RESPONDING TO YOUTH VIOLENCE THROUGH COMMUNITY … · 2020. 2. 28. · Case of NYC ROSES: Advocacy...
Transcript of RESPONDING TO YOUTH VIOLENCE THROUGH COMMUNITY … · 2020. 2. 28. · Case of NYC ROSES: Advocacy...
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Webinar for the Battered Women’s Justice Project Shabnam Javdani, PhD New York University July 18, 2016
RESPONDING TO YOUTH VIOLENCE THROUGH
COMMUNITY ADVOCACY
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¡ Youth Violence ¡ What is advocacy?
§ Four phase model ¡ How has it been used?
§ Case of NYC ROSES: Advocacy for court-involved adolescent girls
¡ Research on Advocacy
TODAY’S WEBINAR
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¡ Youth Violence ¡ What is advocacy?
§ Four phase model ¡ How has it been used?
§ Case of NYC ROSES: Advocacy for court-involved adolescent girls
¡ Research on Advocacy
TODAY’S WEBINAR
Key Questions on Advocacy in your Community
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YOUTH VIOLENCE AND DELINQUENCY
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¡ What comes to mind when you think about “youth violence”?
¡ How does youth violence take shape in your
community? ¡ Who are the major stakeholders? ¡ What are your communities strengths? What are your
communities challenges?
KEY QUESTIONS
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¡ Hyperactivity ¡ Tantrums ¡ Aggression ¡ Oppositional
Disruptive Disorder ¡ Conduct Disorder ¡ Delinquency
¡ Physical Violence ¡ Teen Dating Violence ¡ Assault ¡ Aggravated Assault
Shaw et al. 1996
YOUTH VIOLENCE
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¡ Mental Health Burden ¡ 2 out of 3 juvenile justice involved youth ¡ Compared with 10% of youth in general population
¡ Substance Use Disorders - 50% ¡ Anxiety Disorders - 25% ¡ Mood Disorders - 25% ¡ Attention Deficit/Hyperactivity Disorders – 15%
Tepl in et a l . (2002)
COSTS OF YOUTH VIOLENCE
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¡ Economic and Social Burden
¡ National cost per year ~ $88,000 per year § 12 times more than community based alternatives
¡ In New York City, ~$70 per day per youth
American Corrections Association
COSTS OF YOUTH VIOLENCE
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GIRLS’ VIOLENCE
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RISE IN GIRLS’ ARRESTS
1985 1996 2010
Office of Juvenile justice and Delinquency Prevention, Juvenile Court Statistics
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Simple Assaults: 24% increase
RISE IN GIRLS’ ARRESTS
Office of Juvenile justice and Delinquency Prevention, Juvenile Court Statistics
1985 1996 2010
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¡ Distinct pathways to juvenile justice involvement § Different needs § Different outcomes
¡ Need for Gender-responsive programming
§ Girls comprise 1/3 of system-involved youth § Girls programming comprises 1/20 of current
models*
PAUCITY OF GIRLS’ PROGRAMMING
*OJJDP, 2010; Cauffman, 2008; Pajer, 1998
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¡ Growing Interest
¡ Gender Injustice Report (2015) § Sherman & Balck
¡ Girls Study Group (2010) § 26 total Interventions for Girls § None of them qualified as “effective”
NEED FOR INTERVENTION
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¡ Youth who commit violent offenses are more than 3x more likely to end up in the criminal justice system as adults
¡ Girls who commit acts of violence are even more
likely to enter the criminal justice system as adults
NEED FOR INTERVENTION
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¡ What does the response to youth violence typically look like in your community?
¡ What have you noticed about girls’ violence? ¡ What is missing in your communities response to
violence? To girls’ violence?
KEY QUESTIONS
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WHAT IS ADVOCACY?
