NCJ Number
123991
Date Published
1990
Length
7 pages
Annotation
Families, correctional staff, and community professionals working to ensure a successful transition of troubled youth from restrictive settings to the work force or educational programs must develop collaborative and cooperative relationships that complement the characteristics of the population. Reintegration plans must consider needs such as occupational training, education, financial help, counseling, social-recreational outlets, family relationships, living arrangements, alcohol and drug control, medical attention, and legal help.
Abstract
Cooperative relationships between two individuals or organizations can progress to collaborative relationships which are formed when at least one organizational leader expresses dissatisfaction with the status quo; in the process of relationship development all stakeholders, external, and internal networks must be identified. This shared philosophy, the written guidelines, voluntary participation, cross-agency in-service training, and organizational lead persons are key components to collaborative planning. Although the benefits of collaboration are many, including labor division, resource merger, isolation alleviation, and input of new ideas and energy, there are also many drawbacks such as administrative and funding obstacles, attitudinal issues, policies and procedure differences, and loss of autonomy. Collaborative relationships can be formed between correction and public education programs and between the juvenile justice system and community agencies. Boundary spanning programs and interagency agreements promote sharing of organizational perspectives and information. Identification of client need, new programs, and program planning and implementation are areas where time, effort, and money should be invested. 25 references. (Author abstract modified)