PSY 371 Adolescent Diversion Program PDF

PSY 371 Adolescent Diversion Program Unit 1 Juvenile Justice, Ecological System, Positive Youth Development Fall 2024  Please remember that the ADP staff are mandatory reporters. As instructors, we mus...

PSY 371 Adolescent Diversion Program Unit 1 Juvenile Justice, Ecological System, Positive Youth Development Fall 2024  Please remember that the ADP staff are mandatory reporters. As instructors, we must report the following information to other University offices: Suspected child abuse/neglect, even if this maltreatment happened when you were a child, Mandatory Allegations of sexual assault or sexual Reporting harassment when they involve MSU students, faculty, or staff, and Reminder Credible threats of harm to oneself or to others. If you would like to talk about these events in a more confidential setting, then you are encouraged to make an appointment with the MSU Counseling Center.  Housekeeping High, low, selfcare and Announcements Announcements Juvenile Delinquency and Positive Youth Development  Definition: Unlawful conduct by minors, meaning those under the age of 18 in most states, for which there are penalties. Status offences: Offenses only minors can be penalized for. Truancy Curfew violation Juvenile Running away from home Delinquency Incorrigibility Underage usage, purchase, or possession of alcohol, cigarettes, marijuana, vapes Criminal offences: Other misdemeanors and felonies that both adults and juveniles can be charged with  Monetary fines Payment of Court costs Mandated counseling Common Apology letters Outcomes of Citations, which will remain on the juvenile record Juvenile Detainment in detention or juvenile placement centers Delinquency Electronic monitoring (tethers) Diversionary programs: the primary goals are 1. To reduce the occurrence of juvenile crime by diverting youth from the traditional juvenile justice ADP accepts youth from system, and intake and formal routes 2. Provide an alternative to formal processing.  The Court looks at these risk factors when determining programming Anti-social personality pattern Anti-social values and beliefs Anti-social peers/social supports for crime Criminogenic Substance abuse Dynamic Risk Factors Family factors Low performance and achievement Anti-social recreational activities History of antisocial behavior Static  Anti-social personality pattern Find alternative outlets, promote self-management Anti-social values and beliefs Introduce prosocial values, get them involved in something prosocial Anti-social peers/social supports for crime Involvement in a positive peer group, find mentorship Addressing Substance abuse Criminogenic Reduce use, explore alternative coping skills, harm reduction Risk Factors Family factors Strengthen positive familial ties, encouraging connection and warmth Low performance and achievement Enhance associated skills, identify what they like about it and lean into that Anti-social recreational activities Build on and get them engaged in prosocial hobbies and activities they enjoy and help use those to contribute to the community  6 C’s of Positive Youth Development  Confidence Promoting self value, self worth, and self care Believing in them and making them see their strengths, their importance, and their talents Connection Getting youth involved in a school club, athletic group, online community, volunteer organization Helping youth build and strengthen positive relationships Teaching healthy relationship norms, values, expectations Ideas for Caring Getting youth involved with a social cause like promoting LGBTQ+ rights at school Promoting Teaching childcare skills so youth can better support younger siblings Volunteering at a local animal shelter, cleaning up the neighborhood, something they care about Positive Youth Volunteering and community service Contribution Development Helping them find and hold down a job Supporting their contributions in their family Getting involved in an organization, club, group, or sport Character Teaching independent living skills: financial independence, job skills, how to find needed resources Identifying and promoting their values like loyalty, resilience, optimism Competence Increasing their skills in photography, music-making, skateboarding, swimming Offering leadership opportunities: creating a school club, being a leader among siblings or friends Teaching and encouraging self advocacy Cradle to Jail PYD and Risk Factors Activity S Case Review week 1 5-minute break Applicable Theories and How-To’s  Individual differences – inherent differences cause delinquency Social conflict and strain – people have the same goal and different (sometimes illegal) means of achieving it Theories of Environmental resource approach – unmet needs cause delinquency Delinquency Ecological perspective – relationships and systems can cause delinquency Recommended video: “Theory & Deviance: Crash Course Sociology #19” by Nicole Sweeney  Eco-Map A tool for showing the relationship between a person and their environment  1. Break into small groups 2. Pick a popular figure (actress, politician, fictional character) Eco-Map 3. Build an eco-map around them that shows their Activity relationships 4. Discuss them as a class 5. How could you see this being helpful for ADP?  Identity – Find identify if encouraged, supported, and offered possibilities to explore VS. Excerpt from Role confusion – If adults limit and control exploration, Erikson’s unwilling to provide new possibilities, then adolescents foreclose on an identity without exploring options Social- Emotional How to use this in ADP Development Offer opportunities to explore various interests Theory Be patient with “I don’t know” or rapidly changing interests Get them out of the house and expose them to new places, hobbies, and people.  Family plays an integral role in teaching and shaping children. In a dysfunctional family, roles can include: 1. Dysfunctional person 2. Enabler 3. Mascot 4. Hero 5. Lost Child Family Roles 6. Scapegoat 7. Caretaker Attachment Theory Secure – Most common. Confidently seek out relationships, are reliable and caring partners. Formed when caregivers consistently fulfill physical and emotional needs. Anxious – Anxious, clingy, fear of abandonment, needy, distrustful in relationships. Need constant reassurance. Formed through inconsistent caregiving. Avoidant – Overly self-sufficient, “lone wolf”, doesn’t develop emotional relationships with others. Formed through lack of emotional support from caregivers. Disorganized – Least common. Actions in relationships can be erratic, intense, irrational. Formed by fear, trauma, chaotic caregiving.  Changing Attachment Patterns in Teens and Adults ⁻ It starts with processing and self- ⁻ Practice acceptance of faults in you and reflection others ⁻ Lower shame ⁻ Avoid reacting in the moment ⁻ Raise self-esteem ⁻ Learn to self-soothe ⁻ Increase assertiveness ⁻ Learn conflict resolution and compromise from “we” perspective ⁻ Identify, honor, express emotional needs ⁻ Set boundaries verbally and without ⁻ Be your authentic, direct self aggression ⁻ Don’t play games or manipulate partners’ interests Specific tips Anxious: Go slower in relationships, be open about your needs Avoidant: Be vulnerable, learn to receive and accept care Questions?  1. Complete Unit 1 Quiz Next Week 2. Complete WPRs for S Case Weeks 2-3