Agency Case Presentation

Presented by: Karen PowellElizabeth City State University

Presentation Overview•Agency Profile•Case Presentation•Ecomap, Genogram, Cultragram•Demonstration of the Generalist

Intervention Model•Application/Integration of theory• Implications for Social Policy and Social

Justice•Application/Utilization of Research Based

Practice•Acknowledgements

Background Information

•3rd District Court Service Unit. •Portsmouth Judicial Center, 1345 Court Street, Suite 201, Portsmouth, Virginia 23704

Competency 2.1.9: Respond to contexts that shape practice

Mission Statement

Vision Statement

The Virginia Department of Juvenile Justice protects the public by preparing court-involved youth to be successful citizens.

The Virginia Department of Juvenile Justice is committed to excellence in public safety by providing effective interventions that improve the lives of youth, strengthening both families and communities within the Commonwealth.Competency 2.1.9 : Respond to contexts that shape practice

Value Statement

Competency 2.1.9 : Respond to contexts that shape practice

Organizational Chart Macro level

Andrew K. Block

Competency 2.1.8. : Engage in policy practice to advance social and economic well-being

Organizational ChartCont. Macro level

Competency 2.1.8. : Engage in policy practice to advance social and economic well-being

Organizational ChartCont. Macro level

Competency 2.1.8. : Engage in policy practice to advance social and economic well-being

Organizational ChartMicro level

Competency 2.1.8. : Engage in policy practice to advance social and economic well-being

DJJ Historical Timeline

Entering the Juvenile System

•Although an urban environment Portsmouth is similar to a rural area

• has limited resources.•School systems is not as beneficial to

students as it could be.•has limited transportation.•The ship yard is a big career for many of the

people but overall the area is lacking in employment opportunities

•Drug and crime epidemic

Urban Perspective

2.1.7 Competency: Apply knowledge of human behavior in the social environment

•Jason Monitor•Age: 16•Race: Caucasian

Presenting Problem: Charged with breaking and entering. Placed on Indeterminate supervised probation, has to complete 25 hours of community service work, and undergo substance abuse treatment.

Actual Problem: Client is in an unstable household and is dealing with depression. Client does not have any positive role models in life.

Case Presentation

Competency 2.1.10b -Assessment

The name of the client has been changed to protect the identity of the client

•The client was living with his father who is an alcoholic and on drugs. Mother passed away due to a drug overdose.

•The client has been charged with breaking and entering and possession of Marijuana

•The client has been diagnosed with depression, moods and ADHD.

Background on Client

Competency 2.1.10b -Assessment

Background on Client•The client has been removed from the

home and placed into a boys home. •The client is attending school•The client feels as though he will

ultimately end up in jail as an adult.•The client does not have a positive

outlook on the future.

Competency 2.1.10 b -Assessment

Ecomap

2.1.7 Competency: Apply knowledge of human behavior in the social environment

Genogram

2.1.7 Competency: Apply knowledge of human behavior in the social environment

Culturagram

2.1.7 Competency: Apply knowledge of human behavior in the social environment

•Engagement•Assessment•*Data collection*•Planning

•Implementation•Evaluation•Termination•Follow-Up

GIMGeneralist Intervention Model

Competency 2.1.10a-d- Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities

Met with the client, introduced myself and explained why we were meeting.

Engagement

Competency 2.1.10a- engagement

•The intern assessed that this client needed to be able to express himself and he needed to have a positive role model in his life. He needed to be taken out of the home first.

Assessment

Competency 2.1.10b- Assessment

Planning

Competency 2.1.10c -Intervention

Goal Objectives

The client will attend school Monday through Friday on time as to not receive a violation of probation.

• The client will catch the bus on time.

• The client will set an alarm to wake up on time.

•The client was placed into a boys home and he is being made to go to school. He no longer has to worry about getting himself to school and he is in a safe environment.

Implementation

Competency 2.1.10c- Intervention

Evaluation

Competency 2.1.10d- Evaluation

Goal OutcomeThe client will attend school Monday thru Friday on time as to not receive a violation of probation.

The goal was not met

•Client is still on probation and still needs services.

