the effective management of juvenile sex offenders in the community
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The Effective Management of Juvenile Sex Offenders in the
Community Section 5:
Supervision
Section 5 2
Goals • Define “success-oriented” philosophy and
approach
• Explain how to begin to develop comprehensive and individualized supervision plans
• Highlight specific strategies used for supervising juvenile sex offenders
• Outline ways in which multidisciplinary collaboration can enhance supervision efforts
A Success-Oriented Philosophy and Approach
Section 5 4
Recent Emphasis of Supervision
• Surveillance
• Monitoring compliance
• Deterrence
• Sanctioning
Section 5 5
-20%
-10%
0%
10%
20%
surveillance-orientedreduced supervision caseloadsdeterrence programsshock incarcerationboot campsscared straight
better outcomes
poorer outcomes
(Aos et al., 2001; Lipsey & Wilson, 1998)
Effectiveness of “Get Tough” Strategies
Section 5 6
A Balanced Supervision Approach
• Beyond surveillance, monitoring, deterrence, and sanctioning
• Emphasizes rehabilitation
• Successful, productive youth translates into safer communities
Section 5 7
-70%
-60%
-50%
-40%
-30%
-20%
-10%
0%
10%
supervision w/coordinated services
supervision w/advocacy & casework
supervision w/multiple services
supervision w/behavioral programming
supervision w/counseling
(Aos et al., 2001; Lipsey & Wilson, 1998)(Aos et al., 2001; Lipsey & Wilson, 1998)
Effectiveness of Rehabilitation and Success-Focused Strategies
poorer outcomes
better outcomes
Section 5 8
What Does It Mean to “Focus on Success?”
• Ensure that youth meet expectations
• Hold youth accountable for behaviors
• Collaborate with others to improve functioning and promote stability of youth
Section 5 9
Potential Collaborative Partners
• Treatment providers
• Parents and/or caregivers
• Victim advocates
• School personnel
• Youth mentors
• Faith community members
• Community volunteers
• Employers
Section 5 10
Implications for Supervision Officers
• Case management role
• Ongoing communication with providers
• Actively support youth in treatment
• Become familiar with “what works” and how it works
Section 5 11
Developing Supervision Plans
Section 5 12
Supervision Case Plans
• Guided by
• Risk and needs
• Strengths and assets
• Environmental factors
• Needs of victims and vulnerable parties
Section 5 13
Standard Supervision Conditions
• Curfew restrictions
• Drug testing
• Prohibitions against associations with delinquent peers
• School attendance
• Reporting requirements
• Community service
• Restitution
Section 5 14
Specialized Conditions
• Internet or computer restrictions
• Limits on TV programming and video games
• Prior approval of extracurricular and employment activities
• Restrictions on contact with victims or other vulnerable individuals
• Follow all treatment recommendations
Section 5 15
Examples of Approach Goals
• Participate in prosocial recreational and leisure activities
• Achieve and maintain positive school adjustment
• Establish positive peer groups
• Secure appropriate employment
Section 5 16
Collaboration Enhances Supervision Planning
• Access key information from multiple sources
• Cover all bases
• Increased awareness of changes over time
Section 5 17
Matching Supervision Intensity with Level of Risk and Needs
Virginia Department of Juvenile Justice Supervision Matrix
High Risk Moderate Risk Low Risk
First 90 days Level 5 Level 4 Level 3
Months 4-6 Level 4 Level 4 Level 3
Months 7-12 Level 4 Level 3 Level 2
Months 13-18 Level 3 Level 3 N/A or Level 2
Months 19-24 Level 2 N/A or Level 2 N/A or Level 1
After Month 24 N/A or Level 1 N/A or Level 1 N/A or Level 1
Community Supervision Period
24-30 Months 18-24 Months 12-18 Months
Section 5 18
High, Moderate, or Low Risk?