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¡ History in the field of Community Psychology ¡ Youth Diversion (Davidson & Rapp, 1976) ¡ Survivors of Domestic Violence (Sullivan & Bybee,
1999)
DEVELOPMENT OF ADVOCACY
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¡ Change the context not the individual ¡ What does this mean… ¡ Increasing access to resources ¡ Educating about RIGHTS to community resources
BASIC PHILOSOPHIES OF ADVOCACY
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¡ Changing person’s environment
¡ Connecting to resources.
¡ Focus on helping youth succeed at the goals they create.
¡ Finding the strengths and positive qualities of youth.
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¡ Changing the person
¡ Therapy or Counseling
¡ Making goals for youth that they might not agree with
¡ Focusing on weaknesses or what youth do wrong
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RETHINKING THE FRAMEWORK
Medical Model Advocacy Framework
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RETHINKING THE FRAMEWORK
Medical Model Advocacy Framework
¡ Concept of disease or pathology
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RETHINKING THE FRAMEWORK
Medical Model Advocacy Framework
¡ Concept of disease or pathology
¡ Centrality of diagnosis
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RETHINKING THE FRAMEWORK
Medical Model Advocacy Framework
¡ Concept of disease or pathology
¡ Centrality of diagnosis ¡ Need for symptom
reduction
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RETHINKING THE FRAMEWORK
Medical Model Advocacy Framework
¡ Concept of disease or pathology
¡ Centrality of diagnosis ¡ Need for symptom
reduction ¡ Doctor as “expert”
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RETHINKING THE FRAMEWORK
Medical Model Advocacy Framework
¡ Concept of disease or pathology
¡ Centrality of diagnosis ¡ Need for symptom
reduction ¡ Doctor as “expert” ¡ Patient as compliant
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RETHINKING THE FRAMEWORK
Medical Model Advocacy Framework
¡ Concept of disease or pathology
¡ Centrality of diagnosis ¡ Need for symptom
reduction ¡ Doctor as “expert” ¡ Patient as compliant ¡ Location of the
problem: the person
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RETHINKING THE FRAMEWORK
Medical Model Advocacy Framework
¡ Concept of disease or pathology
¡ Centrality of diagnosis ¡ Need for symptom
reduction ¡ Doctor as “expert” ¡ Patient as compliant ¡ Location of the
problem: the person
¡ Concept of resource distribution
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RETHINKING THE FRAMEWORK
Medical Model Advocacy Framework
¡ Concept of disease or pathology
¡ Centrality of diagnosis ¡ Need for symptom
reduction ¡ Doctor as “expert” ¡ Patient as compliant ¡ Location of the
problem: the person
¡ Concept of resource distribution
¡ Centrality of rights
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RETHINKING THE FRAMEWORK
Medical Model Advocacy Framework
¡ Concept of disease or pathology
¡ Centrality of diagnosis ¡ Need for symptom
reduction ¡ Doctor as “expert” ¡ Patient as compliant ¡ Location of the
problem: the person
¡ Concept of resource distribution
¡ Centrality of rights ¡ Need for strength
enhancement
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RETHINKING THE FRAMEWORK
Medical Model Advocacy Framework
¡ Concept of disease or pathology
¡ Centrality of diagnosis ¡ Need for symptom
reduction ¡ Doctor as “expert” ¡ Patient as compliant ¡ Location of the
problem: the person
¡ Concept of resource distribution
¡ Centrality of rights ¡ Need for strength
enhancement ¡ Advocate as
collaborator
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RETHINKING THE FRAMEWORK
Medical Model Advocacy Framework
¡ Concept of disease or pathology
¡ Centrality of diagnosis ¡ Need for symptom
reduction ¡ Doctor as “expert” ¡ Patient as compliant ¡ Location of the
problem: the person
¡ Concept of resource distribution
¡ Centrality of rights ¡ Need for strength
enhancement ¡ Advocate as
collaborator ¡ Patient as “expert”
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RETHINKING THE FRAMEWORK
Medical Model Advocacy Framework
¡ Concept of disease or pathology
¡ Centrality of diagnosis ¡ Need for symptom
reduction ¡ Doctor as “expert” ¡ Patient as compliant ¡ Location of the
problem: the person
¡ Concept of resource distribution
¡ Centrality of rights ¡ Need for strength
enhancement ¡ Advocate as
collaborator ¡ Patient as “expert” ¡ Location of the
problem: the context
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RETHINKING THE FRAMEWORK
Medical Model Advocacy Framework
¡ Concept of disease or pathology
¡ Centrality of diagnosis ¡ Need for symptom
reduction ¡ Doctor as “expert” ¡ Patient as compliant ¡ Location of the
problem: the person
¡ Concept of resource distribution
¡ Centrality of rights ¡ Need for strength
enhancement ¡ Advocate as
collaborator ¡ Patient as “expert” ¡ Location of the
problem: the context
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GUIDING PRINCIPLES OF ADVOCACY
Strengths Based
Youth Driven
Community Centered
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¡ Focus on seeing, pointing out, and building strengths ¡ Create opportunities to BUILD on these strengths ¡ Create opportunities to CREATE new strengths.
