SPECIAL SERVICES PROGRAMS OFFERED

A goal of Alpha Connection Programs is to teach our clients emancipation skills.

We utilize services that are offered by the county schools special services, such as job training and preparation for jobs. We offer on-grounds tutoring for filling out applications. We utilize the Regional Occupation Program (R.O.P.) and the local Youth Justice Center which is run by the county schools.

We provide an Independent Living Skills program at our own expense. This is to help ensure that youth learn new skills for survival when they graduate our program and are out on their own. The Independent Living Skills program includes; choosing a career, preparing for employment, finance, keeping a checkbook, budgeting, home management, shopping, cooking, looking for housing, hooking up utilities, and many other basic living skills.

Other programs such as C.P. and Youth Justice Center and special school programs are funded by the county or other special state grants. These services are provided on an as needed basis.

R.O.P. provides computer classes, auto body, cashiering and several other job training skills. County schools provide various job-training services when funds are available. They also try to find other state or county resources such as vocational rehabilitation or vocational training.

SPECIAL SERVICES/PROGRAMS OFFERED

The Activities of Daily Living (ADL) treatment component is a vital part of the therapeutic milieu of the Alpha Connection Program. As previously stated, the ADL component emphasizes five areas of rehabilitation:

l) General Office

2) Bus Stop

3) Market/Pharmacy

4) Banking

5) Work Hardening

The following is an example from each of the above. Also included are the rating sheet measuring prospective outcomes.

ACYFS PROGRAM OF PSYCHOSOCIAL REHABILITATION

General Office Component

GENERAL OFFICE/WORKBENCH-SHELF SYSTEM

GOAL: To enhance proficiency in basic job related skills.

I. Job Seeking

A. Objective

1. Use help wanted ads as a source of job information and interpret selected abbreviations commonly found in them.

2. Identify the free services provided by the State Employment Agency in helping people find jobs and job training.

3. Determine how private employment agencies operate to help people find jobs for a fee.

4. Identify the procedures involved in applying directly for jobs at company personnel offices.

B. Materials - Newspaper, Telephone book, State Employment, and Private Employment agencies; companies.

C. Procedures - lectures and practical exercises relate to job seeking, exams, using a network of community resources that would be used as consultants.

II. Job Application

A. Objective

1. Read and complete those parts of a job application asking for personal facts.

2. Read and complete those parts of a job application form asking about job interests and job skills.

3. Read and complete the part of a job application form asking for references.

4. Read and complete those parts of a job application form asking for education and employment records.

5. To be able to complete a personal resume.

B. Materials - job application form, resume

C. Procedures - lectures and practical exercises related to completing a job a resume, completing a job application and resume

III. Interviewing Skills

A. Objective

I. Identify the purpose of job interviews.

2. Identify the necessary steps in getting ready for a job interview.

3. Differentiate between appropriate and inappropriate behavior during a job interview.

B. Materials - component curriculum packet, job interviewing etiquette.

C. Procedures - lectures and practical exercises related to interviewing, role-playing.

IV. Worker's Benefits

A. Objective

1. Define basic terms about wages and salary, identify standard paycheck deductions, and do simple computations related to salary.

2. Identify/Describe common company benefits.

3. Identify the purpose of worker's compensation and describe the benefits it provides.

4. Identify the purpose of unemployment insurance and disability and describe the benefits it provides.

B. Materials - paycheck stubs, copy of a standard company benefit package, copy of worker's compensation benefits, and telephone book listings.

C. Procedures - lectures, practical exercises and examinations related to workers benefits administered as needed.

Bus Stop Component

GENERAL OFFICE EVALUATION

N	S	E
			Identifies own skills
			Identifies own job skill areas of interest
			Identifies skills needed for job area of interest
			Identifies need for additional training
			Makes voluntary effort to acquire additional training
			Identifies possible employment resources
			Contacts possible employment resources
			Secures job application forms
			Completes job application form
			Schedules interview with potential employer
			Returns application forms to potential employers
			Demonstrates correct interviewing procedures
			Participates in interview
			Returns to sites where applications were made for follow-up
			Ability to accept and process constructive criticism
			Able to comprehend worker's benefits

N = Non-sufficient

S = Sufficient

E = Excels

BUS STOP COMPONENT

GOAL: Being proficient in various elements of public transportation.

I. Map Routing/Planning

A. Objective

1. To determine designation and means of transportation.

2. To determine which bus or other mode of transportation to take to a given location.

B. Materials, Maps, bus schedule.

C. Procedure - Decide where you want to go, the distance, time frame, and bus schedule.

II. Comparison Shopping

A. Objective - To decide according to budget and allocated time the appropriate mode of transportation.

B. Materials - Monthly budget, map, bus schedules.

C. Procedures - List options, figure costs, time constraints, and choose most efficient means (e.g., monthly pass).

III. The Bus Experience

A. Objectives

1. To identify and get on the right bus with correct change or pass ready.

2. Developing bus etiquette.

B. Materials - Bus, money, pass, and bus schedule.

C. Procedure - Get on bus, pay toll, find a good seat, scan environment, look and listen for stop, signal for exit.

BUS STOP EVALUATION

N	S	E
			Map reading
			Charting destination
			Utilizing time management skills
			Preparation for transportation
			Decision making(problem solving
			Social Skills
			Communication skills
			Successful completion of practical experience
			Demonstrates confidence and feelings of comfort
			Handles scenarios/stressors with minimal difficulty

N = Non-sufficient

S= Sufficient

E= Excels

Marketing Pharmacy Component

MARKETING COMPONENT

GOAL: To gain proficiency in consumer economics

I. Budgeting

A. Objective - Money needed for groceries per week.

B. Materials - List of expenses, pad of paper, pencil.

C. Procedures - All finances and determine percentage allotted for groceries.

II. Planning Menu

A. Objectives

1. To be able to plan nutritious, well-balanced meals within their budget.

2. To be able to develop a list of all food items needed for each meal.

3. Locate ads and coupons for best deals.

B. Materials - Cookbooks, nutritional information, calorie-counting guide, pencil, paper, scissors, newspaper.

C. Procedure - Breaking recipes into individual food Items, clipping appropriate coupons, and comparing prices in the ads.

III. Shopping

A. Objectives

1. To become familiar with the layout of the store. To be able to locate automatic teller machines, checkout stand, fresh foods, dairy, deli, frozen foods, and meat department, and be able to locate assistance.

2. To use the principles of comparison-shopping to determine the best buy; i.e., prices and content of ingredients.

3. To be able to interpret product labels.

4. To be able to keep a "running total" while shopping.

5. To be able to apply for a check cashing card.

6. To check out and review sales slips.

B. Materials - Food items, cash register (scanner), grocery cart, application for check-cashing card.

C. Procedure - Go through a simulated grocery store trip.

IV. Pharmacy

A. Objectives

1. To successfully demonstrate the ability to know when, how, and where to fill a prescription.

2. To be able to read prescription labels.

3. To be able to understand the frequency and dosage of a prescription.

4. To be able to ask the pharmacist questions regarding prescription.

B. Materials - prescription labels, component packet materials, prescription sheets.

C. Procedure - To be able to obtain a prescription from a physician and to be able to successfully complete pharmacy experience.

