Ruby V. Neville, MSW, LGSW Senior Public Health Advisor Substance Abuse & Mental Health Services Administration Apri

2. The Role of Behavioral Health in Preventing the Cradle to Prison Pipeline Ruby V. Neville, MSW, LGSW Senior Public Health Advisor Substance Abuse & Mental Health Services Administration April 18, 2012

3. Topics of Discussion Statistics Relating to Prison Inmates Youth Entering Prison Pipeline as a Result of School-based Disciplinary Actions Disproportionate numbers of African American school-age youth receiving school suspensions Disproportionate number of youth with disabilities entering prison pipeline Resources to Support the Emotional Behavioral Health Needs of School-Age Youth Discuss the Role Behavioral Health Has in preventing the prison pipeline crisis for minority youth.

4. Video Child http://www.cbsnews.com/2100-500202_162-690601.html

5. Criminalizing Children at Younger Ages, An Unexpected Youth Track A 5-year-old girl in St. Petersburg, Florida, was arrested and handcuffed by three police officers after she had stopped her temper tantrum and before her mother could arrive at school to consult with teachers. A 10-year-old girl was arrested in Philadelphia for having scissors in her backpack, which she had brought for use in class. http://www.cbsnews.com/2100-500202_162-690601.html

6. Criminalizing Children at Younger Ages, An Unexpected youth Track Margaret Burley, Ohio Coalition for the Education of Children with Disabilities Schools use detention centers as their discipline. I get calls every week, if not every day, from parents about their children being taken out of school in handcuffs by police. (Children’s Defense Fund) –

7. Punishment and Incarceration Reliance on punishment and incarceration too often As a first rather than last resort has given the U.S. the largest prison population in the world. In 2006, the United States’ inmate population of 2,312,414 exceeded China’s, whose population is more than four times as large. (Children’s Defense Fund)

8. Prison Pipeline Entry for African American Youth • African American and Hispanic youth are overrepresented, accounting for more than 60 percent of young offenders in juvenile justice facilities. • Comorbid Psychiatric Disorders in Youth in Juvenile Detention November 2003

9. State Prison Inmatesw/o High School Completion or a GED(By Groups) • —27% of whites, 44% of Blacks, • and 53% of Hispanics • 52% of inmates 24 or younger • and 35% of inmates 45 or older • 59% with a speech disability, • 66% with a learning disability, and • 37% without a reported disability • 47% of drug offenders • 12% of those with military service • and 44% with no military service (Bureau of Justice Statistics, Special Report, Education and Correctional Populations, January 2003, NCJ 195670, 2003)

10. Disparities & Disproportionality in Schoolsfor Minority Youth • Minority youth make up 39 percent of the juvenile population but are 60 percent of committed juveniles. • Black children are twice as likely as White children to be put in programs for mental retardation; almost twice as likely to be retained in a grade; three times as likely to be suspended; and 50 percent more likely to drop out of school. (http://www.childrensdefense.org/child-research-data-publications/data/cradle-prison-pipeline-report-2007-full-lowres.pdf)

11. Over-Representation of Minorities in Juvenile Justice African American youth between ages 10 and 17 constitute about 16 percent of the population nationwide, yet account for 27 percent of juvenile arrests, 36 percent of juveniles detained, and 37 percent of juveniles committed to secure institutions. Overall, minorities account for 60 percent Of juveniles committed to secure facilities. (Children’s Defense Fund)

12. Disproportionality of Minorities Relating School Discipline According the U.S. Department of Education, 14.6 percent of White students had ever been suspended or expelled in grades seven through 12 compared to 38.2 percent of Native Americans, 35.1 percent of Blacks and 19.6 percent of Latinos.

13. US Department of Education’s Office for Civil Rights September 2010 a report analyzing 2006 data collected by the US Department of Education’s Office for Civil Rights found that more than 28% of Black male middle school students have been suspend at least once. This is nearly three times the 10% rate for White Males. (http://cicilrights project.uclsa.edu/research/k-12 education/school-discipline/discipline-policies-successful schools-and racial-justice (Daniel Losen, October 5, 2011)

14. Breaking Schools’ Rules Longitudinal Study in Texas 7th grade to 12th grade Looked at all school records Texas second largest public school in the Country. This report details a rigorous analysis of who was formally disciplined in the state’s approximately 3,900 public middle and high schools.