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¡ The goals are made by youth. ¡ The timing is based on youth. ¡ The whole process is shaped by youth. ¡ All of advocacy takes place in youth’s natural
communities
¡ Community: Natural environment, including the people and places around you.
¡ Resources: something in your community that may help you, offer you something you need.
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¡ 10 – 15 week intervention ¡ Individualized
§ Paraprofessional, one-on-one model ¡ Fully community-based ¡ Focuses on access to resources ¡ Comprehensive
§ 6-8 hours per week on each client ¡ Free
ADVOCACY: STRUCTURE
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¡ Importance of partnerships ¡ Example: University community partnerships:
leveraging strengths of educational institutions
PARAPROFESSIONAL MODEL
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¡ Where would paraprofessionals in your community come from?
¡ What institutions would make for good partners to
implement advocacy? ¡ What are your hesitations?
KEY QUESTIONS
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FOUR PHASE MODEL OF ADVOCACY
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FOUR PHASES OF ADVOCACY
Strengths Based
Youth Driven
Community Centered
Assessment of needs and
rights
Mobilization of resources Monitoring Self Advocacy
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¡ Weekly progress report ¡ Weekly detailed log book ¡ Weekly in person supervision ¡ Weekly written supervision feedback
ADVOCACY MATERIALS
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WHAT DO ADVOCATES DO?
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¡ Informal § Getting to know your client
¡ Formal § Identify areas of unmet need
¡ Collectively, decide what resources are needed ¡ Generate as many alternatives as possible
§ Your client is in charge
ASSESSMENT
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¡ Identify area of unmet need ¡ Brainstorm all possible alternatives ¡ Prioritize alternatives and choose one ¡ Identify critical individual in control of resource ¡ Prepare client for advocacy process ¡ Implement one of nine advocacy approaches
MOBILIZING COMMUNITY RESOURCES
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Type of Advocacy Positive Negative Neutral
Individual Administrative
Policy
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¡ Takes place throughout whole intervention ¡ Ask specific, educated questions of all involved ¡ Directly assess clients satisfaction with efforts ¡ Employ skeptical patience ¡ Decide with client and supervisory group
MONITORING
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¡ Make intervention period clear from beginning ¡ During last 2-3 weeks of intervention, intensify
methods to transfer advocacy skills § Modeling § Example and observation § Instruction § Emphasis on rights
TERMINATION
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¡ Advocates Need § In person training § In person supervision § Community resources “binder” § Access to the community
¡ Advocacy Requires § Institutional partnerships § Effective and persistent advocate-youth relationship § Effective and persistent advocate-supervisor relationship § Referrals from institutions that respond to youth violence
KEY INGREDIENTS
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¡ Advocates presence in court ¡ Advocates to meet youth in their communities ¡ Persistence of advocates ¡ Sustainability ¡ Intensive programming ¡ Crisis response
LESSONS LEARNED
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¡ What would you need to engage in advocacy in your community?
