AGENCY CASE PRESENTATION POWELL
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Transcript of AGENCY CASE PRESENTATION POWELL
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
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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
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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???