MARKET EVALUATION

N	S	E
			Complete budget worksheet
			Complete shopping list
			Complete menu list (using the four food groups)
			Complete check cashing card
			Preparedness for the exercise
			Communication skills
			Orientation/use of visual cues
			Able to comparison shop (utilize coupons, unit pricing)
			Able to read labels
			Able to compute "running total"
			Able to write checks
			Stand in line patiently use proper etiquette
			Able to read and verify accuracy of register receipt
			Proper transportation of groceries
			Assertiveness skills
			Able to use weigh scales
			Able to use turn stile
			Able to bag own groceries (without damaging groceries)
			Able to read and understand prescription and over the counter labels
			Able to state the importance of individual medication regime
			Able to ask questions about side effects/symptoms of medications
			Ability to distinguish between frequency and dosage
			Problem solving

N = Non-sufficient

S = Sufficient

E = Excels

Banking Component

BANKING MODULE

GOAL: Proficiency in financial management

I. Opening Account/Applying for Loans or Credit Cards

A. Objective

B. Materials - Mother's maiden name, ID, pen, applications, social security number.

C. Procedure - Role-play, questions and answers needed to go through the application process. Have materials ready when entering the bank (i.e., proper ID, etc.).

II. Checking Account

A. Objective

1. Appropriate check-writing format.

2. Keeping track of checks written and balancing.

3. Learn use of Versa teller machine (keep receipts).

4. Reconcile bank statement.

B. Materials - Blank checks, balance sheets, adding machines, pens, Versa teller machine and cards.

C. Procedure - Practice check writing and balancing worksheets. Simulated Versa teller transactions.

III. Budgeting

A. Objective

1. To develop a realistic budget based on monthly income and necessary expenditures.

2. Setting priorities.

B. Materials - Budget sheet (to be developed), list of monthly expenses, pencils with big erasers, adding machine.

C. Procedures - List monthly expenses on budget sheet to balance with monthly income. Then make adjustments according to priorities.

BANKING EVALUTION

N	S	E
			Endorse Check
			Cashes endorsed check at local bank
			Opens savings account at local bank
			Maintains savings account at local bank
			Verbalizes correct information about money orders
			Purchases money order from bank or post office
			Opens a checking account
			Write out check
			Records check in record book
			Computes balance of checks
			Fills out deposit slip
			Computes balance of deposit
			Utilizes night deposit correctly
			Utilizes ATM machine correctly
			Balances monthly bank statement
			Applies for supplemental income
			Makes weekly budget
			Makes monthly budget
			Maintains budget

N = Non-sufficient

S = Sufficient

E = Excels

Work Hardening Component

WORK HARDENING

GOAL: To gain proficiency in vocational skills.

I. Vocational Assessment - Cognitive

A. Objective - Measure the clients vocational strengths/abilities.

B. Materials - Vocational assessment, consultant (Vocational Counselor).

C. Procedure - To complete vocational assessment and be evaluated by Vocational Counselor.

II. Vocational Assessment - Basic Work Skills

A. Objective

1. To complete work with minimal supervision.

2. To be able to produce quality work in a timely fashion.

3. To be able to follow general rules and regulations.

B. Materials - component curriculum packet

C. Procedure - To be able to complete practical experience.

NOTE: Ideally, the Work Hardening component curriculum packet can be used as an assessment tool for vocational training.

WORK HARDENING JOB READINESS EVALUATION

N	S	E
			Seeks help when needed
			Remains in work area until all work is completed
			Reports to proper work station
			Follows instructions
			Identifies mistakes
			Corrects mistakes
			Completes work independently
			Refrains from unnecessary social communication on job
			Accepts supervision from familiar persons
			Accepts supervision from unfamiliar persons
			Accepts supervisor's criticism
			Follows supervisor's suggestions
			Cooperates with other employees
			Reports any emergency
			Arrives at work on time
			Follows correct time schedule for breaks/lunch
			Uses time card correctly
			Calls employer when unable to get to work
			Maintains attention to task throughout workday
			Maintains rate of production throughout workday
			Completes task in allotted time
			Attends work regularly
			Volunteers for tasks
			Verbalizes general rules and regulations set by supervisor
			Follows general rules and regulations
			Selects appropriate equipment and supplies needed for job
			Clears work area when finished
			Returns supplies and equipment to proper storage area
			Verbalizes correct information about employee's role
			Verbalizes correct information about supervisor's role

N = Non-sufficient S = Sufficient E = Excels

DRUG AND ALCOHOL RECOVERY AND PREVENTION PROGRAM

PHILOSOPHY

AS LONG AS A MAN WILLINGLY ACCEPTS HIMSELF, HE WILL CONTINUE TO GROW AND DEVELOP HIS POTENTIALITIES. AS LONG AS HE DOES NOT ACCEPT HIMSELF, MUCH OF HIS ENERGIES WILL BE USED TO DEFEND RATHER THAN TO EXPLORE AND ACTUALIZE HIM. NO ONE CAN FORCE A PERSON TOWARDS PERMANENT AND CREATIVE LEARNING OR LIFE CHANGES. HE WILL LEARN AND CHANGE ONLY IF HE WILLS TO. ANY OTHER TYPE OF LEARNING IS TEMPORARY AND INCONSISITENT WITH SELF AND WILL DISAPPEAR AS SOON AS THE THREAT IS REMOVED. LEARNING AND CHANGING BEHAVIOR IS POSSIBLE IN AN ENVIRONMENT THAT PROVIDES INFORMATION, THE SETTING MATERIALS, RESOURCES AND LEADERSHIP.

GOAL

ASSIST CLIENTS IN EXPLORING AND ACTUALIZING OF HIMSELF IN BECOMING A WHOLESOME AND PRODUCTIVE MEMBER OF HIS COMMUNITY.

OBJECTIVES AND METHODS

1. ASSIST CLIENTS IN DEVELOPING A POSITIVE SELF-IMAGE

A. ATTEND SMALL GROUP COUNSELING

B. ATTEND LARGE GROUPS (A.A. & N.A. ALA-TEEN)

C. ONE ON ONE COUNSEUNG

D. ENCOUNTER GROUP

E. LIFE-PLANNING GROUP

F. HYGIENE AND GROOMING TECHNIQUES

G. OFF-GROUNDS FIELD TRIPS

H. PRISON TOURS

2. DEVELOP AWARENESS OF PHARMACEUTICALS, PHYSIOLOGICAL AND SOCIOLOGICAL EFFECTS OF NARCOTIC ABUSE AS REFLECTIVE OF A PRE AND POST PROGRAM CONSTRUCTED TEST.

