Juvenile Accountability Block Grant Juvenile Drug Courts Training

1. Juvenile Accountability Block Grant Juvenile Drug Courts Training

2. Introductions • Name • Community you represent • Your role on or with the drug court team

3. Juvenile Drug Court A docket within a juvenile court to which selected delinquency cases, and in some instances status offenders, are referred for handling by a designated judge.

4. Training Purpose Each participant will develop a plan for enhancing their drug court operations through a set of recommendations for their team.

5. Training Goals Juvenile Drug Court Representatives will: • Develop a plan to strengthen and build a continuum of services for youth and families founded on evidence-based models. • Participate in a systems-approach to Juvenile Drug Court planning and enhancement. • Draft materials and plans to improve your drug court operations.

6. Training Goals Juvenile Drug Court Representatives will: • Enhance your skills in leadership, problem-solving and collaboration. • Benefit from ‘lessons learned’ in long- term JDC sites. • Use the reference materials provided and identify other resources for on-going operations support.

7. Performance Objectives In this module, participants will: • Become familiar with the other training participants. • Respond to the program goals and agenda. • Identify their needs and expectations for this training and how they can be met. • Review the core components of juvenile drug courts.

8. Juvenile Drug Court TrainingAgenda Day 1: 8:30 – 5:00 • Introduction to the Training • Reaching Your Target Population • Comprehensive Assessment and Planning • Continuum of Services

9. Juvenile Drug Court TrainingAgenda Day 2: 8:30- 5:00 • Staffing • Therapeutic Jurisprudence • Case management Day 3: 8:30 – 5:00 • Sustainability • Tips to Lead

10. Self Assessment and Expectations Identify: • The areas of your court operations that need enhancement, based on the self-assessment results • The questions you still have about this training • Your priority needs and your expectations for this training

11. Facilitator Expectations Participants will: • Manage their time in order to achieve the learning objectives • Rotate facilitator, recorder and reporter roles at their tables • Provide us with feedback on the training for future improvements

12. Juvenile Drug Courts: Strategies in Practice • Collaborative Planning • Teamwork • Clearly Defined Target Population and Eligibility Criteria • Judicial Involvement and Supervision • Monitoring and Evaluation

13. Juvenile Drug Courts: Strategies in Practice • Community Partnerships • Comprehensive Treatment Planning • Developmentally Appropriate Services • Gender-Appropriate Services • Cultural Competence

14. Juvenile Drug Courts: Strategies in Practice • Focus on Strengths • Family Engagement • Educational Linkages • Drug Testing • Goal-Oriented Incentives and Sanctions • Confidentiality

15. Targeting Reaching your target population and capacity

16. Challenges of Targeting • Describe your target population • How did you select your target population? • Explain your process of identification, screening and referral • Have you reached your target population? • Why do you think you have or have not been about to reach and maintain your target capacity? • How long does it take from referral until admission into the program? Does this get in the way of getting youth into the program? How?

17. Steps to Targeting • Defining Your Target Population • Assess your jurisdiction for substance abuse patterns and how they affect the families and communities • Determine the arrest volume and crime patterns in the jurisdiction • Inventory community resources • Develop Eligibility Criteria • Legal • Clinical

18. Determining Capacity • Case management contacts • Treatment providers • Probation officers • Drug testing • Other services

19. Realistic Age Range • Can you provide treatment services to all ages? • Do you want 12 and 17 year old youth in the same group and appearing in court together? • What are the pros and cons of this?

20. Arrestee, Detention and Community Population(s) • What are the characteristics of youth who are arrested • What are the characteristics of youth in detention • What are the characteristics of youth community.

21. How to Achieve Capacity • Review your goals • Write your current target population • Will these goals be met by serving the population you have identified • Write your current identification, screening and referral procedure • Identify where the break down is by asking if this is the appropriate population?

22. How to Achieve Capacity • If your target population seems to be correct, move to the next step. • Evaluate your identification, screening and referral process • Are the youth being identified? If they are being identified but are screened out, find out why. • If they are identified and are eligible, are they referred to the appropriate individual?

23. Tips to Lead • Identify all of your referral points • Develop a presentation on your targeting process for your team • Schedule and conduct training at convenient times

24. Evaluating Your Procedure • Make your program attractive to those who refer. • Make the process easy. • Identify who will conduct a follow-up interview. • Monitor the number of youth identified, referred, and screened to your program. • Have this individual report back to the team in 90 days with an update. • Develop a reporting mechanism and review in 90 days.