15. Breaking Schools’ Rules Report Only 3 percent of the disciplinary actions were for conduct for which state law mandates suspensions and expulsions; the remainder of disciplinary actions were made at the discretion of school officials, primarily in response to violations of local schools’ conduct codes.

16. School Disciplinary Disparities for Minority Students 94.2% of African Americans, 92.7% of Hispanics, and 93.3% of whites first became involved in the school disciplinary system because of a violation of the school district’s code of conduct (behaviors that are not subject to mandatory removal under state law). A much larger percentage of African-American (26.2%) and Hispanic (18%) students were placed in out-of-school suspensions for their first violation than were whites (9.9%). A greater percentage of white students (86.5%) had as their first disposition an in-school suspension compared to African-American (71.5%) and Hispanic (79.1%) pupils.

17. Isolating the Effect of Race Alone Multivariate analyses, which enabled researchers to control for 83 different variables in isolating the effect of race alone on disciplinary actions, found that African-American students had a 31 percent higher likelihood of a school discretionary action, compared to otherwise identical White and Hispanic students.

18. Students with Special Education Needs Nearly three-quarters of the students who qualified for special education services during the study period were suspended or expelled at least once. The level of school disciplinary involvement, however, varied significantly according to the specific type of disability. For example, students coded as having an “emotional disturbance” were especially likely to be suspended or expelled.

19. Certain Disabilities Prone to Prison Pipeline Students with a learning disability or a physical disability also had higher rates of contact with the juvenile justice system (24.4% and 18.0%, respectively), while students in the “other” category — such as autism, mental retardation, traumatic brain injury, and development delay — had a lower rate (5.8%).

20. Cradle to the Prison Pipeline A student who was suspended or expelled for a discretionary violation was twice as likely to repeat his or her grade compared to a student with the same characteristics, attending a similar school, who had not been suspended or expelled. When controlling for campus and individual student characteristics, the data revealed that a student who was suspended or expelled for a discretionary violation was nearly three times as likely to be in contact with the juvenile justice system the following year.

21. A Behavioral Health Need Being Black and having disabilities is double jeopardy. According to Daniel Losen, who at the time was a legal and policy research associate at the Civil Rights Project at Harvard, Black youth with disabilities are more than four times as likely as Whites with disabilities to be in a correctional institution, The Mental Health America reported that youth of color have often not received services or have been poorly serviced by the mental health system prior to their entry into the juvenile justice system.

22. Parents Unknowingly Fostering Cradle to Prison Path A Congressional study found 15,000 children in juvenile detention facilities, some as young as 7 years old, solely because community mental health services were unavailable. Many parents are forced to declare themselves neglectful and abusive to get their children admitted to institutions in hopes of getting treatment. Too often, once in care, their children experience neglect and sometimes abuse. (.(http://www.childrensdefense.org/child-research-data-publications/data/cradle-prison-pipeline-report-2007-full-lowres.pdf )

23. Supporting the Cradle to the Career Pipeline CALL FOR COLLABORATION AMONG BEHAVIORAL HEALTH, HUMAN SERVICE AGENCIES, ADVOCACY ORGANIZATIONS & the EDUCATIONAL COMMUNITY

24. Providing Assistance to State and Local Gov’t This means that States and Local Gov’ts need input from health professionals, educator advocates for children with disabilities, researchers, representatives of the juvenile justice system and others whose differing perspectives about policies, programs, and practices may shape future multidisciplinary initiatives to reduce high rates of suspension of expulsion among this particular subset of students. “ (Schools’ Rules)

25. Preventing the Up-Stream Cradle to Prison Pipeline on School-Based Disciplinary Actions for African Americans and other Minorities How Do We Pull Together & Develop Strategies? Ruby V. Neville, MSW, LGSW Senior Public Health Advisor SAMHSA/CSAT

26. Collaborative Upstream Approaches to Preventing School-Based Cradle to Prison PipelineFor Youth With Academic Disabilities I. Goal: _____________________________________ (A) Objective: ________________________________________ Expected Outcome(s): _________________________________________ Collaborating Partners Required: Strategies Non-Federal Partners Federal Partners

27. Programs & ResourcesSupporting the Cradle to Career Path

28. Texas Response to Study An increasing number of districts across the state have adopted School-wide Positive Behavioral Interventions and Supports (SW PBIS), an evidence-based disciplinary model that has been shown to reduce disciplinary actions by more than half. • The Bexar County Juvenile Probation Department created the Children’s Crisis Intervention Training (CCIT) in 2009 as specialized training for school district police officers.

