OTHER EMOTIONAL / MENTAL DISORDERS OF JUVENILES You may see such behaviors as: Extremely angry and/or assaultive behavior, which may last for a long time and which may or may not be related to an actual event; Talking to oneself constantly.

70. 70 OTHER EMOTIONAL / MENTAL DISORDERS OF JUVENILES Such behaviors may be the result of a mental disorder, or may be associated with any of the following: Alcohol or drug use Head injury (brain trauma) from a fight or accident, etc. A medical condition or problem (diabetes, epilepsy, thyroid problem, etc.)

71. 71 OFFICER�S RESPONSIBILITY UPON NOTICING INDICATORS OF EMOTIONAL OR MENTAL DISORDERS Observe behaviors; Document your observations; Follow policies and procedures for referral of troubled juveniles to professional care providers; Follow policies and procedures for care and supervision of troubled juveniles; Protect juveniles from being exploited, harassed, or physically harmed by other juveniles.

72. 72 OFFICER�S RESPONSIBILITIES IN REGARD TO SUICIDE PREVENTION Screen juveniles for suicide risk Be aware of basic indicators of possible suicide risk Properly classify juveniles for housing Refer juveniles who may be suicide risks to professional help Intervene in suicide attempts

73. 73 SCREENING FOR SUICIDE RISK DOC 346.08 requires that each detention facility�s intake health screening form must include questions designed to obtain information on suicide risk of new juveniles. DOC 346.11 requires that each detention facility�s juvenile operational plan is to include information on: Assessment of a juvenile�s suicide risk at admission Documentation of the results of such assessment.

74. 74 SCREENING FOR SUICIDE RISK The visual observation portion of intake health screening should include observation of a juvenile for such possible indicators of suicide risk as: Indications of severe depression Unusual agitation, being very upset Other indications of possible severe emotional distress or mental illness Signs of self-harming behavior, such as cuts on wrist or neck, cigarette burns, etc.

75. 75 SCREENING FOR SUICIDE RISK Some screening questions to ask to try to determine suicide risk include: Are you feeling suicidal now? (Or, Are you feeling like you want to hurt yourself?) Have you ever tried to kill yourself? Are you currently taking any medications? Are you currently under the care of a psychiatrist or other mental health professional?

76. 76 SCREENING FOR SUICIDE RISK Follow-up questions to ask if a juvenile indicates that he or she has made a previous suicide attempt: When did you attempt suicide? How did you do it? What was the method? What were the circumstances? What was going on in your life that made you want to kill yourself? Always document the answers to these questions.

77. 77 SCREENING FOR SUICIDE RISK Be sure that you know and follow your facility�s procedures as to what to do if intake health screening indicates that a juvenile is, or may be, a suicide risk. This may involve such procedures as notification of a supervisor and/or health care provider, placement of the juvenile in a particular housing area or classification, etc.

78. 78 INDICATIONS OF POSSIBLE SUICIDE RISK Indicators of adolescent depression; Other indicators of significant emotional distress or mental disorder; Acting in a very agitated manner for an extended period of time; Verbal clues, including references to suicide, death, wanting to be dead, etc. (most of which will be indirect references);

79. 79 INDICATIONS OF POSSIBLE SUICIDE RISK Giving away possessions; Becoming more withdrawn, not associating with other people, refusing to see visitors, etc.; Harming self in any way (although some juveniles engage in self-harming behaviors for other reasons, and are not suicide risks).

80. 80 CLASSIFICATION OF SUICIDE RISKS In regard to placement of juveniles in the facility, DOC 346.11 requires that each facility�s operational plan is to include information on: Who on staff may assess a juvenile�s level of suicide risk; Who may authorize placement on or removal from suicide watch status; Identification of areas within the facility where juveniles who are suicide risks will be housed.

81. 81 PLACEMENT OF JUVENILES WHO ARE SUICIDE RISKS Key guideline is to place a juvenile who is (or may be) a suicide risk in an area of the facility where his or her safety can be best ensured and where the juvenile can be effectively observed. If a juvenile can be placed with other juveniles who can be trusted to keep an eye on him or her, that can be a good option�particularly during the day.

82. 82 ACTIONS TO TAKE IF A JUVENILE HAS BEEN PLACED ON SUICIDE WATCH Take away all items that he or she can use to harm self; Observe juvenile constantly or frequently�at least once every 15 minutes, as required in DOC 346.11; Refer juvenile to health care professional for evaluation / intervention; Talk with the juvenile, and follow other crisis intervention guidelines.

83. 83 SUPERVISING JUVENILES WHO ARE SUICIDE RISKS: GUIDELINES Take the time to talk with him or her Tell the juvenile directly that you are concerned about him or her, that you want them to be safe, and that you will be doing all you can to ensure their safety. This can be a reassuring message to many people.

