SSWACHANGING LIVES THROUGH HOPE An Intervention That Supports Research and Practice1

CHANGING LIVES THROUGH HOPE : AN INTERVENTION WITH ADOLESCENTS THAT SUPPORTS RESEARCH AND

PRACTICE MARVA FURLONGUE-LAVER MSW

BROWARD COUNTY PUBLIC SCHOOLSMARALEXHAM RESOURCES FT. LAUDERDALE FL

The precept of social work in schools is that the service and classroom curricula are equal in importance

The demands that are placed on School Social Workers requires a shift in thinking and a closer link between research and intervention.

There is a tension that exist within social work in the relationship between theory and practice

To be an effective practitioner it is important for you to have a sound theoretical base

CHANGING LIVES THROUGH HOPE : SOLUTION ORIENTED WORK WITH ADOLESCENTS

Objectives:1. Explore How School Social Workers can

epitomize their work with students to link Research, Theory & Practice

2. Up scaling of School Social Workers supporting a strong relationship with Academia and Student Service Personnel and the balancing of power between the two entities

3. Ways to enhance engagement and connection between the Student Services and Academia


CHANGING LIVES THROUGH HOPE : SOLUTION ORIENTED WORK WITH

ADOLESCENTS Workshop Objectives: • Effective re-entry practices are critical to

curtailing high rates of juvenile recidivism and providing youths with the services and support needed to promote successful re-integration into the community.

• The intervention that will be presented has a dual purpose - One to support the youths in realizing that their current situation is just a pause, a break; and engaging them in activities that will place them back on the steps that will lead them to their plan for their life.

• The other purpose is to help Social Workers in schools in their roles as they provide support to students

BACKGROUND Opportunities to engage in small scale

qualitative research As the School Social Worker hired by MDCPS

to support the students who are receiving their education through Dept. of Juvenile Justice, I developed and implemented Re-entry procedures using Brief Solution Focus Therapy based on Theory of Hope

Social Work Students used theory and evidence based intervention in their practice and also engaged in the process of research


BACKGROUND The Research Changing Lives Through H.O.P.E; The implication for

Solution Oriented work with Adolescents involved with Juvenile Justice.

I begin with the assumption that human actions are goal directed; and goals are the targets of mental actions; in order to reach their goals, people must view themselves as being capable of generating workable routes to those goals

I hypothesize; If Hope is such a critical element of every successful person, as evidenced in President Obama’s book “The Audacity of Hope: Thoughts on Reclaiming the American Dream”. The empowerment of youths in identifying a goal and envisioning a future is critical to them becoming successful individuals.


My working thesis is that HOPE four letters; when said individually means nothing but strung together form one of the most powerful word in the work of a School Social Worker re-entering students into the education community.

I engage in solution oriented, forward looking youth centered approach when working with the students.

The goal of the research was to develop an educational counseling transition/re-entry model of intervention through the youth identified vocational/ educational future focused goal


Model of Implementation:- Train Social Work Masters level students

during their internship in the use of Brief Solution Focused Therapy

Model the use of Brief Solution Focused therapy for students

Train students on the use of the Solution Focus Transition/Re-entry Questionnaire as a guide during their sessions with youths

Circular strength based youth centered responsive questioning techniques


Model of Implementation: Research is an integral part of being a social

worker Create an environment that supports the

development of Social Scientists Opportunities to engage in small scale

qualitative research Build Student’s confidence as evidence based

practitioners; thinking of an answerable question they can research

Provide opportunities for students to read and review research articles, focusing on the research quality and methodology


BACKGROUND INFORMATION/JUSTIFICATION Youth Violence is a source of concern for

Public Health The education of our youths contributes to

the decline in the homicide rate Effective re-entry practices are critical to

curtailing high rates of juvenile recidivism Research indicates that most youth who re-

offend do so within nine months of release from a Juvenile justice program, therefore making successful re-entry practices a critical component of success.


BACKGROUND INFORMATION/JUSTIFICATION Blomberg, T.G., Bales, W.E. & Piquero A.R

(2011) research examined how educational achievement and attendance contributes to recidivism across race and sex of Florida students released from juvenile justice commitment programs one year post release

Students with high educational achievement were less likely to reoffend, hence having a lowering recidivism rate.