A. FILMS BOOKS

B. GROUPS

C. COMMUNITY CONTACTS

D. ROLE PLAYING/SKITS

E. SPEAKERS (RECOVERING AND SUFFERING ADDICTS)

F. FILMS AND DISCUSS ON CASE CONFERENCE ON “FETAL ALCOHOL SYNDROME & AND CRACK BABIES”

3. DEVELOP ALTERNATIVE METHODS IN DEALING WITH FRUSTRATION AND STRESS AS MEASURED BY PRE AND POST PROGRAM CONSTRUCTED TEST.

A. ANGER MANAGEMENT COUNSELING

B. SELF-ESTEEM GROUPS

C. SPEECH AND COMMUNICATION LESSONS

D. MEDITATION & HOLISTIC HEALTH PRACTICES

E. HEALTH AND NUTRITION

4. EXPOSE CLIENTS TO SUPPORTIVE RESOURCES AND SERVICES IN THE COMMUNITY THAT VVILL ASSIST THEM IN THEIR TRANSITION FROM THE INSTITUTION TO THE COMMUNITY

A. NA, AA, ALA-TEEN

B. JOB CORPS

C. CONSERVATION CORPS

D. PLANNED PARENTHOOD

E. LOCAL COLLEGES

F. SELECTIVE SERVICES

MONITORING

THE ALPHA CONNECTION BI-WEEKLY CASE CONFERENCE WILL BE USED TO EVALUATE A CLIENTS PROGRAM PROGRESS AS IT RELATES TO TREATMENT GOALS AND OVERALL

PROGRAM PERFORMANCE, ANY ADJUSTMENTS IN A CLIENTS PROGRAM GOALS WILL BE

APPROVED BY THE SUPERVISING THERAPIST

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The Alpha Connection-Emancipation Program

Behavior Modification Treatment System

(Seventh draft, 2/18/09)

Overview

The new Alpha Connection behavior modification treatment system is solidly based on learning theory and the principles of operant conditioning. The cornerstone of the program will be the clients continuously earning "points" throughout the day, which will be tallied on a checklist. Staff will evaluate the client's behavior on task and social criteria and issue 0-5 points, depending on the client's performance. Weekly, each client's points will be totaled and he will; 1) raise a level, 2) stay on the same level, or 3) be dropped a level. Clients will earn “credits" as their allowance based on their level and these credits may be exchanged for cash and goods from the canteen.

The Levels

Level Assignment and Changes

When a client enters The Alpha Connection, he will be on "Orientation" level for at least four days. On the next Wednesday, his points and progress will be evaluated and may be raised to Level One. Thereafter, on each Wednesday, he will have the possibility of raising a level, staying on the same level or being dropped a level. Clients may be raised a maximum of one level per week. Level changes will be determined in a meeting where several staff confirm, compare notes and make level changes. Level changes will be based primarily on point earnings, but also on the client's progress and motivation as perceived by staff. After tile staff meeting there will be a meeting, either in a group or individually, where the staff will announce to the clients what their levels are and why. Staff will not get into lengthy rationalizations or appeal process in this meeting. If a client is concerned about his behavior he can meet with staff privately at a later time and the issues can be discussed.

Level Change Criteria

Following is a schedule, which determines how many points a client must earn in order to move up to a certain level. Notice that clients must earn progressively more and more points per week in order to be advanced to higher levels. Level changes will be based primarily on points but if the staff or administration see the client is moving up levels because of his points acquired while the client is off grounds and he is not performing at the same level while on grounds, his level will be determined by an estimate of his "on ground" performance.

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From Orientation Level: 325 points to move up to level One

From Level One: below 300, drop to Orientation Level

300-350, stay on Level One

350+ move up to Level Two

From Level Two: below 325, drop to Level One

325 - 375, stay on Level Two

375+ move up to Level Three

From Level Three: below 350, drop to Level Two

350 - 400, stay on Level Three

400+ move up to Level Four

From Level Four: below 375, drop to Level Three

375 - 425, stay on Level Four

425+ move up to Level Five

From Level Five: below 400, drop to Level Four

400 - 450 stay on Level Five

450+ special merit privileges available

Double level drops or more may be imposed for major infractions or weekly point totals under 250. Further, if a client stays at the same level for three weeks in a row, he may be dropped for stagnation. It must be emphasized that level changes are a function of staff judgment, which includes point accumulation. It is not simply a mechanistic function of points versus criteria. It is expected that most of the time, staff will assign the level attained by points, but staff may decide to override the points due to other considerations.

Orientation Level

When a new client arrives at The Alpha Connection he will be on Orientation Level, during which he will be oriented to point level system and the general philosophy of The Alpha Connection. In order to move up he must be in residence at The Alpha Connection at least four days; have earned and average of at least 50 or more points per day (40 per day on weekends) and have the recommendation of the staff. When these requirements are met he may advance to Level One on the next Friday when level changes are made.

Critical level

Clients who have committed a major infraction such as AWOL, drug use or serious fighting may be dropped to Critical Level. The events associated with the use of Critical Level will occur in the following order. 1) A staff member observes a resident exhibiting behavior that raises question as to whether he should continue in The Alpha Connection program. This would include where he is deviating significantly from established expectations and/or exerting a negative influence on his peers. The behavior is deemed to warrant more than low level points or point fines, but administrative attention to the resident in question. 2) The staff member brings the situation to the attention of the house manager, primary therapist or administrator. In most cases the house manager will be notified first and will then bring the issue to a primary therapist and administrator. In the event that all three concur that critical level is appropriate, they will then also designate one of them or another staff person to notify the resident that he is on Critical Level, the reasons for this decision and the events that will follow.

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This second step should be accomplished within 24 hours of the infraction/s, which initiated this process. 3) First among the steps associated with being on the Critical Level will be that the resident meets with the individuals who decided that he be on Critical. If all three are not available on short notice then the meeting will occur with only two of the three or another representative from-that-department. At this meeting staff will discuss the situation with the resident for the purpose of planning progress and also examining the consequences of not making progress. 4) This meeting will be followed by a two-week period in which the resident will participate in the regular program and be assigned points as usual. He will, however, be on the Critical Level, and will only receive privileges associated with the Critical Level. Regular point assignment will be used in evaluating his behavior during the two-week period. 5) At the end of the two-week period there will be another meeting with the same group for the purpose of reviewing progress or lack thereof. As an outcome of this meeting the resident will either be reestablished in regular status, removed from the program or have the Critical period extended for another two weeks. When a resident is reestablished in regular status he will be placed on Level One.

Clearly, due to the investment of administrative time and energy, the use of Critical Level is an extreme measure only to be used when the client is engaged in serious acting out despite point fines and low-level achievement.

AWOL

Any resident whom goes AWOL will have an automatic 24-hour room restriction and an administrative hearing within 72 hours to determining his status in the program.

Probationary Period

Clients entering The Alpha Connection program will begin by being on a 30-day probationary period. During this time clients are expected to become acquainted with the concept of the program and move up to at least Level Two by the end of 30 days. Clients who show an unwillingness to participate meaningfully in The Alpha Connection program may be removed if they do not advance past the probationary period to a standard resident status. At the end of the 30 day period new clients will meet with the program manager in order to review the probationary period and determine if he should be advanced to standard status. If the new resident falls into a "gray area" where it cannot be clearly determined to either admit him to standard status or remove him, he may be given an additional 30-day probation period.