• Structured determination based on
• Interviews of and information from the juvenile, family/caregivers, and others
• Review of written information collected
• Department of Juvenile Justice risk assessment tool
• J-SOAP-II and CANS-SD results
• Psychosexual and psychological evaluations
• Sex Offender Risk Checklist
Section 5 19
Accompanying Contact Requirements
• Level 5
• 3 or more face-to-face contacts per week
• Level 4
• 2 or more face-to-face contacts per week
• Level 3
• 1 or more face-to-face contacts per week
• Level 2
• 1 or more face-to-face contacts every other week
• Level 1
• 1 or more face-to-face contacts per month
Section 5 20
Supervision Strategies
Section 5 21
Community Support Networks
• Serve as role models
• Engage juveniles in positive social interactions and activities
• Provide positive reinforcement
• Help youth to use skills learned in treatment
• Monitor and respond to high risk behaviors and situations
• Communicate openly with supervision officers about progress and problems
Section 5 22
Challenges with Involving Parents
• Feeling overwhelmed by “the system”
• Multiple, confusing, duplicative expectations
• History of negative encounters with the system
• Professionals’ assumptions about and responses to families
• Stigma associated with sex offending
• Less than ideal family dynamics
• Having to “choose” one child over another
Section 5 23
Tips for Engaging Parents
• Be patient • Educate• Normalize denial and resistance• Process the contributors to denial and
resistance • Provide information
• Identify common ground and common goals
• Offer education classes and support groups – or make referrals to them
Section 5 24
Initial Contacts in the Office Setting
• Establish a positive rapport
• Review all paperwork
• Make referrals to appropriate providers
• Allow time for questions
Section 5 25
Ongoing Contacts in the Office Setting
• Identify other community support network members
• Review and modify the case plan
• Discuss management of risk factors and lapses
• Inquire about successes
• Check in about treatment progress
• Verify information provided by others
Section 5 26
Conducting Home Visits • Observe family member interactions
• Evaluate environmental risk factors
• Consider access to victims and vulnerable individuals
• Review safety plans
• “Check in” with parents/caregivers and others about all spheres of youth’s life
• School and homework
• Peers
• Compliance with curfew
• Recreation and leisure
• Behavior
Section 5 27
Working with the Schools
• Policy-driven approach
• Specialized training
• Inclusion of school personnel as community support network members
• Individualized school management plans
Section 5 28
Benefits of Specialized Caseloads
• Youth supervised by experienced and knowledgeable officers
• Consistent and informed policies, procedures, and practices
• Tend to be smaller
• Positive working relationships between officers and treatment providers
• Increased officer knowledge about local programs and resources
Section 5 29
• Can cause problems or burdens for others (e.g., larger general caseloads)
• Not always practical
• Risk of burnout and secondary trauma
• Difficulties identifying willing and competent staff
Challenges of Specialized Caseloads
Section 5 30
Resources
• Association for the Treatment of Sexual Abusers (ATSA)• www.atsa.com
• National Adolescent Perpetrators Network (NAPN)
• Office of Juvenile Justice and Delinquency Prevention (OJJDP)• www.ojjdp.ncjrs.gov
• National Council of Juvenile and Family Court Judges (NCJFCJ)• www.ncjfcj.org
• Center for Sex Offender Management (CSOM)• www.csom.org
• National Center on Sexual Behavior of Youth (NCSBY)• www.ncsby.org
Section 5 31
Use of the Polygraph in Supervision
• Recognize limitations and controversies
• Limit to stable youth over the age of 14
• Informed consent
• Not a “silver bullet”
Section 5 32
Factors to Consider when Responding to Violations
• Seriousness of the behavior
• Risk level
• Degree to which community safety was jeopardized
• Whether the juvenile disclosed his behavior
Section 5 33
Factors to Consider (Continued) • How much responsibility the youth is
taking
• Family considerations• Level of awareness• Willingness to support
• Presence of assets and services in the community
Section 5 34
Responding to Violations • Taking steps to prevent them is more
effective than responding after the fact
• Individualization is critical
• The more options the better
• Intermediate sanctions should become progressively more severe for ongoing non-compliance
Section 5 35
Responding to Violations (Continued)
• Don’t ignore problems
• Get to the bottom of a violation before responding
• Ensure that juveniles are aware of the consequences
• Empower officers to take immediate and appropriate action
• Written guidelines can be helpful
• Collaboration is key
Summary
Section 5 37
Key Points • Success as means of public safety
• Comprehensive, individualized, and fluid supervision plans
• Specialized strategies
• Multidisciplinary collaboration
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