Termination

Competency 2.1.10 c- Intervention

•The client will follow up with the probation officer.

Follow- up

Competency 2.1.10c - Intervention

Theories Implemented

Competency 2.1.3- apply critical thinking to inform and communicate professional judgements

Ego Identity vs. Role Confusion- Fidelity

Competency 2.1.3- apply critical thinking to inform and communicate professional judgements

The following are seven important principles of the strengths perspective

• People are recognized as having many strengths and have the capacity to continue to learn, grow and change.

• The focus of intervention is on the strengths and aspirations of the people we work with.

• Communities and social environments are seen as being full of resources.

• Service providers collaborate with the people they work with.• Interventions are based on self-determination.• There is a commitment to empowerment.• Problems are seen as the result of interactions between individuals,

organizations or structures rather than deficits within individuals, organizations or structures.

Strengths theory

2.1.7 Competency: Apply knowledge of human behavior in the social environment

http

s://s

usta

inin

gcom

mun

ity.w

ordp

ress

.com

/20

12/0

5/30

/wha

t-is

-the

-str

engt

hs-p

ersp

ectiv

e/

Social Policy & Social Justice

Competency 2.1.5- Advance human rights and social economic justice.

The Juvenile Justice and Delinquency Prevention Act of 1974 is a United States federal law providing funds to states that follow a series of federal protections, known as the "core protections," on the care and treatment of youth in the justice system. The four "core protections" of the act are:

• Deinstitutionalization of Status Offenders (DSO) -- the deinstitutionalization of status offenders and non-offenders requires that youth who are runaways, truants or curfew violators cannot be detained in juvenile detention facilities or adult jails;

• "Sight and Sound" -- The "Sight and Sound" separation protection disallows contact between juvenile and adult offenders (i.e. if juveniles are put in an adult jail or lock up under the limited circumstances the law allows for, they must be separated from adult inmates);

• "Jail Removal" -- The "Jail Removal" disallows the placement of youth in adult jails and lock ups except under very limited circumstances;

• Disproportionate Minority Confinement (DMC) -- The DMC provision requires states to address the issue of over-representation of youth of color in the justice system.ht

tp://

ww

w.ju

vjus

tice.

org/

fede

ral-p

olic

y/ju

veni

le-ju

stic

e-an

d-de

linqu

ency

-pre

vent

ion-

act

http://futureofchildren.org/futureofchildren/publications/highlights/18_02_Highlights_02.pdf

How are the children with mental health issues impacted by the juvenile justice system? There are a lot of services to help assist with children what have mental issues that are involved in the juvenile system.

• Children who are depressed may complain of feeling sick, refuse to go to school, cling to a parent or caregiver, or worry excessively that a parent may die. Older children and teens may sulk, get into trouble at school, be negative or grouchy, or feel misunderstood.

• Depressed teens with coexisting disorders such as substance abuse problems are less likely to respond to treatment for depression. Studies focusing on conditions that frequently co-occur and how they affect one another may lead to more targeted screening tools and interventions.

• With medication, psychotherapy, or combined treatment, most youth with depression can be effectively treated. Youth are more likely to respond to treatment if they receive it early in the course of their illness.

Depression

Competency 2.1.6- Engage in research-informed practice and practice-informed research

• Sadness or hopelessness• Irritability, anger, or hostility• Tearfulness or frequent crying• Withdrawal from friends and

family• Loss of interest in activities• Changes in eating and sleeping

habits

• Restlessness and agitation• Feelings of worthlessness and

guilt• Lack of enthusiasm and

motivation• Fatigue or lack of energy• Difficulty concentrating• Thoughts of death or suicide

Depression

Signs and symptoms of depression in teens

Competency 2.1.6- Engagement in research- informed practice and practice-informed research

Discussed History of AgencyPresented a case Identified the problems and processed a model of intervention

Identified theories associated with the Client’s behavior and developed a plan of action

Provided research and evidence based practice And in conclusion discussed how supervision and services will continue to be provided in the future

Summary

Thank you:•Tommy Cox•Emily Boyd•Valarie Jordan-Hunter•Valencia Woods•The entire CSU Agency

Acknowledgements

Thank you Any questions???