¡ People? ¡ Places? ¡ Resources?
KEY QUESTIONS
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YOUTH ADVOCACY – THE CASE OF NYC ROSES
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¡ Resilience ¡ Opportunity ¡ Safety ¡ Education ¡ Strength
A NEW ADAPTATION: NYC ROSES
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Program Design ¡ Based on empirically-supported models in the field of
community psychology
NYC ROSES
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Program Design ¡ Based on empirically-supported models in the field of
community psychology § Youth Advocacy (Davidson & Rapp; 1976) § Community advocacy with survivors of intimate partner
violence (Sullivan & Bybee, 1999)
NYC ROSES
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Program Design ¡ Based on empirically-supported models in the field of
community psychology § Youth Advocacy (Davidson & Rapp; 1976) § Community advocacy with survivors of intimate partner
violence (Sullivan & Bybee, 1999)
¡ Critical stage of girls’ development
NYC ROSES
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Program Design ¡ Based on empirically-supported models in the field of
community psychology § Youth Advocacy (Davidson & Rapp; 1976) § Community advocacy with survivors of intimate partner
violence (Sullivan & Bybee, 1999)
¡ Critical stage of girls’ development
1) Gender1
2) Context2
NYC ROSES
1Zahn et al (2008); Girls Study Group, Office of Juvenile Justice and Delinquency Prevention 2Miller (2008); Zahn et al (2010).
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¡ Relationship-based § Trained advocates § Warmth, empathy, unconditional positive regard
¡ Targets context ¡ Individualized ¡ Comprehensive ¡ Female-specific needs and risk
GENDER AND CONTEXT
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¡ Relationship-based ¡ Targets context
§ Access to resources
¡ Individualized ¡ Comprehensive ¡ Female-specific needs and risk
GENDER AND CONTEXT
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¡ Relationship-based ¡ Targets context ¡ Individualized
§ Tailored to needs and rights § Meet with girls 2 times a week, 6 months
¡ Comprehensive ¡ Female-specific needs and risk
GENDER AND CONTEXT
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¡ Relationship-based ¡ Targets context ¡ Individualized ¡ Comprehensive
§ Multitude of need areas § 6-8 hours of intervention per week
¡ Female-specific needs and risk
GENDER AND CONTEXT
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¡ Relationship-based ¡ Targets context ¡ Individualized ¡ Comprehensive ¡ Female-specific needs and risk
§ Crucial Contexts § Victimization § Violent relationships § Girls’ Motivations (e.g., status offenses)
GENDER AND CONTEXT
Javdani & Allen (2014)
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IS ADVOCACY EFFECTIVE?
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¡ Adolescent diversion ¡ States of IL and MI ¡ Youth-centered ¡ Strengths-based ¡ 20+ Years of evidence
§ Interview § Adopted by local systems
¡ Advocacy for survivors of intimate partner violence
¡ Central goal: increasing safety
¡ Randomized control trial design, 278 women § Were safer § Reported higher quality of
life and social support ¡ 2 years later!