Rewards and Sanctions

Privileges and Earnings

Honor Status: Weekly allowances $6.00

In room by 9:30

Level Five: Weekly allowances $5.00

In room by 9:00

Level Four: Weekly allowances $4.00

In room by 9:00

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Level Three: Weekly allowances $3:00

In room by 8:30

Level Two: Weekly allowances $2.00

In room by 8:30

Level One: Weekly allowances $1.00

In room by 8:00

Orientation: Weekly allowances .50 cents

In room by 8:00

Critical: Weekly allowances .50 cents

In room by 5:00

Special Privileges

Mealtime: Meal line up according to level with Honor Status clients obtaining food first. If seconds are available higher level clients will have the first Tight of refusal.

Car washing: Clients must be on Honor Status or Level Five in order to be eligible to wash staff cars for cash. Honor Status clients have first Tight of refusal.

MP3 Players: Clients must be on Level Three or higher in order to have/use personal cassette recorders, a.k.a. "MP3 Players." MP3 Players may be used from 5:30 PM to 15 minutes before bedtime and may not be brought on outings or to school. Small, portable radios, cassettes or CDs fall into this category and must be used with headphones. No elaborate stereo systems or "boom boxes" are allowed at The Alpha Connection.

Nintendo: Clients must be on Level Four or higher in order to earn Nintendo privileges.

Off Site Employment: Clients must be on level five or Honor Room and be at least 16 in order to be eligible for employment in the community.

Home Passes: Clients may request home passes after they have been in The Alpha Connection program 30 days AND have completed a home session with a staff therapist. Thereafter-home passes will be available on the following schedule:

Orientation, Critical, Levels One and Two: no home passes

Level Three: One 24-hour home pass per month

Level Four: Two 48-hour home passes per month

Level Five: Two 48-hour home passes per month

Honor Status: Three 48-hour home passes per month

Phone Privileges: The house manager must approve ALL phone numbers. Phone calls will be made to immediate family members only. All long distance calls must be approved by the house manager each time a long distance call is made. Residents may receive incoming phone calls from their family during regular phone hours as available.

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Outgoing Phone Privileges and times:

Monday: Level 5 clients will have two 10-minute calls or one 20-minute call.

Tuesday: Level 4 clients will have one 10-minute call or one 15-minute call.

Wednesday: Level 3 clients will have one 10-minute call.

Thursday: Level 2 clients will have one 10-minute call.

Friday: Level 1 clients will have one 10-minute call.

Honor Status clients may arrange for one extra 10-minute phone call during the week, as available and with 24 hours advanced request with the house manager. Critical and Orientation Level clients will have one 5-minute phone call per week at the discretion of the staff.

Phone hours will be 5:30-8:30PM. When are evenings when mandatory meetings are held phone hours will be moved up to an earlier time when possible.

Canteen

Regular allowance may be exchanged for various articles in the Canteen. These will include candy and other items which client’s value. Parents will be discouraged by the night manager from providing clients with cash or other items, which may be purchased from the Canteen.

Point Fines

Point fines are considered "punishment” and are not considered as effective in changing behavior as "positive reinforcement." Point fines should be used as a last resort after other alternatives have been exhausted. These must nevertheless be imposed when clients engage in negative behavior which should be punished over and above receiving a zero for that time period: Staff will have significant latitude in deciding the number of points the client is fined depending on the severity of the infraction. Staff are encouraged to clearly specify to the client; 1) the reason for the fine and, 2) what they need to do the next time in order to avoid further fines. Point fines will be documented on the daily log sheet along with brief comments specifying the reason for the fine. Any extensive comments will be entered in the staff communication log. Attached is the point fine schedule.

Point Fine Appeal

When a client is given a point fine and he feels that it has been unjustly imposed, he may choose to appeal the fine. In order to make his appeal the client will ask for one or two other staff who are available to meet with him and the staff imposing the fine. Each will present their side of the events. Staff will discuss the situation and whether to alter the point fine. This procedure must be utilized within 24 hours of the fine and can only be used on point fines of 20 points or more. It is the responsibility of the client to arrange for the appeal meeting.

Alternates to Point Fines

If residents wish to show special effort in their program or request an activity in lieu of point fine they may wish to engage in any of these activities, with the supervisor’s guidance:

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1) Tasks: These would be tasks that the client would not ordinarily be expected to perform. Cleaning, building or repair projects may be chosen for these.

2) Therapeutic Activities: The client may also wish to engage in activities, which would contribute to their personal growth. Examples of these include 1) journal writing, documenting their thoughts and feelings regarding the day's activities, 2) developing a statement letter to write to a parent or other significant person where unfinished business must be addressed, 3) developing a statement of goals, for their life, for next year or next

week, 4) write a letter of apology to someone they have injured, 5) attend a 12 step or other therapeutic group, 6) read a book related to personal growth, 7) tutor a peer through a difficult academic subject, 8) talk to a peer who needs help and wishes help in some area, or 9) any other alternatives that staff feel are appropriate.

Evaluating Client Behavior

Task-oriented and Social-oriented Criteria

During a certain time period clients will have specific tasks to perform such as making beds, doing chores or going to school. The completion of these "tasks" will be one of the factors determining their score. Clients will be clearly informed at the beginning of each time period, the tasks expected of them during that time. Additionally, social behaviors will be entered into the scoring. These will include a broad range of pro-social behaviors such as refraining from making derogatory comments about peers and staff, taking turns, making requests appropriately, respecting others' space and property, engaging in helpful behavior when others are in need, participating in group and giving feedback when appropriate. With both tasks as social criteria in mind, staff will assign each client a score from zero to five points for each designated time period. This will be recorded on the daily point sheet, which will be carried by the staff person who is primarily responsible for the clients at that time slot. Staff will naturally consult to collect data on clients' performance and this will be recorded for all clients for each time slot. Following is a description of point earnings and corresponding behavior:

0 points: negligible criteria completed along with disruptive behavior where

Intervention was necessary and point fines considered or imposed.

I point: minimal Criteria completed along with disruptive, inappropriate

Behavior

2 points: less than half the criteria completed, significant omissions or

Inappropriate behavior

3 points: more than half the criteria completed, several omissions or

Inappropriate behavior

4 points: most criteria completed, minor omissions or inappropriate behavior

5 points: completely accomplished criteria for the time period

This system inherently involves some subjective evaluation the staff and each person will develop his/her own means for arriving at the points assigned. An important factor making the assigning of points more objective is the determination of task and social criteria for each time slot. For example, the first time period just prior to school, the task criteria will be making beds, picking up rooms, appropriate dress, personal hygiene, finishing chores

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and getting to school on time. Social criteria will be to treat others respectfully, refrain from using abusive language, take turns, etc. Obviously, task-oriented criteria will change more from situation to situation compared to social-oriented criteria, which is fairly constant across situations. One of the tasks that the staff must accomplish will be dividing the time slots and deciding what the clients are expected to accomplish during that time. It is imperative that we communicate these expectations to the clients so that they aren't guessing about the basis for the evaluations. Whenever staff make an intervention or communicate with the clients about their behavior and how it is evaluated, they will specify how the client’s behavior should change in order to attain a higher score. This is based on the concept that many of our clients do not know what appropriate behavior is and they may have not seen it modeled by mature adults. We therefore must be specific in our instructions and demonstrate mature behavior if we expect the clients to progress. Staff needs to remember that points are earned for positive behavior and are not to be taken away because of negative behavior.