29. Texas Response to Study If the administrator determines that the offense is a lower-level violation of the school code of conduct, he or she has discretion about how to respond. The administrator may decide to do nothing formal, but may instruct the teacher to take further action by contacting parents and/or organizing a team response in collaboration with behavioral specialists and colleagues who also teach the student. In this case, no violation is noted in TEA’s Public Education Record.

30. Children's Defense Fund's • Children's Defense Fund's Cradle to Prison Pipeline® Crusade is committed to dismantling the pipeline to the penal system for minority youth. Read more at: http://www.huffingtonpost.com/marian-wright-edelman/promising-models-for-refo_b_279204.html

31. Savings From Effective School-Based Substance Abuse Prevention • Saved State and local governments $1.3 billion, including $1.05 billion in educational costs within 2 years; •  Reduced social costs of substance-abuse-related medical care, other resources, and lost productivity over a lifetime by an estimated $33.7 billion; •  Preserved the quality of life over a lifetime valued at $65 billion. • Although 80 percent of American youth reported participation in school-based prevention in 2005 (SAMHSA, 2004), only 20 percent were exposed to effective prevention programs (Flewelling et al., 2005).

32. Providing Assistance to State and Local Gov’ts “To improve outcomes for students with educational disabilities, in particular students with emotional disturbances, state and local government officials need assistance across systems.

33. Interventions that WorkJuvenile Detention Alternatives Initiative (JDAI) • The Juvenile Detention Alternatives Initiative (JDAI) was designed to support the Casey Foundation’s vision that all youth involved in the juvenile justice system have opportunities to develop into healthy, productive adults. • After more than a decade of innovation and replication, JDAI is one of the nation’s most effective, influential, and widespread juvenile justice system reform initiatives. • (http://www.aecf.org/MajorInitiatives/JuvenileDetentionAlternativesInitiative.aspx )

34. The Santa Cruz County, California, JDAI Developed an objective screening process to detain only high risk offenders, engaged families in assessment and intervention, created culturally responsive alternatives, and established community- based detention for low-and medium-risk youths and wrap around services that could be delivered in the community at day treatment sites. http://www.huffingtonpost.com/marian-wrightedelman/promising-models-for-refo_b_279204.html

35. The Santa Cruz County, California, JDAI Santa Crux Co sharply reduced both their detention population and juvenile crime and saved the county millions of dollars by avoiding the construction and staffing of a new detention facility while reducing the juvenile hall population from an average of 50 youths per day in 1996 to 20 in 2008. Juvenile felony arrests are down 36 percent and misdemeanor arrests dropped 43 percent between 1996 and 2006.

36. Parenting Wisely -Strengthening Families to Prevent Teen Drug Use • Experts say one way to prevent young people from using drugs is to strengthen family relationships, so that youth develop an open and trusting relationship with parents. “Parenting Wisely,” an online-based SAMHSA-model program developed by Family Works, Inc., teaches parents how to better communicate with their teenage kids and disciplinary strategies that can help gain their children’s trust.

37. Interventions that WorkJuvenile Detention Alternatives Initiative (JDAI) • The Juvenile Detention Alternatives Initiative (JDAI) was designed to support the Casey Foundation’s vision that all youth involved in the juvenile justice system have opportunities to develop into healthy, productive adults. • After more than a decade of innovation and replication, JDAI is one of the nation’s most effective, influential, and widespread juvenile justice system reform initiatives. • (http://www.aecf.org/MajorInitiatives/JuvenileDetentionAlternativesInitiative.aspx )

38. The 5-minute GAIN-Short Screener (GAIN-SS) • Serves as a screener in general populations to quickly and accurately identify clients (also known as patients, respondents, or research participants) whom the full 1.5 to 2-hour GAIN-Initial would identify as having 1 or more behavioral health disorders (e.g., internalizing or externalizing psychiatric disorders, substance use disorders, or crime/violence problems), which would suggest the need for referral to some part of the behavioral health treatment system. • Designed for self- or staff administration with paper and pen, on a computer, or on the web. http://www.chestnut.org/LI/gain/index.html

