NCJ Number
223515
Journal
Journal of Correctional Education Volume: 59 Issue: 2 Dated: June 2008 Pages: 127-144
Date Published
June 2008
Length
18 pages
Annotation
This article presents an example of a facility-to-community transition project (Project SUPPORT), which serves incarcerated adolescents with either a special-education or mental-health disorder, with attention to career-development strategies for use by the transition specialist.
Abstract
Project SUPPORT (Service Utilization Promoting Positive Outcomes for Rehabilitation & Transition for Incarcerated Youth) has demonstrated positive results. At 2, 4, and 6 months after release from a youth correctional facility, approximately 68 percent of all participants were positively engaged in school and/or employment and did not return to youth or adult corrections (Unruh, 2005). Project SUPPORT provides the targeted youth, those with a special-education disability and/or mental-health disorder, with prerelease training and coordinated planning that supports transition into the community after release. Program goals are to increase a participant's engagement in employment and/or school enrollment (high school/postsecondary) and decrease recidivism rates. The service delivery components are structured around features identified as effective for youth with emotional and behavioral disorders. They include strategies for enhancing self-determination skills that focus on unique needs, interests, strengths, and barriers; competitive job placement; flexible educational opportunities; social-skill instruction; and immediate service coordination for various programs. The transition specialist (TS) is the key staff person. Each TS works directly with a youth and parole officer in developing a transition plan that is coupled with the youth's parole plan. Services are provided collaboratively by staff from Oregon's juvenile justice agency, Department of Education, and Vocational Rehabilitation Services, along with staff from the University of Oregon. The transitional team consists of a vocational rehabilitation counselor, a treatment manager, a parole officer, and personnel from facility and community education. This team works in collaboration with the TS, who provides direct services to juvenile participants in the project. 1 figure, 31 references