Term
| 6 steps to the therapeutic process |
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Definition
1. seek team feedback
2. discuss progress
3. seek resident feedback
4. keep case notes
5. adjust plan accordingly
6. provide program feedback |
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Term
| Cognitive Behavioral Therapy CBT is based on 2 specific task w/ def |
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Definition
Cognitive restructuring- in which the counselor and resident work together to change thinking patterns
Behavioral Activation- in which residents learn to overcome obstacles and seeing the results almost immediately. |
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Term
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Definition
1.Support Agencies goals and agendas
2.Attend and participation trainings
3.Serve as a role model to residents and staff
4.Practice team work |
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Term
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Definition
| Protect the community and rehabilitate offenders |
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Term
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Definition
Intake testing (PSA, D&A, state court unit)
Arrival at cottage: Introduction Review counselor expectations
Sign initial contract (cottage expectations)
Restituion contract
Family Involvement Questionair (every 6 months)
Intake call (Review program with family)
"Structured" phone calls weekly |
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Term
| Asses residents needs (8) |
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Definition
Red flag staffing
Medical screening
Education screening
Psychological screening
Home conferences
Court Narratives
Youth narratives
Family narratives |
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Term
| Master Case process starts at _____ |
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Definition
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Term
| How to implement the Master Case Planning System MCPS (4) |
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Definition
1.Initiate orientation
2.Asses the residents needs
3.Develop treatment plan for resident
4.Review the treatment plan with the resident |
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Term
| How to provide treatment (5) |
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Definition
1.Initiate therapeutic process
2.Conduct individual counseling
3.Conduct group counseling
4. Evaluate home family situation and plans
5.Asses therapeutic process for resident |
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Term
| Skilled needed to be a good YDC |
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Definition
Active listening
Communication
First/CPR
Problem Solving
SCM
Social Skills
Self motivated
Flexible |
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Term
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Definition
Assertive
Honest
Caring
Involved
Confident
Punctual
Positive Attitude
Generous
Self controlled
Genuine
Sense of Humor |
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Term
| Master Case Planning System MCPS does.. |
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Definition
Guides the treatment of resident within the state system
Bring the youth, family, faculty staff, court reps, victims, community together in the development of an intervention plan during the first 30 days |
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Term
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Definition
Diagnostics
Plan formulation
Contractual
Implementation
Monitoring Accountability |
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Term
Characteristics of MCPS
P
C
A
B |
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Definition
| Participation Contracting Accountability BARJ |
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Term
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Definition
| Develop intervention plan for the youth |
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Term
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Definition
| Initiates the use of an agreement for all involved to follow |
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Term
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Definition
| Internal and external accountability |
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Term
| BARJ Balanced and Restorative Justice |
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Definition
Addresses issues of the community protection, competency development of youth and accountability
Counseling center groups:
VAC
Insights |
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Term
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Definition
1.Immediatl4ey commence an investigation
2.Secure and thoroughly document all physical
3.Interview, obtain all information and gather signed statement on the alleged incident
... A. Reporting person
... B. Involved resident
... C. All witnesses
... D. Accused employee/resident |
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Term
| Review of treatment plan should contain (6) |
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Definition
1.Case supervision
2.Monthly reviews
3.Review expectations and action steps
4.Regular MCPC reports
5.Formulate aftercare plan
6.Prepare release summary |
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Term
| How to initiate Therapeutic Process (7) |
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Definition
1.Introduce staff and resident
2.Engage resident in process
3.Ensure residents needs are addressed
4.Make resident aware of the rules and regs
5.Familiarize resident with daily routine
6.Acclimate resident to the environment
7.Complete required paperwork |
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Term
| How to conduct individual counseling |
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Definition
1.Establish rapport/ relationship
2.Encourage honesty and trust
3.Establish and IC plan
4.Begin/middle/ending process
5.Innovative techniques
6.Keep records
7.Theoriticl base
8.Conduct interviews |
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Term
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Definition
Accountability
Community Protection
Competency Development |
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Term
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Definition
Victim impact statement
Victim community awareness curriculum/class
...A. Victim Awareness
Minimize the Risk
...A. Address factors directly related to youth offending
...B. Competency groups |
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Term
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Definition
Identify Risk
Manage the risk
Minimize the risk |
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Term
| 2 type of risk and define |
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Definition
Static- circumstances that cannot be changed
Dynamic- factors that can be changed |
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Term
| 2 ways to minimize the risk |
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Definition
Address factors directly related to youth offending
Competency groups |
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Term
| 5 parts of Competency Development |
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Definition
Pro Social Skills
Academic Skills
Moral Reasoning
Workforce Development Skills
Independent Living Skills |
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Term