25. Comprehensive Assessmentand Planning

26. Performance Objectives • Identify the goals and principles of effective assessment and planning • Identify characteristics of a strengths-based assessment • Compare traditional approaches with strengths-based practice • Using case studies, apply best-practice principles of assessment and planning

27. Instrument Selection Instruments that will be used with adolescents should be: • Reliable and valid • Developmentally appropriate • Considered by the type of setting in which the instrument was developed • Chosen based on the purpose of the instrument

28. Assessor Characteristics • Capacity to establish trust • Integrity • Active listening The outcome is greatly influenced by assessor’s skill and ability

29. Purposes of the Assessment • Accurately identify who needs treatment • Determine severity • Learn about the nature, correlates and consequences of the substance-using behavior • Flag other related problems

30. Purposes of the Assessment • Examine how the family can be involved in the assessment and in subsequent interventions • Identify the youth’s strengths and how they can be used in the treatment plan • Develop an appropriate written report that can help frame the planning process

31. Ongoing Assessment • Increased frequency when issues arise e.g. changing drugs • 30 days minimum standard • Phase movement • Movement to higher level of care

32. A Case Study: Two Points of View • Take 5 minutes to read each of the two case studies on Emmanuel • Complete the chart • As a group take 5 minutes to compare the two sets of results

33. Assessment Domains • Strengths • History of substance use • Medical health • Developmental issues • Mental health • Family history

34. Assessment Domains • School history • Vocational history • Peer relationships • Juvenile justice involvement • Social service agency involvement • Leisure activities

35. SMART Goals S specific M measurable A attainable R relevant T track-able

36. A Definition of Strengths Each youth’s capacity to cope with difficulties, to maintain functioning in the face of stress, to bounce back in the face of significant trauma, to use external challenges as a stimulus for growth, and to use social supports as a source of resilience McQuaide and Ehrenreich, 1997

37. Andrea Case Study Activity • Read the case study • Take 15 minutes in your workgroup to complete the worksheet • Pick a reporter

38. TIPS to Remember • Use screening and assessment instruments that are ‘normed’ for your population - appropriate for adolescents in the juvenile justice system • Ensure that your tools are strengths-based; if they are not, add open-ended strengths- focused questions • Use the CSAT TIPs series as a resource for choosing tools and providers

39. TIPS to Remember • Assessment is not a one time event; it is an on-going process - expect it from your providers • Engage the youth, the family and the whole drug court team in the planning process; - if they don’t ‘own’ the goals, they will have less investment in working toward them

40. Managing and Ensuring a Seamless Continuum of Services JAIBG 2003

41. “Like Mike” Case Study

42. Systems Gap pertains to an organization, team, communication, correspondence, policies, procedures, etc.. Service Gaps Case management service, level of care Residential, inpatient..), treatment, education, work Issues/Gaps

43. Strengths of JDC • Alternatives to re-offending youth • Problem solve with a diverse team • Improve youth and families life • What else?

44. Challenges of JDC • Lack of culturally or age appropriate and or developmentally relevant services • Not sharing information • Youth continued use of alcohol and other drugs • Team members not engaged

45. Filing the Gaps Exercise • Identify if this is a system issue or a service gap • Identify at least two solutions to close the gap • Add any solutions you can think of to your list

46. Quality Improvement Plan • Column 1: Identify gap (area to improve) • Column 2: Identify possible resources in closing the gap solutions • Column 3: Progress notes towards improvement

47. Asking the Hard Questions • Do we have the appropriate services? • How can we access them? • How can we improve? • Is a quality improvement plan needed? • How many youth is this an issue with? Is evaluation needed? • Policy and procedure issue?

48. Managing and Ensuring a Seamless Continuum of Services

49. Asking the Hard Questions • Do we have the appropriate services? • How can we access them? • How can we improve? • Is a quality improvement plan needed? • How many youth is this an issue with? Is evaluation needed? • Policy and procedure issue?

50. Continuously review your program (use evaluation data to assist) Peer review: Invite someone from another JDC to review your program & provide feedback Determine if the gap is a system gap or a service continuum gap Brainstorm solutions with your team Plan a retreat to dedicate time to improve Develop a quality improvement plan TIPS to Remember