ADOLESCENTS

BACKGROUND INFORMATION/JUSTIFICATION The Labelling theory focuses on the triggering

effects that labels may have as they serve to exclude individuals from certain activities. Labels serve as social control; labelled offenders have fewer options to conventional life, which can lead to weak social bonds.

Educational attainment as a positive label leads to career attainment.

Education gap exist between black and white students. White male students are more likely to be labelled gifted and black male students labelled mentally retarded


ADOLESCENTS

BACKGROUND INFORMATION/JUSTIFICATION The use of labels contributes to the

outcome of educational attainment. Effective intervention is needed to redirect

the path of students’ lives; turning points are needed towards more adaptive paths.

Research also shows a correlation between school attendance and re-arrests

Students with higher absences from school leads to higher arrests upon release.


ADOLESCENTS

As a Social Worker; Hope is critical to the success of my role in providing the young people I serve with a glimpse into the possibilities of them being a part of the American dream once they Exit the Programs with support that means no return.

Successful outcome is measured by completion of Secondary Education, post secondary training, college/vocational education and shift in thinking; begin to think about career goals


ADOLESCENTS

H.O.P.E. four letters; when said individually means nothing but strung together form one of the most powerful word in the work of a Social Worker. Hope springs vision of a future. Young people need to know that there is a future for them; a future that is their vision their preferred future; not one that is designed by adults, but one where they have a voice. Young people who have experienced any period of incarceration need to know that they are valued and have a future.


ADOLESCENTS

H – HELP PROVIDED O – OPPORTUNITIES TO INSPIRE/SHARE P – PASSION PROJECTING TOWARDS

THE FUTURE E – ENGAGING EXIT WITH NO RETURN


ADOLESCENTS

The goal of this intervention is to support young people on a journey that is solution oriented and directed by them; they have an active voice in how their story is told and ends. Supporting students in realizing their future perfect, and realize that nothing lies beyond their reach

Youths without the vision of a future have a harder time in life; they have no positive motivation, no sense of purpose, and no hope of being any different than they currently are.


ADOLESCENTS

THE INTERVENTION WAS A PART OF MIAMI-DADE COUNTY PUBLIC SCHOOLS TRANSITION/RE-ENTRY PLAN FOR 2014-2015 SCHOOL YEAR


ADOLESCENTS

MIAMI-DADE COUNTY PUBLIC SCHOOL

TRANSITION/RE-ENTRY PROCESS 2014-2015

TRANSITION ACTIVITIES BEGIN WHEN THE YOUNG PERSON IS COMMITTED

MIAMI-DADE COUNTY PUBLIC SCHOOL TRANSITION/RE-ENTRY PROCESS 2014-2015

School Social Worker receives notification of student’s exit from JJC School to Program. Planning for re-entry begins

Transition/Exit meeting held at program School Social Worker receives notification of meeting attends meetings if program is localSubmit written feedback for out of county Re-entries

School Social Worker reviews student’s electronic records; engage in solution focused goals oriented interview with student if in a Local Program. Contact SPED representative for input; contacts JPO for input and acts on recommendations from all parties.Consults with Administrators from One Stop Educational and Community Service Center

Student receives successful placement based on recommendationRe-entry process completed.


MIAMI-DADE COUNTY PUBLIC SCHOOL TRANSITION/RE-ENTRY PROCESS 2014-

2015

Local Transition/Re-entry from Commitment Program.

The Transition Worksheet


Interview student to gain their view of their educational/career goals


Solution Focus Re-Entry /Transition Questionnaire

Collaborative inquiry in which the students will affirm their best qualities

Shift the attention away from problems and towards possibilities and hope (what is wanted)

Follow-up sessions would involve the co-construction of achievable homework task or activity, relevant to the student’s strengths, successes and goal



2015

• The Solution Focus Re-entry Questionnaire is also used with students who re-entered from out of county placements and are receiving their post commitment support through AMI Kids Inc.

The conversations support students on their journey towards identifying their preferred future; goals and recognizing the skills, abilities and strengths they have within them.

The students over time come to see possibilities; noticing times when they engaged in positive activities and interactions with others; not dwell on past mistakes.

We only glance in the past and focus on the future and all the possibilities that it holds.

Students identify career goals, interest and passions that they have.


