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One year individual NPJS membership. Individual membership offers the following benefits: * members may be elected to NPJS offices; * members may vote in elections; * members may serve on standing committees; * members are offered reduced rates for the National Symposium and training events; * subscription to Inside Justice e-newsletter; * discounts on NPJS products; * and much more
Benefits: State Agency Administrator Serves as Ex-Officio Advisor to NPJS Board of Directors Voting privileges in office elections and proposed changes to NPJS Constitution/By-Laws (one vote per agency) New Member Welcome on NPJS Facebook Reduced Symposium/Training Rates (for all employees of that State Agency) Invitation to Apply for Call-for-Proposals to Present Workshop at NPJS Symposium Discount for E-Learning Academy Courses Discount for Training Materials Ability to Post Jobs in the NPJS Job Bank (free of charge; $25 fee to all others) One Training Service (trainer at state conference, curriculum development project, etc.) Provided by NPJS/NC4YC Mutual Aid Pool Access to a Network of Professionals Who May Serve You as Mentors, Advisors, or Consultants Subscription to Inside Justice (monthly e-newsletter)
Brian Philson (2006)
This DVD is designed as a training tool to support and enhance current professional development efforts of juvenile detention center staff. Brian Philson, President/CEO of Highfields, Inc., former Director, Jackson County Youth Center in Jackson (MI), and Trainer/Consultant for the National Partnership for Juvenile Services will examine the issue of kids with mental health disorders in detention, discuss trends in the field, and offer interventions for specific disorders. The film visits two detention facilities in Illinois; Champaign County Detention Center and Dupage County Detention Center to examine the issues and to look at two approaches of working with kids in detention with mental health issues or disorders. Role playing segments portray some of the kinds of behaviors associated with certain disorders and the application of necessary skills to use when working with kids with mental health issues in detention. The program is separated into two parts to facilitate discussion and questions are provided to aid in the use of the DVD when training with detention line staff, detention managers, detention program staff, and detention mental health staff.
Kia Loggins (2006)
This DVD is designed as a training tool to support and enhance current professional development efforts of juvenile detention center staff. Kia Loggins, Trainer/Consultant for the National Partnership for Juvenile Services, examines the issue of females in detention, discusses trends in the field, and offers solutions. The film will visit two detention facilities in Illinois; Dupage County Detention Center and Lake County Detention Center to further examine the issues and to look at two models and approaches of working with females in detention. Role playing segments portray some of the problems that females bring into the system and the application of necessary skills to use with females in detention. The program is separated into two parts to facilitate discussion and questions are provided to aid in the use of the DVD when training with detention line staff, detention managers, detention mental health staff.
Changing the Institutional Culture through Cognitive-Behavioral Programs and Staff Training: A New Look at Behavior Management
Bernard Glos, Ph.D. & Nelson G. Griffis, Ph.D. (2005)
This informative training video will present the basic concepts and principles of cognitive programming and behavior management. Model programs from DuPage County (Illinois) and Lucas County (Ohio) will be discussed to support actual examples and case studies of the critical concepts and principles in action inside juvenile confinement facilities. Cognitive Programming Cognitive strategies and research in delinquency and prevention have proven to be an effective intervention method. Cognitive programming, also known as cognitive restructuring or challenging belief patterns, does not focus on the behavior. It focuses on the thoughts driving the behavior. These thoughts are often perceptions of the self. Questioning a person
Michael Harrigan, Ph.D., CSW, DAPA (2005)
Suicide is the third leading cause of adolescent deaths. Suicide attempts by the youth average approximately the same as for any other group. This event can be one of the most unsettling occurrences in an institution. This training video focuses on suicide awareness and prevention. Viewers will learn about signs and symptoms, high-risk periods, common methods, intervention techniques, prevention strategies and more.
Michael Harrigan, Ph.D., CSW, DAPA (2005)
This training video focuses on the various manifestations of sexualized behaviors exhibited by both female inmates when interacting with male staff and male inmates when interacting with female staff. Viewers will learn how to recognize overt and covert sexualized interactions, the need to be aware and cognizant of seductive and/or suggestive behaviors and the complications that preclude a healthy therapeutic relationship from developing between staff and inmates.
Produced in 1992
A testimony to teamwork and collaboration this short video is being widely-used across many professions to encourage employees to work together toward a common goal.