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Definition
Youth Level of Serice
Low, Medium, High, Very High |
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Term
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Definition
Family Circumstances
Leisure activity
Attitudes
Peer relations
Personality
Prior and current offense
Substance abuse
Education/employment |
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Term
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Definition
Pre-Contemplation
... Show them the facts that they do have a problem
Contemplation
... Show them the +s and -'s of their situation
Planning
... Put into place a structured treatment plan to help with their situation
Action
...Utilize treatment and counseling sessions to help combat their problem(s)
Maintenance
... Put follow up treatment into place after they leave and give them goals to maintain |
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Term
Correct way to reach goals
SMART with examples |
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Definition
Specific
...Bad:I want to get into shape
...Good:I will exercise 3 days a week
Measurable
...Bad:I want to pay of my restitution
...Good:Complete WTP packets and get my level 2.1
Agreed Upon
...Bad:I am fat and need to lose weight
...Good:I will lose 1LB a week for 8 weeks
Realistic:
...Bad:I want to be a pro basketball player
...Good:Increase my scoring by 20% in intramural basketball games
Time limited
...Bad:Resident will apply for a job
...Good:Submit dietary application by Dec.25th |
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Term
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Definition
Assessment that assesses skills, knowledge and awareness in 7 different areas
Career Planning
Communication
Daily Living
Home Life
Housing and Money Management
Self Care
Social Relationships
. |
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Term
| MDT Multi Disciplinary Team meeting |
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Definition
| Meeting that includes the resident, counselor, staff, medical, dean of student, family, social worker, probation ... to discuss the residents needs, progress, lack there of, things to work on etc. |
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Term
| KEY CONCEPTS IN EVIDENCE-BASED PRACTICE |
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Definition
risk principle
need principle
responsivity principle |
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Term
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Definition
Th e risk principle refers to the probability that a youth will
reoff end, based on characteristics that are correlated with future
delinquency. Th ese risk factors are static, or non-changeable. Th ey
include, for example, current age, age at fi rst arrest, and number
of prior arrests. Risk information is used to classify juveniles for
purposes of supervision and to determine the level of external
control and treatment required during that supervision. |
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Term
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Definition
The need principle defi nes the juvenile’s individual and
environmental attributes that are predictive of future delinquent
behavior and that can be changed (i.e., that are dynamic in
nature). Th ese are known as criminogenic needs. Examples
of criminogenic needs include antisocial attitudes and beliefs,antisocial peers, temperament issues (such as impulsivity and
poor problem-solving and decision-making skills), lack of
family support, substance abuse, lack of education, and lack of
prosocial leisure outlets. In order to reduce the probability of
delinquency and recidivism, a juvenile’s criminogenic needs must
be accurately assessed and then eff ectively addressed through
individual supervision and programmatic interventions. Th e
primary tool for formally establishing, tracking, and documenting
the accomplishment of these goals is a comprehensive case
plan that describes the steps that must be taken by the juvenile
probation officer, service provider, and juvenile to reduce the risk
of recidivism. |
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Term
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Definition
The responsivity principle emphasizes the importance of
characteristics that infl uence a juvenile’s ability and motivation to
learn. Individual traits that interfere with—or facilitate—learning
are known as “responsivity factors.” Th e basic assumption
underlying the responsivity principle is that all juveniles and all
programs are not the same. As such, better treatment outcomes
will result from properly matching a young person’s individual
characteristics (e.g., culture, cognitive ability, maturity, and
gender) with service characteristics (e.g., location, structure,
length, dosage, methodology, and facilitator traits). |
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Term
In short, the risk principle helps identify who should receive
juvenile justice interventions and treatment. Th e need principle
focuses on what about the young person must be addressed.
Th e responsivity principle underscores the importance of how
treatment should be delivered, with behavioral and cognitive
behavioral skill-building techniques being the most eff ective. |
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Definition
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Term
| Ways to change behavior (5) |
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Definition
Modeling
Reinforcement
Role Playing
Graduate practicing
Extinction |
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Term
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Definition
demonstrating those behaviors we want to see
in others |
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Term
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Definition
rewarding those behaviors we want to see
repeated |
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Term
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Definition
creating opportunities for practice and providing
corrective feedback |
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Term
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Definition
unbundling complex behaviors into
their smaller components and practicing these smaller steps
individually, building toward the complex behavior |
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Term
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Definition
ensuring that prosocial styles of thinking, feeling,
and acting are not inadvertently punished, and that antisocial
styles are not inadvertently rewarded. |
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Term
| cognitions (thoughts) that lead to negative behavior. |
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Definition
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Term
| Thinking errors have the tendency to... |
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Definition
rationalize and justify antisocial or delinquent behavior, difficulty
interpreting social cues, underdeveloped moral reasoning, a sense
of entitlement, a failure to assess consequences of actions, a lack
of empathy for others, and poor problem-solving and decision-making
skills. Such skill difficulties can lead to rigid responses to
stressful situations, impulsivity, and emotional or violent reactions
to perceived disrespect or danger. They tend to engender strong
emotions in adolescents that, in turn, reduce their ability to
address problems in a calm and reasoned fashion. |
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