Examining the Use of Career Development Curricula in Adolescent Residential Treatment Programs

ABSTRACT

Research suggests adolescents leaving residential treatment programs have higher levels of unemployment and homelessness than average. This exploratory study examined what types of career development curricula are being used in residential treatment programs. The findings suggest that most residential treatment programs use little to no career development curriculum. The long-term goal is to support the critical need and development of a specialized career development curriculum for adolescents residing in residential group home programs. 

KEYWORDS: career, residential treatment, career development, juvenile justice 

Received March 2023; Accepted September 2023; Published September 2023             DOI: 10.52935/23.19315.9

BACKGROUND AND SIGNIFICANCE

Statistics on adolescent residential placement suggest that, in any given year, close to 400,000 youth reside in out-of-home programs in the United States (U.S. Department of Health and Human Services, 2018). Around 55,000 of these adolescents reside in residential treatment placements (group homes, psychiatric hospitals, and emergency shelters), typically called "congregate care” programs (Brown, 2020). Even with the large number of adolescents in residential treatment programs, there is an apparent dearth of research on how these adolescents are being equipped with the necessary skills and training to enter the world of work successfully. Osborn and Belle (2019) found zero articles describing how specific career counseling models were used with juvenile offenders. Back in 2002, a review of employment skills training programs used with adjudicated adolescents in the 1990s found that most of the programs had little to below-average effectiveness (Public/Private Ventures, 2002). One of the prominent early career theorists, Anne Roe (1957) stated, "no other single activity has more of an impact on someone's life than her or his occupation" (p.18). The Office of Juvenile Justice and Delinquency Prevention (OJJDP) has acknowledged the importance of adjudicated adolescents preparing for careers by learning critical skills (Frey, 1999), however, each year thousands of young adults residing in residential programs feel unprepared to make decisions about their careers (Bartlett & Domene, 2015). Many of these youth leave residential placement to learn that they are ill-equipped to find and maintain appropriate careers (Osborn & Belle, 2019). Wester et al. (2008) explained in the Economic strain theory that adolescents have higher risks for delinquency when they realize their limited employment options. 

Once adolescents leave residential treatment programs, they have higher than average rates of unemployment and homelessness (Bender et al., 2015; Mann-Feder, 2007; OJJDP, 2019). Azagba et al., (2021), Collins (2016) and Herr et al., (2004) contend that high levels of unemployment are associated with increased rates of chemical dependency, interpersonal violence, and criminal activity. Current research (Osborn & Belle, 2019; Sonnabend, 2020) supports the critical need for youth in the criminal justice system to be provided with appropriate career development. Just trying to convert traditional career development interventions to this population can completely miss the mark of addressing the many needs of adolescents in residential programs. 

Youth reside in residential treatment programs for various reasons. Residential treatment programs (RTPs) are viewed as less restrictive than detention centers and the youth still have contact within the community (school, sports, community activities) (Children’s Bureau, 2021; OJJDP, 2008). The courts also view RTPs as more cost-effective than secure confinement. McCarthy et al. (2016) report urged policymakers that the current secure confinement model “is costly, ineffective and can seriously harm young people (p.2). This National Institute of Justice report went on to suggest utilizing community-based programs and smaller facilities that focus on rehabilitation. The average cost for secure confinement in 2014 was around $100,000 per year per juvenile. In 2020, that cost increased to around $214,000 per year, a 44 percent increase (Justice Policy Institute, 2020). Sickmund (2010) reported that there is no universal definition of RTPs. RTPs are mainly focused on providing services for youth in the areas of mental health, substance abuse, or sex offender treatment in a residential setting (Puzzanchera et al., 2018). Typically, RTPs are located within communities and are not locked facilities like detention centers. Most of the youth participating in RTPs are in need of higher-level services than most foster homes can provide (Lyons et al., 2009; Drais-Parrillo, 2007; Scott & Lorenc, 2004;). Many adolescents in RTPs have been unsuccessful in outpatient treatment programs or foster care (Bettmann & Jasperson, 2009). Even though most RTPs mention that they can meet the needs of youth in their programs (Mallett & Boitel, 2016), there still seems to be a lack of a career development curriculum within these programs.

Whether adolescents are placed in residential care due to involvement with the juvenile justice system, their parents' neglect, or their own behavior, these adolescents need a variety of services. The vast majority of adolescents residing in residential programs have experienced trauma, neglect, and possible abuse before entering a program (Collin-Vezina et al., 2011; Segura et al., 2016). A large portion of the adolescents also have at least one psychiatric disorder (e.g.., depression, anxiety, conduct disorder, ADHD or oppositional defiant disorder) (Fischer et al., 2016; Wakefield et al., 2019). Services such as behavior modification, psychiatric assessment, milieu therapy, parent training, and academic improvement continue to be the main goals of out-of-home treatment (Mallett & Boitel, 2016; Puzzanchera & Hockenberry, 2018). 

We know that career and technical education (CTE) benefits students in traditional learning spaces (Arnholz, 2022; Advance CTE, 2021; U.S. Department of Education, 2019) in areas such as career exploration, developing career skills, improved graduation rates and an increase in students enrolling in postsecondary education or training after high school. The first federal law for vocational education goes all the way back to 1917 and was considered critical building blocks in the training of the population (Association for Career and Technical Education 2022; Jacob, 2017). States are allocating more and more funding for CTE in their public schools for both non-college bound and college bound students (Jacob, 2017). With what we know about the importance of career development and exploration, little to no treatment is specifically directed at providing career exploration and development for youth in group home programs (Osborn & Belle, 2019; Sonnabend, 2020). Over 20 years ago, Nollan and Downs’ (2001) created a career program for adolescents residing in foster care. However, these populations and the severity of problems typically served in foster homes differ from those served in residential group home programs (Dolan, 2020; Drais-Parrillo, 2004; OJJDP, 2019). Osborn and Belle (2019) acknowledged this need and proposed the possible adaptation of the cognitive information processing (CIP) model to aid in career development. Osborn and Belle (2019) also acknowledged the many challenges, such as access to the CIP program, proper training of program personnel, and lack of empirical support to use the model with adolescents in RTPs. The various dynamics associated with living in residential facilities necessitate a specialized career-development curriculum. Residential programs may be missing a critical piece in the treatment of these youth by not providing career development as part of their programming. Western and Pettit (2010) reported that youth incarceration can significantly negatively impact weeks worked and wages ($179,000 less than non-incarcerated males) by age 48. Appropriate career development and exploration cannot be overlooked for its far-reaching effects on a person's mental and physical well-being.

Purpose of the Present Study

This study aimed to examine what types of career development curricula are being used in residential/group home facilities. By reviewing and reaching out to program managers and directors of youth residential programs throughout the United States, this study focused on gaining clarity on the current use and characteristics of any career development curricula being used in these programs. The study utilized two activities to gather this data. The first activity was to sample, review and record treatment service information about residential placement facilities. Data was gathered from program websites, national directories, and state and national databanks (these sources provide detailed information about services offered). The second activity utilized a questionnaire to gather more information from program directors and managers about their attitudes towards and use of career development curricula.

METHODOLOGY

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