THE PUNCH LINE: ADVOCACY IS EFFECTIVE
(Davidson & Rapp, 1976) (Sullivan & Bybee, 1999)
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¡ National Institute of Justice Model Programs Guide (http://www.crimesolutions.gov/ProgramDetails.aspx?ID=173)
¡ For adult women who have survived domestic violence
ADVOCACY IS A MODEL PROGRAM
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¡ 52 adolescent girls from 3 cohorts
PARTICIPANTS
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¡ 52 adolescent girls from 3 cohorts ¡ Referred by
§ Juvenile Court (53%) § Mental Health/Child Welfare (25%) § Schools (22%)
PARTICIPANTS
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¡ 52 adolescent girls from 3 cohorts ¡ Referred by
§ Juvenile Court (53%) § Mental Health/Child Welfare (25%) § Schools (22%)
¡ Mean age = 15 years (SD = 1.5, Range = 12-18)
PARTICIPANTS
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¡ 52 adolescent girls from 3 cohorts ¡ Referred by
§ Juvenile Court (53%) § Mental Health/Child Welfare (25%) § Schools (22%)
¡ Mean age = 15 years (SD = 1.5, Range = 12-18) ¡ Race/Ethnicity
§ 73% African American § 21% White/Caucasian § 6% Multi-racial
PARTICIPANTS
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¡ Legal and Risk Profile § 98% Had at least 1 police contact § Mean Arrests = 2.7 (SD = 2.0, Range 1-9) § 48% on Probation § 85% Incarcerated at least 1 time § Girls represented highest levels of risk (YRBS, 2010)
§ Health and mental health risk § Victimization experiences
PARTICIPANTS
Javdani & Allen (2015)
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¡ Design § Prospective: 3 time points (pre, mid, post intervention) § 97% retention rate § 90% of youth completed evaluation
RESEARCH DESIGN
Javdani & Allen (2014)
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¡ Design § Prospective: 3 time points (pre, mid, post intervention) § 97% retention rate § 90% of youth completed evaluation
¡ High Fidelity Implementation § Youth-driven § Strengths-based § Community-based § Average of 8 hours of intervention per week
§ Average of 1.5 meetings per week
RESEARCH DESIGN
Javdani & Allen (2014)
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OUTCOMES
Javdani & Allen (2014)
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Time 1
Time 2
Time 3
Resilience ✓ ✓ Delinquency ✓ ✓ Physical Violence ✓ ✓ Sexual Risk Taking ✓ ✓ Self Efficacy ✓ ✓ ✓ Internalizing symptoms ✓ ✓ ✓ State and Trait Anger & subscales ✓ ✓ ✓ Substance Use ✓ ✓ ✓
OUTCOMES
Cronbach’s alphas > .70
Interviews with youth after Intervention
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Time 1
Time 2
Time 3
Resilience ✓ ✓ Delinquency ✓ ✓ Physical Violence ✓ ✓ Sexual Risk Taking ✓ ✓ Self Efficacy ✓ ✓ ✓ Internalizing symptoms ✓ ✓ ✓ State and Trait Anger & subscales ✓ ✓ ✓ Substance Use ✓ ✓ ✓
OUTCOMES
Interviews with youth after Intervention Cronbach’s alphas > .70
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OUTCOMES
Repeated Measures Multivariate Analysis of Variance (MANOVAS)
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OUTCOMES
Repeated Measures Multivariate Analysis of Variance (MANOVAS)
2 Time Points 3 Time Points
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OUTCOMES
Repeated Measures Multivariate Analysis of Variance (MANOVAS)
2 Time Points 3 Time Points
F(4, 48) = 16.01, p =.00 F(7, 45) = 6.31, p =.00 * *
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OUTCOMES
Repeated Measures Multivariate Analysis of Variance (MANOVAS)
2 Time Points 3 Time Points
F(4, 48) = 16.01, p =.00 F(7, 45) = 6.31, p =.00 * *
Power = .7 to .9; pEta2 = .3 Power = .5 to .9; pEta2 = .8
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Outcome Test Resilience t (1, 42) = -2.05, p< .05
Delinquency t (1, 45) = 2.07 p<.05
Physical Violence t (1, 45) = 6.42, p<.01 Sexual Risk Taking t (1, 27) = .85, p =.40 Self Efficacy F (2, 36) = 4.40, p<.05 Internalizing symptoms F (2, 34) = 7.45, p<.05 State and Trait Anger Fs (2, 38) = 5 to 7, p<.05
Substance Use F (2, 39) = 3.64, p<.01
SIMPLE EFFECTS
Cronbach’s alphas > .70
* * *
* * * *
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RESILIENCE
*
Error bars represent 95% Confidence Intervals
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RESILIENCE
“Before…I really didn’t care about nothing, but now I care. I see I could do a lot more…[and] that I’m smart enough to reach my goals…[I] don’t pay attention to the …past, …I just look forward to the future.”