84. 84 SUPERVISING JUVENILES WHO ARE SUICIDE RISKS: GUIDELINES Consider entering into a non-suicide pact with the juvenile. This is a verbal agreement that the juvenile will not attempt suicide, for a short but specific period of time. It can be a useful tool to help a person get through a short but intense period of crisis. The time frame for the pact must be short and specific to be effective. Give the juvenile an �out� if he or she feels that they cannot live up to the agreement.

85. 85 REFERRALS OF SUICIDAL JUVENILES DOC 346.11 requires each facility�s operational plan to include information on: Referral of juveniles who are suicide risks to a mental health professional; Communication between health care professionals and security staff regarding the status of a juvenile who is a suicide risk. Know and follow your facility�s procedures for how to conduct such referrals. Be sure to thoroughly document all referrals.

86. 86 INTERVENTION IN SUICIDE ATTEMPTS In responding to a suicide attempt, follow the steps in the First Responder Philosophy (see next slide). Know your facility�s procedures regarding intervention in suicide attempts, or similar types of emergencies.

87. 87 STEPS IN THE FIRST RESPONDER PHILOSOPHY Arrive on the scene Assess the situation Give alarm Evaluate the situation Enter the emergency site Stabilize the subject and the scene Provide initial medical assessment and treatment to level of training Provide long-term monitoring Communicate Document / debrief

88. 88 INTERVENTION IN SUICIDE ATTEMPTS: GENERAL GUIDELINES Follow your facility�s procedures for entering a room or cell. / Call for backup immediately. If hanging attempt, cut the juvenile down, supporting the head and neck and keeping the neck in midline as much as possible.

89. 89 INTERVENTION IN SUICIDE ATTEMPTS: GENERAL GUIDELINES Lower juvenile to floor, and place him or her on back, with head supported and in midline. Be sure that someone has contacted EMS, as appropriate.

90. 90 INTERVENTION IN SUICIDE ATTEMPTS: GENERAL GUIDELINES While waiting for EMS, check juvenile�s airway, breathing and circulation. If necessary, administer artificial respiration and, if necessary, CPR. Stay with the juvenile. If he or she is conscious, reassure him or her.

91. 91 SUPERVISION OF JUVENILES WITH DEVELOPMENTAL DISABILITIES Mental retardation is a common form of developmental disability. The most common causes for mental retardation are: Brain condition that was present at birth Brain damage during birth Brain damage during infancy or childhood Social reasons, such as extreme lack of intellectual and social stimulation during infancy and childhood

92. 92 POSSIBLE INDICATORS OF MENTAL RETARDATION Physical Characteristics: May be none that are different from anyone else Or, juvenile may have a fixed stare, or perhaps an open-mouthed expression May appear unusually slovenly or unkempt, or may have poor personal hygiene

93. 93 POSSIBLE INDICATORS OF MENTAL RETARDATION Intellectual Characteristics: May be apparent inability to fully understand questions or commands May have an unusually short attention span May have relatively weak short-term memory May exhibit language problems, such as small vocabulary, limited grammar, or poor articulation of words

94. 94 POSSIBLE INDICATORS OF MENTAL RETARDATION Personality Characteristics: May not take initiative in making friends May seem to have little self-confidence May depend on others a lot May be highly suggestible to ideas or suggestions of others�even to the point of inappropriate behavior

95. 95 POSSIBLE INDICATORS OF MENTAL RETARDATION Personality Characteristics: May have an unusually great desire to please and be accepted by others, and may do anything to achieve that May insist on unrealistic goals, and then become frustrated when he or she cannot reach these May have a distorted picture of their own abilities, and may be either overly cautious or foolishly daring

96. 96 POSSIBLE INDICATORS OF MENTAL RETARDATION Personality Characteristics: When experiencing failures, may tend to either give up and withdraw or get frustrated easily and act out May at times act very immature, and even childish May be very nervous or highly anxious, at times

97. 97 SUPERVISION OF JUVENILES WHO MAY BE MENTALLY RETARDED: GUIDELINES Screen juveniles at admission for possible developmental disabilities. Place the juvenile in a housing area which will best ensure his or her safety. Be patient.

98. 98 SUPERVISION OF JUVENILES WHO MAY BE MENTALLY RETARDED: GUIDELINES Speak clearly, and repeat orders or questions if necessary. Do not be rude, abrupt or sarcastic. Do not demean the juvenile in any way. Be sure that other juveniles do not harass, exploit or abuse a juvenile with developmental disabilities.

99. 99 SUPERVISION OF JUVENILES WHO MAY BE MENTALLY RETARDED: GUIDELINES Praise a juvenile for positive achievements, even in regard to small accomplishments. However, be realistic with such praise. If necessary, help the juvenile to establish and maintain contacts with family, friends, attorneys, and so on.

100. 100