Kimberly Montgomery (2005)
The majority of youth involved in the Juvenile Justice/Family Court
Randy Johnson (2002)
Stress related problems have become an epidemic in the modern world. Research shows overall stress levels in the U.S. have increased nearly 50% since 1965. Furthermore, an incredible 75-90% of all office visits to health care professionals are for stress-related symptoms and disorders. The Professional Stress Management program offers essential skills for dealing with psychological stress, job related stress, and the stress of everyday living. This personal enhancement program features a self-directed, skills-based exercise routine. The principles and components utilized in this stress reduction exercise program follow those of the ancient Chinese practice known as
Mark Soler and Lynn Lund (1989)
If you’re looking for a video tape that provides a comprehensive look at today’s most important juvenile detention issues, this is it! Two of the nation’s leading juvenile attorneys discuss the constitutional requirements and liability issues that carry us into the next decade. Mark Solar and Lynn Lund present their views on the City of Canton vs. Harris city, county and individual liability; and constitutional requirements that define conditions of juvenile confinement.
Robin Herman, Ph.D. (1990)
The Personal Empowerment Plan is an individualized prescription that is sculpted both as an immediate response to a crisis episode, it being either verbal or physical, and as a pre-crisis instructional model for the future. The purposes of the plan include: making the youngster personally accountable for his/her choices, making him “own his behavior”; putting the youngster immediately “in touch” with his/her behavior so as to preclude disassociation, fantasizing or projecting blame; shifting the “focus of control” internally to the youngster, making him/her advocate for himself; to make line-staff empowered in that they form ad hoc treatment teams, use structured therapeutic techniques and make final decisions about the youngster’s disposition regarding the crisis; and to encourage the youngster to “turn a negative into a positive” by accepting the natural consequences of their choices as learning fuel for the future.
Bobbie L. Huskey (1990)
This tape will help administrators prepare for a crisis by learning the elements of a crisis plan. Issues of identifying and dealing with target audiences during a crisis, identifying crisis communications team, and steps in handling and communicating a crisis in a way which does not damage credibility is the focus of this tape. Role playing and simulated crisis situations are used following an overall briefing on crisis communications.
Jean Sidwell & Melinda Smith (1992)
This tape presents implementation strategies for an innovative program which introduces mediation in juvenile corrections facilities. This program was developed at three juvenile facilities in New Mexico by the New Mexico Center for Dispute Resolution.
Melvin Brown, Jr., Ph.D. (1994)
Professional Communication and report writing are integral components in deciding liability cases. This tape guides participants through the seven essential steps of writing a clear, concise, complete and correct report. The tape would serve as an excellent resource for training new employees or refreshing the writing techniques of veteran staff.
James Bell (1989)
This tape will focus on potential liability for persons working with children. The conditions of confinement required by the Constitution for the detention of youth will also be addressed. Specific topic areas will include: Liability of Public Officials; Classification of Inmates; Health Issues; Access Issues; Programming; Training and Supervision of Employees; Environmental Issues; Restraint, Punishment and Due Process; and Strip Searches.
Dangerous Acts of Mentally Ill Offenders: Self-Mutilation and Suicidal Behaviors in Juvenile Detainees
Jana Ewing, Ph.D. (1994)
This training tape is appropriate for any juvenile detention and/or training school youth care worker, intake staff, supervisors, or health care staff who have some prior training in psychology. This training is broadly focused on managing seriously disturbed juvenile offenders who engage in acts of self-injury, mutilation and suicidal behaviors. This training will describe dangerous mutilatory and self-harming behaviors common in suicidal and non-suicidal adolescent offenders. Assessment and management guidelines will be presented.
Linda Albrecht (1995)
This video is a two-hour presentation on the important physical and psychological differences between males and females as it relates to their housing in juvenile facilities.
Bernard Glos, Ph.D. (2005)
Charles J. Kehoe
Carol Cramer Brooks & Pamela Clark, MSW (2005)
Produced by NPJS Juvenile Justice Trainers Council
This publication, a completely revised and updated rewrite of the Guidelines for Quality Training published by JJTA in 1996, is designed to help professionals who are responsible for staff straining in any size organization to: A) assess your current training program against best professional practices; B) establish new goals for your training program; C) develop an action plan to meet those goals; D) establish a network of support Like the original publication, Best Practices is divided into three sections: 1) Organization (Staff Training Policy, Organization Design, Budget Planning and Administration, Legal Issues: Liability and Copyright); 2) Program (Needs assessment, Training Plan, Course Development, Lesson Plans, Deliver System, Documentation, Evaluation, Course Review and Update); and 3) Staffing (DACUM competency profiles for Juvenile Justice Program Manager and Trainers; Individual and Team Development). Each section includes detailed descriptions of steps for development, followed by tips and samples. In addition, this revised publication includes an extensive annotated bibliography as well as annotated web sites for associations, publications and general help under each section. It also includes cross references to other related information within the manual, quick help guides to take the reader to the most useful resources for specific areas, and validated DACUM profiles for the two most prevalent training positions.