Recording Points

The documentation of points for each period will be as simple as logging a score from 0 - 5 in on the daily point sheet which will be carried on a clipboard by the staff person who is having primary contact and is responsible for the clients at that at time. When the clients go to school the clipboard will be passed on to the teacher who will assign points for the school periods. During times that the clients are divided into two groups staff with each group will document points and these will be entered onto the point sheet when the group returns to the home. If a client is off grounds on a pass or other planned activity, staff will attempt to get feedback from adults who had contact with the client (employer, doctor, ROP instructor, and parent). Their feedback will be the basis for the scores during that period. If no feedback is available the client will receive points which are an average of what he was receiving that day while on grounds at The Alpha Connection.

Weekly Totals

Points for each week will consist of the total points earned, starting on Wednesday morning. During the night shift each Tuesday, the staff person will add up the points for the week. Several supervisors will review these totals and staff on Wednesday. Level changes and feedback will be given to the clients later that day (Wednesday). Notice that there are 70 points possible Monday through Friday and 55 points possible Saturday and Sunday. Additionally, 40 points will be allocated for the client's work in therapy. The therapists will be responsible for giving this score. The grand total possible for the week will therefore be an even 500 points.

Transition to the Community

Discharge planning will continue as always. The client's level will be one factor used in the consideration of placement. Prior to discharge a staff counselor will have at least one visit with the parents or guardians and the client to discuss issues specific to that client. The counselor will also give advise on how the parent can continue to give feedback to the client, perhaps still using some of the same techniques of positive reinforcement used at The Alpha Connection. Recommendations will be specific to the situation in which the client will be leaving.

For clients who exhibit exceptional behavior, The Alpha Connection administration may recommend to the probation department that he graduate from the program. Graduation

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Could be as early as 10 months based on exceptional, behavior.

Point Fines

AWOL 100-200 points

Physical Aggression 25-100 points

Property Damage 25-100 points

Possession of illegal or dangerous item 20-100 points

Substance abuse, including cigarettes 100-200 points

Stealing 10-50 points

Sexual Behavior 20-100 points

Refusal to follow staff orders 5-25 points

Interfering with Staff Procedure 5-25 points

Verbal or written threats/gestures 5-25 points

Out of bed after bedtime 5-25 points

Encouraging inappropriate behavior 5-25 points

Food or drink in room or house 5-25 points

On top of roof 20-100 points

Disrespect to staff 5-25 points

Borrowing or lending clothes 5-25 points

Suspension from school 10-50 points

Profanity 5-25 points

Out of area 5-25 points

The imposition of point fines is not a mandated policy of the treatment system. Staff will evaluate the severity of the infraction and how the client responded when they were intervened. The point fine may be within a fairly wide range as outlined above.

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PERFORMANCE MEASURES

5 – Outstanding

Client always acts in an appropriate manner; serves as a role model for others.

4 – Above Average

Client almost always acts appropriately; shows willingness to practice new behaviors, is respectful to intervention.

3 – Satisfactory

Client usually acts in an appropriate manner; responds satisfactory to intervention, and attempts behavior change.

4 – Poor

Client seldom demonstrates good social skills, does not attempt to try new skills, and does not accept intervention willingly.

1 – Unacceptable

Client regularly demonstrates task of social skills, is resistant or hostile to staff intervention, and is unwilling to try new skills.

ACYFS Youth Fire Setting and Juvenile Arson Intervention Program

Mission

To identify the fire setting behavior of children involved in the unsanctioned and/or unsupervised use of fire, determine the motivation for the fire setting behavior, and provide appropriate education and/or referral for such children/families.

Problem

“Each year in the United States, an estimated 700 children aged five and under die in home fires. Representing 20 percent of the fire deaths each year, this age group has a fire risk that is double the national average. Children playing with matches and lighters and other fire sources started about 91,810 fires per year from 1993 through 1997, which resulted in an estimated 338 deaths and 2,624 injuries each year. Preschool children are the most frequent victims of fires started by children playing with matches or lighters.” (The Development of an Education Program Effective in Reducing the Fire Deaths of Preschool Children: Children Sharon Gamache, National Fire Protection Association Center for High-Risk Outreach and Don Porth and Earl Diment, Portland, Oregon Fire and Rescue)

Overview

Children involved in fire play can be classified into one of three basic categories: curiosity, reactionary, and extreme concern.

Curiosity is a term that means a child's fire setting will most likely be resolved through educational intervention. The child's fire setting behavior is typically a result of a lack of information about fire and its consequences.

Reactionary is a term describing the fire setting behavior as a reaction to some type of stress or crisis occurring in the life of the child and/or family. Educational intervention alone, while important, will not likely resolve the fire setting behavior. Some type of behavior modification is more often necessary. This need may require mental health intervention, medical treatment, parental intervention/training, or other such assistance.

Extreme Concern represents children who have an immediate need for some type of intervention beyond education. When a child presents a behavior profile that, coupled with the fire setting behavior, makes it appear likely that the fire setting behavior will continue before the family can access qualified assistance, they are categorized as Extreme Concern fire setting. Urgency is the key criteria for this category.

The intent of this program is to determine the motivation for the fire setting behavior and direct the child/family to the most appropriate intervention. The program consists of four basic components, which are: intake; interview/screening; intervention/education and follow-up/evaluation. To function effectively the program requires a manager, intervention specialist(s), and clerical help. These responsibilities may be accomplished by one person or by several people as part of other duties as assigned.

Intake

Intake is probably the easiest aspect of the program. Juveniles are identified and referred to the program by a variety of sources. These sources include but are not limited to: fire service, law enforcement, social services, medical community, mental health, juvenile justice, schools, and parents. When it is determined that a child has caused a fire, the referral process is triggered. An Intake Form should include at a minimum: name, age, sex, date of birth, address, phone number, parent or caregiver name for each juvenile involved and a brief description of the incident or copy of incident report. This information should be confirmed with the parent or caregiver of the juvenile involved. This process can be done over the phone or in person and can take from ten to thirty minutes. The Intake Form will then be given to the program manager to establish a file for each child.

Interview/Screening

After the initial discussion with the family, a ninety-minute interview is usually scheduled with a trained intervention specialist. This interview should be confirmed by the mailing of a packet of information to the family. This packet includes a confirmation of the appointment time and date, a brochure describing the Child Fire setting and Juvenile Arson Intervention Program, a smoke alarm brochure, and some handouts describing fire survival skills and child behavioral tips.