*
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DELINQUENCY
*
Error bars represent 95% Confidence Intervals
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DELINQUENCY
*
I ran away….I got caught stealing …. [M]y mom would always call the cops on me….I just wanted to be out of that situation. I guess and I am now, that’s why I think my life’s startin’ to come together… I do what I’m supposed to do and I have a job… And I come home at curfew
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PHYSICAL VIOLENCE
*
Error bars represent 95% Confidence Intervals
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PHYSICAL VIOLENCE
*
“All I’ve been doin’ is try to stay out of trouble…It’s hard [because] wherever…I go thre’s … a fight…so I’ve been walking away from it, cause I don’t want to go back [to the detention center].”
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SELF EFFICACY
*
Error bars represent 95% Confidence Intervals
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SELF EFFICACY
* “[In the past], if I had a problem at home, I ran away. [N]ow…I found out different ways to solve that problem, and figure out if the solution works or not, and if it doesn’t, cross it off and go to the next [solution].”
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INTERNALIZING SYMPTOMS
Dep
ress
ion
Anxi
ety
Som
atiz
atio
n * *
Error bars represent 95% Confidence Intervals
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INTERNALIZING SYMPTOMS
“I use to [not be able] to even get dressed…., my hair was falling out, I was stressing out, I couldn’t eat, I couldn’t go to sleep…[but] the view I had of me then is totally different now…I’m feeling like I can do everything on my own”
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ANGER EXPRESSION AND CONTROL
Trai
t Ang
er
Stat
e An
ger
Ange
r con
trol
An
ger
“out
”
*
* * *
Error bars represent 95% Confidence Intervals
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ANGER EXPRESSION AND CONTROL
Trai
t Ang
er
Stat
e An
ger
Ange
r con
trol
An
ger
“out
”
*
* * *
“Now, every time I get upset, or [want to] do something negative or like put my hands on somebody…I always stop… and thought about, ‘if I hit [this girl], what is that going to solve?’ Nothing.”
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SUBSTANCE USE
Bing
e D
rinki
ng
Mar
ijuan
a Us
e
Alco
hol U
se
*
* Error bars represent 95% Confidence Intervals
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SUBSTANCE USE
Bing
e D
rinki
ng
Mar
ijuan
a Us
e
Alco
hol U
se
*
*
*Interviewer: “what’s different about your life now?” “[In the past]…If I came home, I was normally … high”
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HOW MIGHT YOU IMPLEMENT ADVOCACY IN
YOUR COMMUNITY?
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¡ What problems of youth violence/delinquency exist in your community?
¡ For boys? ¡ For girls? ¡ What are the major settings that are affected by this? ¡ What are the major settings that you would want to
target?
YOUTH VIOLENCE
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¡ What partners would need to be involved? ¡ What contexts might you recruit from? ¡ What materials might you need to develop? ¡ Who might the advocates be? ¡ What outcomes would you like to influence? ¡ How would you evaluate the program?
ADVOCACY IN YOUR COMMUNITY
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Advocacy Resources ¡ RISE Research Team
§ http://steinhardt.nyu.edu/faculty/Shabnam_Javdani § https://wp.nyu.edu/steinhardt-corelab/ § @DrJavdani § [email protected]
¡ Community Advocacy § http://vaw.msu.edu/people/sullivan/ § http://cap.vaw.msu.edu/ § http://cap.vaw.msu.edu/author/sullcris/ § http://www.dvevidenceproject.org/wp-content/uploads/
AdvocacyResearchSummary.pdf
THANK YOU!