2015

Responses are non-judgmental, circular questioning is utilized; the student leads the discussions responses are to what the students say in the conversation.

Listening is the key; active listening without prejudice, assuming a position of ignorance and curiosity.

Students will engage in scaling as an activity of identifying how close they are to their goals during each session; students will start each session by identifying what has been different and better since the last meeting.


The intervention should be for a maximum of nine sessions. The purpose of the intervention is to support the youth; in the end they will not stay focused on where they are now, realizing that their current situation is just a pause a break and engaging in activities that will place them back on the steps that will lead them to their plan for their life.


A Key Component to Success is Consulting with Parent other educators;

Administrators and JPO


Recording


Collaboration Brings Results One Stop Educational and Community

Service Center Key component of successful Re-entry for students involved with DJJ


The One Stop Process – An Example of a successful re-entry from a Local Commitment Program


Successful Re-entry from Dade Juvenile to Alonso and Tracy Mourning High

Student engaged in Solution Oriented Work identifying his goal and preferred future of returning to High School upon his release


Other Forms of Re-entry :- Day Program Exit



Other Forms of Re-entry :- Day Program Exit


ITS ABOUT OUTCOMES

Of the approximately 50 students that we have provided re-entry service to from their exit of the commitment program to follow-up approximately 25 or 50% have not reentered the Juvenile Justice system.

Of the 50% that re-entered the Justice System approximately 10 or 5% of them have been due to parole violation such as school nonattendance


CONCLUSION A study by Davis, Gervin, White, Williams, Taylor

and McGriff about Bridging the Gap Between Research, Evaluation and Evidence-Based Practice shares the following:

1. The integration of evaluation practice into social work curricula and field setting has been a challenge for the social work profession.

2. Students’ lack of enthusiasm about research, statistics anxiety, and poor preparation have contributed to courses like research method and statistics as the most unanticipated courses for students.


PRACTICE

Conclusion1. Social Workers who serve as field

instructors rarely embrace the use of research in their practice and tend to use the least sophisticated research method

The goal of the research was to identify strategies that would increase the use of research, evidenced based practice as a standard for social work education and field instruction


PRACTICE

CONCLUSIONMany advantages to carrying out research as a practitioner1. Allows you to engage in qualitative social science

research2. Social Work students help with the time pressures

that can accompany the research3. Research data can inform future practice 4. Provide real time data for use in intervention

discussions5. Enhancement of social worker’s capacity and quality

of work

CHANGING LIVES THROUGH HOPE : AN INTERVENTION WITH ADOLESCENTS THAT

SUPPORTS RESEARCH AND PRACTICE


SUPPORTS RESEARCH AND PRACTICE

Instruction Classroom

Knowledge of Students Academic needs

Academic Theories

Current Research

• Practice Knowledge of Students needs

• Knowledge of Theories

• Interventions Resources

• Current Research

Student Success

Collaborative

Relationship

ACADEMIA SOCIAL WORKER


SUPPORTS RESEARCH AND PRACTICE SUCCESSFUL TRANSITION TAKES COLLABORATION IT’S ABOUT STUDENT CENTERED PLANNING AND ACTION SCHOOL SOCIAL WORKERS LET’S

FOR OUR STUDENTS

Blomberg, T.G., Bales, W.E. & Piquero A.R (2011). Is educational achievement a turning point for incarcerated delinquents across race and sex? Journal of Youth and Adolescence, 202-216 doi:10.1007/s10964-011-9680-4

Blundo, R, Bolton, K & Hall, C (1999) Research on Hope and Solution Focused Practice University of North Carolina at Wilmington

Davis, S, Gervin, D, White, G, Williams, A, Taylor, A & McGriff, E (2013) Bridging the Gap between research, evaluation, and evidence based practice

References

Metcalf, L(2000) Solution Focused RTI:- A Positive Personalized Approach to Response to Intervention (1st ed.)

San Francisco, CA; Jossey-Bass

Seagram, B.M.C.(1997) The Efficacy of Solution Focused Therapy With

Young Offenders Unpublished Dissertation York University (Canada)

Selekman, M (2005) Pathways to Change (2nded.) New York, Guilford

References

Documents

SSWACHANGING LIVES THROUGH HOPE An Intervention That Supports Research and Practice1