If a family refuses to participate, document what efforts that have been made in the file established for this juvenile. Then if the child is referred back to the Program again at a later date the prior refusal is now documented and a paper trail is established. This can tell a lot about the family's motivation for help.

An Interview Form is used to guide the intervention specialist through the interview/screening process. During this process, education is also conducted. The interview forms the foundation for the intervention. This process is intended to help the interventionist determine the motivation behind the fire setting behavior and determine the ultimate needs of the child/family.

The goal of the intervention is to determine the child's motivation for the inappropriate fire use. For children whose motivation falls into the curiosity category, education is the most appropriate intervention. When children are identified as engaging in reactionary fire setting behaviors, the required intervention is probably beyond the limits of what the Child Fire setting and Juvenile Arson Intervention Program can offer. Extreme Concern Fire setters urgently need intervention beyond the scope of the Program.

For children with reactionary or extreme concern behaviors, the Program should assist the family in finding a program or agency best suited to the family's needs. This may range from inpatient hospitalization for the child, to family counseling. Parenting classes may be another recommended intervention plan. The program has established referral systems with mental health providers to facilitate services to families.

Obviously, when a family does not keep an appointment, an interview cannot be performed. In certain cases, the family never receives intervention for one of the following reasons: they refuse/decline; they fail to show up for their appointment; they are unable to be contacted.

Families will sometimes refuse to participate in the Program. The most common reason is denial, on the part of the family, that their child was involved in the fire setting activity. Some parents also claim that the incident was isolated and the discipline provided by the family will remedy the situation. In these cases, the family may be correct. However, the philosophy of the Child Fire setting and Juvenile Arson Intervention Program is that education will not harm the situation. It will most likely improve the understanding and emphasize of what the parents are trying to teach the children.

In some cases, the family fails to show up for the scheduled interview. This is most perplexing. At times, these families were the initiators of the impending intervention. A small number of parents may be making appointments with no intention of trying to make it to the interview. These parents may be scheduling appointments only out of a perceived legal obligation to do so. Most families that "no show" for an interview will fail to respond to rescheduling efforts. In other cases, the family is unable to be contacted. In some cases, they are displaced by the fire or possibly evicted as a result of the incident. A form letter should be sent to these families regardless of their movement. The mail should eventually catch up to them.

Education/Intervention

Education is the most critical part of the Child Fire setting and Juvenile Arson Intervention Program. When children have had an experience with fire, it is crucial that they gain an understanding of why their behavior was inappropriate. This involves pointing out their mistakes and identifying appropriate corrective action.

Many times, the parent may think they have offered direction to their child. The reality is that most have not. Parents visiting the program have usually attempted to educate their children about proper fire use by applying one or more of the following approaches:

• Instilling fear in the child
• Punitive measures only
• Ignoring the problem, fearing ideas will be put into the child's head
• Explaining unrealistic outcomes of fire setting behavior (e.g. if you play with fire, you will be killed, you will go to jail, etc)

Rarely do parents, whose children experience problems with fire, give a detailed explanation of how and when fire should be used. This should be no surprise since many adults know little more than their children do about the realities of fire.

The Program provides fire safety education as an integral part of the interview/screening process. The interviewer begins by establishing a positive and friendly rapport with the family, particularly the child. Each interviewer is free to use his/her own education and rapport building techniques. Throughout the interview, messages about the proper use of matches and lighters are provided. The basic fire survival skills are also discussed (e.g. stop, drop and roll; crawl low in smoke, etc) but emphasis is placed on the understanding of appropriate use and rules about fire.

Visual aids such as still-photos, videotapes and personal experiences should be used with caution as part of the interview to depict the damaging effects of fire. Several different videos are available depending upon the child's age, level of concern, and mental developmental. A list of the videos and resources used in the Juvenile Fire setter Program are available.

The parents are an important part of the educational process. If a parent cannot accompany the child to the interview, the interview should not be performed. Exceptions to mandatory parental attendance may be made in the case of children who are in the custody of the State and whose caseworker feels education will be beneficial to their future placement in a foster home or residential facility.

At the conclusion of the interview, the interviewer may assign some fire safety related responsibility to the child. Older children (10 years of age and over) may be assigned a homework assignment. The child may be asked to show proof of completion or the parent may be given the responsibility to see that the assignment is completed. Occasionally, a "Non-Fire Use Contract" is established between the interventionist and the child.

If necessary, another meeting is scheduled to continue education.

The referral process primarily applies to the children whose needs fall beyond that which the Child Fire setting and Juvenile Arson Intervention Program can provide. These children typically require more than education to resolve the fire setting behavior.

Networking with potential referral sources is the first step in making a referral. Relationships with agencies and individuals, who can provide services for these families, must be sought out and developed in advance so both the fire service and the referral agency have the utmost confidence in one another.

Referrals are typically made by phone. At times, the referral agency will request information in writing. When a referral is necessary, the family fills out “Consent for Release of Information” form. This form allows the program manager to communicate with the person or agency listed by the child's parent. Typical referral agencies are:

• Mental health professional
• Child protective services
• School counselor
• In-patient hospitalization
• Physician for medical evaluation
• Parenting classes (for parents)
• Attention Deficit/Hyperactivity Disorder (ADHD) screening
• Juvenile justice authorities
• Attorneys

Once a referral is made, the YFS Program becomes a resource to the service provider who is working with the child and family over the long term. The Program cooperates with, and encourages this approach.

Follow-Up/Evaluation

Follow-up and evaluation is probably the most important aspect of the YFS Program. A good program will employ a comprehensive follow-up component that not only questions recidivism, but also critiques its content and delivery. This follow-up can be used as a compass to guide future changes to the Program. Follow-up is performed four to six months post-interview. The follow-up can be done by telephone or mail.

Proaction

The final element of the Program completes the circle of education. The information gained about child fire setting behaviors is used to target the same audience in a proactive, educational manner. This is the only way to actually prevent fire setting behaviors from occurring (the program alone only prevents repeat behavior).

PROFESSIONAL AFILIATIONS AND CERTIFICATIONS

lCertified member of The National Fire Protection Association (NFPA)

lFederal Emergency Management Agency (FEMA)

lJuvenile Fire setter Intervention Specialist I & II United States Department of Homeland Security and Fire Administration

lCertified Through Firehouse Association

lC.E.R.T. (Community Emergency Response Team) Certified

ALPHA CONNECTION YOUTH & FAMILY SERVICES JUVENILE SEX OFFENDER PROGRAM

Residential Treatment for the Juvenile Sex Offender

The Juvenile Sex Offender Program is a secure program that provides intensive treatment for moderate to high risk juvenile sex offenders.

Multi-modal treatment components provide the therapeutic framework for residents to gain control over abusive sexual behaviors and to facilitate pro-social interactions in the community.

The average length of stay is 12 to 18 months; however, other factors such as the resident’s effort and amenability to treatment may influence client discharge.