Produced by NPJS Juvenile Justice Trainers Council
An Interactive CD Guide to Increasing Learning and Effectiveness. Re-fresher, Re-certification, Re-training is what we call it. Re-quired Re-peat is what it usually becomes, providing the same training year after year. Staff dread it. Trainers struggle with it. Who wouldn
Produced by NPJS Juvenile Justice Trainers Council
So now you’re a supervisor! Congratulations! You’ve worked hard to get to this point in your career. In addition to your education and experience, you’ve shown determination, enthusiasm, initiative and a sense of dedication. Why do you want to be a supervisor? Your initial response might include such things as high pay, more prestige, more power, a grater voice in what happens in your organization, another step up the ladder of success. The opportunities are exciting. Now you’re faced with the first day in this new position. Here is a sampling of items on your desk on day one: 1) you have a vacancy that needs to be filled immediately; 2) you need to approve the vacation schedule; 75% of the staff has asked for the same week off; 3) one of your staff asks for a conference; she wants to file a sexual harassment complaint about another worker; 4) you have a note on your desk from your supervisor – three staff performance reviews are due next week; 5) when you walk around the office to get a feel for the staff and the operations here, you can’t seem to find anyone. You discover everyone in the “break room” telling jokes, sharing weekend stories, reading the paper. It’s 9:30 a.m. When they see you, they tell you this is the way they get their motors going each day. Rough start? Don’t get discouraged. Help is on the way. That’s just what this workbook is for – to help you learn how to be a good supervisor, to help you by giving answers for some of the many questions you’ll have and to provide guidelines to help you discover answers in new situations – SURVIVAL SKILLS FOR SUPERVISORS.
Produced by NPJS Council for Educators of At-Risk & Delinquent Youth
What gets measured gets done?, a quote from Reinventing government, would have been a fitting title for the publication you are about to read: Data-Driven Juvenile Justice Education. Editors Thomas G. Blomberg, Gordon P. Waldo, and Mark R. Yeisley are part of an exciting project in Florida, which applies systematic, research-based methodology in evaluating the effectiveness of educational programs for youth under the care of the Florida Department of Juvenile Justice. Meaningful evaluation of educational services provided to at-risk and delinquent youth, and how this translates in to community reintegration, are often discussed, but rarely acted upon. The Florida State University, Juvenile Justice Education Enhancement Program (JJEEP) is an exception. This project, funded by the Florida Department of Education, has been conducting on-going research, providing technical assistance, and evaluating educational services delivered to students in various juvenile justice facilities throughout the State of Florida since 1998. This publication is written to aid both research and practitioners in their efforts to measure the effectiveness of educational programs and to apply these principles in their own program and jurisdiction.
Developed by NJDA and the Juvenile Justice Trainers Association as a companion to the Juvenile Detention Careworker Curriculum, this forty-hour, entry-level training program specifically focuses on issues in long term juvenile corrections facilities. Lessons focus on the following topics: Adolescent Development, Communication, Principles of Supervision, Special Needs, Basic Health Care – Communicable Diseases, Risk Management, Crisis Intervention, and Teamwork.
Now in its third edition, this forty-hour, entry level training program is the first in-depth training initiative developed for the juvenile detention profession. By focusing on broad, critical issues, the training allows local jurisdictions to insert facility specific information into the training for more flexibility. Training topics include: juvenile rights, leadership, interpersonal sensitivity, risk management, safety and security, behavior management, behavior observation and recording, basic health, suicide prevention, mental disorders, effective communication, and conflict resolution and dispute mediation.
The National Training Curriculum for Educators of Youth in Confinement (NTCEYC) is a training curriculum designed primarily for educators with little or no prior teaching experience in juvenile confinement settings. In addition, the curriculum can be used to provide refresher training for teachers and nonacademic personnel who have experience in juvenile confinement settings yet seek to better understand the role of education. Please contact the Association for more information.
This 30-hour training curriculum is designed to equip juvenile service workers to: more effectively provide our youth with the skills demanded by employers; collaborate with other community agencies; and maximize resources to support appropriate programming. Optimally, it will help contribute to a reduction in recidivism rates and increased levels of legitimate employment, self sufficiency and productive engagement. The Curriculum includes lesson plans, handouts and PowerPoints for all modules.
Student Membership is available for full-time students only. As a student member, you will get reduced rates to the National Symposium on Juvenile Services as well as opportunities to network and learn about current and future issues in juvenile justice. Student membership gives you access to a range of resources and experts in the field of juvenile justice and special events.