39. The GAIN-Q Behavioral Health Screening Instrument(ID Life Problems for Adolescents & Adults) • Designed for use by personnel in diverse settings (e.g. Employee Assistance Programs, Student Assistance Programs, health clinics, juvenile justice, criminal justice, etc.), the instrument is used to: • identify those in need of a longer, more detailed assessment; identify those who may benefit from a brief intervention; and guide staff to make effective referral and placement decisions. • It can be interviewer- or self-administered in 20 to 30 minutes, available in 2 forms: a GAIN-Q "Core" instrument and a GAIN-Q "Full" instrument.

40. The TeenScreen National Center for Mental Health Checkups • Offers medical providers free access to evidence-based resources to provide annual mental health checkups and/ or depression screening to adolescent patients as part of their routine healthcare. • Free implementation materials -which consists of the TeenScreen Primary Care Quick Start Guide and copies of an evidence-based screening questionnaire. The Quick Start Guide includes: • TeenScreen Primary Care Overview • An evidence-based screening questionnaire

41. SAMHSA ‘s Strategic Prevention Framework State Incentive Programs (2009) • The funds are used to implement a five-step planning process known to support positive youth development, reduce risk-taking behaviors, build on assets, and prevent problem behaviors. The five steps are: (1) conduct needs assessments; (2) build state and local capacity; (3) develop a comprehensive strategic plan; (4) implement evidence-based prevention policies, programs and practices; and (5) monitor and evaluate program effectiveness, sustaining what has worked well. Inherent in the process is sustainability and cultural competency.

42. SAMHSA ‘s Community Treatment and Service Centers Helping Children Suffering from Traumatic Stress The overall goal of the initiative is to help communities meet the special needs of children at risk or suffering from traumatic stress. The grants enable community treatment and service organizations to provide expanded evidence-based prevention, screening and treatment services for children who may be more susceptible to mental health problems because they have been exposed to natural disasters, abuse, neglect or other traumatic events.

43. SAMHSA’s Systems of Care Grant • A “system of care” is an organizational philosophy and framework that involves collaboration across agencies, families, and youth for the purpose of improving access and expanding the array of coordinated community-based, culturally and linguistically competent services and supports for children and youth with a serious emotional disturbance and their families.  Research has demonstrated that systems of care have a positive effect on the structure, organization, and availability of services for children and youth with serious mental health needs. 

44. CSAT’s Assertive Adolescent and Family Treatment (AAFT) Program • An initiative that require funded organizations to implement a specific EBT with good fidelity. • Success of this program due to the well-developed training, certification, supervision, and monitoring specific intervention change mechanisms that help maximize outcomes with adolescent treatment participants.

45. Mental Health Services Locator This Locator provides you with comprehensive information about mental health services and resources and is useful for professionals, consumers and their families, and the public. You may also access the underlying facility location information.

46. America’s Promise Alliance • Building on the legacy of the founder, General Colin Powell, America’s Promise Alliance is the leader in forging a strong and effective partnership alliance committed to seeing that children experience the fundamental resources they need to succeed – the Five Promises (caring adults, safe places, a healthy start, and effective– at home, in school and out in the community.)http://www.americaspromise.org/

47. The Road to Success Video: Show Me How VideoVideo Podcasts A Comprehensive Approach to Youth Violence Prevention. The SS/HS Initiative is a unique Federal grant-making program designed to prevent violence and substance abuse among our Nation's youth, schools, and communities.

48. Community-Based Safe Schools/Healthy Students Grants in the District of Columbia as part of a joint effort by the U.S. Departments of Education, Health and Human Services, and Justice to support schools in creating safer and healthier learning environments http://www.sshs.samhsa.gov/initiative/news.aspx http://www.sshs.samhsa.gov/media/sshs/EmpoweringLocalPartnersforCVEintheUS.pdf

49. The Exceptional AdvocateA Newsletter for Military Families with Special Needs http://apps.mhf.dod.mil/pls/psgprod/f?p=EFMPNEWS:COVER:0::::MONTH,YEAR:October,2011

50. The End Other Resources & Grant Information Follows