Dr. Maurizio Assandri, Clinical Psychologist

Mark A. Daniels, LCSW

Barron Wilson, State Certified Group Home Administrator

©ACYFS 2001

Residential Treatment for Conduct Disorder and Oppositional Youth

Behavioral Program

The Behavioral Programs are designed to treat adolescents with histories of anger management, impulse control, substance abuse, and other conduct disorder related behaviors.

Behavioral Component – Addresses the needs of adolescent males with the above treatment issues. FASD/Special Needs Component – Addresses the needs of adolescent males who experience the challenges related to disorders within the fetal alcohol spectrum.

Group Home Services

Program History

In 1988, Alpha Connection established a Therapeutic Group Home program for F3emale juvenile sex offenders that offered sex offense specific treatment in a residential home like setting. In response to the need to enhance the continuum of care that exists in the community, the Independent Living Program was developed. This program promotes life skills to assist the individual in preparing for a safe and full transition to the community. For the developmentally delayed population, Alpha Connection provides an additional treatment setting that addresses the specific needs of the adolescent with behavioral and sex offending issues. In 1996 Alpha Connection began to offer this service to the juvenile male population.

All of these programs are designed to intervene early on in a child’s life when sexual behavior problems first begin occurring.

Through the wide range of program components that make up Alpha Connection Treatment Services, our chief concern is the individual. We are committed to developing young people who can return to society and lead normal, productive lives.

Sex Offender Treatment

Alpha Connection’s Sex Offender Treatment program is designed to provide sex offense specific treatment to juveniles who have sex offense backgrounds or who engage in sexually acting out behaviors.

This program provides intensive treatment services, structure, and security which assist in the individual’s safe integration and gradual transition into varied community based settings upon completion of the program. Specialized treatment modules address:

· Sexual Aggression

· Empathy Development

· Healthy Relationships

· Relapse Prevention

In addition, the program provides psycho educational courses on anger management, prosocial skills, and independent living skills.

This program is appropriate for youth who:

A. Have never received sex offense specific treatment;

B. Have started treatment, but due to interruption, need to complete the program, or;

C. Have completed treatment but continue to require intensive supervision.

Admission Criteria

· Adolescent males and females between the ages of 12 to 18 identified need for sex offender specific treatment along with a history of sexual offenses or other acute sexual problems

· Adjudicated or Non Adjudicated

· Amenable to treatment

· Ready for community reintegration thereby requiring a less restrictive environment

· Low to moderate risk for re-offense

Independent Living Program for Sex Offenders

Alpha Connection’s Independent Living program is a structure therapeutic environment that promotes independence, self-respect, self control, and personal dignity. This program is designed for youth who have successfully completed a sex offense specific treatment program and who are preparing for full transition into the community.

Through individual and group therapy, and in an experiential format, activities target:

· Personal care and hygiene

· Organizational skills

· Use of city transportation/map reading

· Nutrition, meal planning, grocery shopping

· Basic house maintenance, cleaning, laundry

· Career planning

· Identifying community resources

· Self assessment of skills

· Employment skills to maintain a job

· Managing conflicts and stress management

· Interpersonal and relationship skills

· Grievance procedures and communication skills

The ACYFS Juvenile Sex Offender (JSO) component is designed to address the specialized treatment needs of this rising population. It is estimated by the Center for Sex Offender Management (CSOM, 1999) that juveniles account for one fifth of the rapes and half of all cases of child molestation committed in the United States. ACYFS has a comprehensive curriculum to address the complex and multi-layered issues associated with sexually abusive/non-consensual sexual behavior. “Sexually abusive behavior in children is linked to many factors, including exposure to sexuality and/or violence, early childhood experiences (e.g., sexual victimization), exposure to child pornography and advertising, substance abuse, heightened arousal to children and exposure to aggressive role models/family violence.” (Ryan & Lane, 1997)

According to the CSOM common traits among juvenile sex offenders include: difficulties with impulse control and judgment, high rates of learning disabilities and academic dysfunction and psychiatric disorders. Though they are in the minority some sexually abusive youth demonstrate deviant sexual arousal and interest patterns which can be recurrent and intense and relate directly to the problem i.e. arousal to young children. According to most research the only statement that holds true for all juvenile sex offenders is that the traits and progression of behavior varies a great deal from one individual to another.

The ACYFS JSO program is modeled after traditional adult sex offender treatment in that it includes standard interventions which include teaching the juvenile abuser relapse prevention, the sexual abuse cycle, empathy training anger management, social and interpersonal skills training, assertiveness training and sex education. ACYFS provides a stable, structured program with clear boundaries, open communication and supervision. A safe environment which fosters trust and upholds confidentiality is crucial to meeting the needs of the JSO. Therapy is provided to assess the degree of severity of the abuse, victimization issues that the sex offender may have encountered and to teach alternate means of expressing desire and needs which do not include victimizing others. Therapy is ongoing over the course of placement. The curriculum consists of the following topics:

1. Identifying self as an abuser

2. Identifying sexual interests

3. Identifying degree of sexual preoccupation

4. Identifying appropriate social skills

5. Identifying history of mistreatment

6. Identifying the effect that the sexual abuse had on the victim

7. Identifying attitudes and beliefs regarding sex offense behavior

8. Identifying emotions and impulses and learning to manage them in a healthy and appropriate manner

9. Identifying self-image and increasing a healthy positive self-image and self-esteem

10. Identifying where and how a client is responsible for their own behavior and for meeting their needs in a healthy manner

11. Identifying family involvement and support

12. Identifying appropriate peer interactions

13. Identifying community support and supervision

14. Identifying relapse signs

15. Identifying an appropriate transition to the community

These areas are addressed in a number of therapeutic format including journal writing, art therapy projects, cognitive restructuring, empathy training, individual and family counseling and psycho educational groups.

Assignment One: Identifying self as an abuser

Client will demonstrate the ability to identify their behavior and admit that the behavior constitutes sexual exploitation and abuse of a child. Client will identify their behavior(s) from a list of activities commonly considered as child sexual abuse (CSA).

Assignment Two: Identifying sexual interests.

Client will discuss and admit to sexual urges and interests. Client will identify who, when and how their sexual urges/interests manifest. Client will self report in therapy and will keep a record if the urges are frequent and difficult to track and the interests are hard for the client to identify.

Assignment Three: Identifying degree of sexual preoccupation.

Client will identify sexual urges and the amount of time spent focused on sexual urges including preoccupation with sexual thoughts, fantasies and behavior., Client will self report in therapy and will keep a record of sexual preoccupation and focus (type and frequency) in a journal to be reviewed with the therapist.

Assignment Four: Identifying appropriate social skills.

Client will be able to identify appropriate social skills in a variety of settings. Client will be able to identify what is expected in a variety of social settings and will be able to practice appropriate behavior the majority of time. If needed, client will be redirected regarding socially questionable behaviors, i.e. speaking too loudly or intrusively, poor eye contact etc.

Assignment Five: Identifying history of mistreatment.

Client will write an autobiography structured to identify their history of victimization and mistreatment. Autobiography will be structure with client and modified to accommodate client’s current ability to process in a written form. Client will be asked to address the following issues in the autobiography: History of mistreatment, what, when, where and by whom as well as how they feel about the abuse and what it makes them think about themselves. This will be shared in therapy.

Assignment Six: Identifying the effect that the sexual abuse had on the victim.

Client will write an essay detailing the possible effects that their behavior may have on their victim. Based on information regarding the long term effects of sexual abuse the client will be able to identify and discuss the impact of the sexual abuse on their victim. Client will write a letter to the victim (not to be sent) regarding the abuse to be processed in therapy.

Assignment Seven: Identifying attitudes and beliefs regarding sex offense behavior.

Client will discuss attitudes and beliefs which keep client at risk to sexualize and victimize children in the future. Client will utilize verbal, written and collage work to identify attitudes and beliefs.

Assignment Eight: Identifying emotions and impulses and learning to manage them in a healthy and appropriate manner

Client will identify feelings which contribute to impulsive behavior. Client will identify compulsive/addictive behaviors which contribute to inappropriate expression of needs and learn techniques such as anger management, stress management and time management, including physical exercise, relaxation techniques and creative expression.

Assignment Nine: Identifying self-image and increasing a healthy positive self-image and self-esteem.

Client will realistically process how they see themselves. Utilizing verbal, written and collage work client will explore a realistic and positive self-image. Client and therapist will challenge negative self-image and self-concepts.

Assignment Ten: Identifying where and how client is responsible for their own behavior and for meeting their needs in a healthy manner.

Client will learn to self-monitor and identify urges and needs. Client will be able to suggest appropriate means to meet their needs including passive (sitting through a feeling without acting on it) and active means (taking a walk) of dealing with the need. Client will identify and recognize when their needs are excessive, compulsive or addictive and when they are appropriate and identify acceptable means to meet the appropriate needs and effective techniques to overcome the inappropriate needs.

Assignment Eleven: Identifying family involvement and support.

Based on an assessment of the appropriateness of the family; family therapy will be offered to address client’s issues and the ability of the family to provide appropriate support. If family history and culture is determined to be a contributing factor to client’s behavior and issues, alternative support will be sought.

Assignment Twelve: Identifying appropriate peer interactions.

Client participates in three to four psychosocial and educational groups per week where their peer interactions are monitored and shaped.

Assignment Thirteen: Identifying Community Support and Supervision

Client is provided support and supervision at this time by being in a structured environment. Appropriate support/supervision will be found for client for post discharge.

Assignment Fourteen: Identifying Relapse Signs

Client will identify triggers which could lead them to reoffend, including personal issues and feelings and environmental factors, i.e. living near the victim

Assignment Fifteen: Identifying an appropriate Transition to the Community.

An appropriate discharge plan will be formulated addressing client strengths and areas of concern and suggesting treatment options in the community in which the client will live.

DADDY BOOT CAMP FOR TEEN FATHERS

ALPHA CONNECTIONS JUVENILE FATHERHOOD PROGRAM

MISSION: The mission of the DADDY BOOT CAMP is to help teen boy’s in placement that are fathers obtain prenatal health care, learn parenting and child care skills and continue educational opportunities.

Also to improve the lives of this generation of teenage fathers. Teen fatherhood is associated with many risk factors, including delinquency and drug use. However, ACYFS knows that with a little caring and counseling we can help diminish some of the risks facing these young men. Through teen parent services, counseling, educational enrichment and job search assistance, these young fathers Will be able to move their lives in a different direction, and unify with their children.

PROGRAM COMPONENTS

GOALS AND PERSPECTIVES

Successful programs help young fathers develop the behaviors and assume the responsibilities common to committed parents by providing them with emotional support and useful services. Reflecting the current position of the Federal government, program goals indicate a shift in the orientation of many agencies: from solely attempting to secure child support payments to helping youth acquire fatherhood skills and increase their earning ability. The programs will seek to demonstrate that there are benefits to accepting the responsibilities of fatherhood as well as obligations (Levine, 1993; N. Tift, Fatherhood Initiative, personal communication, February 1999).

Our effective counselors acknowledge the limitations of adolescent attitudes and economic realities. They will be taught, they must transcend their own negative view of young fathers, based on stereotypes: such as they are "super studs" with only fleeting relationships with the mother, financially irresponsible, and uninterested in fatherhood (Kiselica, 1995).

COMMUNITY OUTREACH

Program recruiters assume that fathers want to be involved. All residents who are fathers will participate in this program.

To entice residents to participate, counselors talk about the benefits of the program, give fathers practical help at the outset, and arrange attractive, structured father-child activities. Promises of other services also help fathers to enroll: legal advice about paternity issues, empowering information about the birth process and meeting infant needs, sex education counseling and personal medical care, and mediation that leads to successful co-parenting. Offering new fathers a safe and supportive place to talk about their children and other concerns, and suggesting that program participation may give them added credibility with their children' mothers, are other recruitment strategies (Batten & Stowell, 1996; Kiselica, 1995; Simms, 1998).

Establishing trust in the program helps fathers overcome their possible fear of authority and legal responsibilities, and negative and fatalistic beliefs (Kahn & Bolton, 1986). Thus, recruiters are honest and clear about all the ways a child benefits from having an involved father and also about how hard, but uniquely satisfying, fathering is. It is beneficial for the outreach worker to share, or be familiar with, the recruit's cultural background. One effective strategy is for the first (if not all) contact to be made by another teen father who can speak from experience. Older men who have overcome the difficulties of early parenthood also recruit effectively (Tift, personal communication, February 1999; Turning, n.d.).

SERVICE PROVISION

Daddy Boot Camp program can offer many different services, ranging from on-site support to referrals (i.e., legal aid, GED courses, job training). Some offer only group activities; others, one-on-one mentoring. Some programs function as a liaison between fathers and government agencies to help men both meet their financial obligations and become eligible for public services under the 1996 Federal Act (Stebbins, 1997). The Institute for Responsible Fatherhood and Family Revitalization, however, is opposed to accepting public assistance and focuses on developing self-reliance (Turning, n.d.). One local YWCA, even produced a handbook for fathers to use, either with the program or as a stand-alone resource (Maybury, 1991).

EDUCATION. It is crucial to help fathers get as much education as possible. Thus, programs may need to act as advocates if school personnel encourage them to leave. If fathers want to drop out of school, counselors can foster persistence by building fathers' confidence that they can succeed, helping them get a job that will not interfere with schoolwork, and securing tutoring. Fathers who have already dropped out are referred to GED programs. High school graduates are encouraged to enroll in higher education as a way of increasing their long-term career and economic prospects and helping them model educational achievement for their children (Kiselica, 1995).

PARENTING EDUCATION. As they explain why a father's involvement is crucial to a child's development, counselors also teach how fathers can help their children develop cognitively, socioemotionally, and physically. Equally important, they help fathers develop strategies for controlling their anger when their children misbehave and for constructively disciplining the children. Many audiovisual aids are available to demonstrate good fatherhood practices (Kiselica, 1995).

CAREER DEVELOPMENT. Our Program can help fathers find short-term employment to meet their child support obligation