Creating Conditions for Learning in a Secure Long Term Setting

Creating Conditions for Learning in a Secure Long-Term Setting Tom ORourke, Consultant and NDTAC Expert Panelist; Victoria Rankin, AIR, NDTAC ND State Liaison and Teal Community Lead; Simon Gonsoulin, Project Director, NDTAC; Okori Christopher, Research Associate, NDTAC#1Behavior/Mental Health Issues That May Impact Efforts To Address Conditions for LearningRate of E/BD six times that of regular school-age population (Gagnon & Barber, 2010)Deficits in interpersonal problem solving and capacity for self-regulation (Gagnon & Richards, 2008)Greater risk for antisocial and aggressive tendencies (Connor, 2002)Typical MH Diagnosis: conduct disorder, substance abuse disorders, oppositional defiant disorder , ADHD, anxiety and depression, higher rates of cognitive disabilitiesgirlsextremely high rates of PTSD (Teplin et al., 2002)#2Adolescent Brain ResearchMaturation continues well into a persons early 20s (Luna, 2005)Prefrontal cortex, which governs the executive functions, is the final area of the human brain to mature (Thompson, 2004)Dopamine is not yet at its most effective level in adolescence (Spear, 2003)

#3Adolescent Brain Research (cont.)Engage in activities of greater risk and higher stimulation in efforts to achieve similar levels of excitementRely heavily on the parts of the brain that house the emotional centers when making decisions

Spear, 2003#4Improving Conditions for Learners Who Are N and DLearning is both a cognitive and social and emotional processrelationships, relationships, relationshipsSchool climate Supports needed to provide teachers and staff

Osher, Sidana, & Kelly, 2008#5Critical Pillars of Effective Conditions for LearningSafety-Learners must be, and feel, safe Support-Learners must feel connected to teachers and the learning settingSocial and Emotional Learning (SEL)-Learners need to learn to manage their emotions and relationshipsEngagement and Challenge-Learners youth need to be actively engaged in learning endeavors

Osher, Sidana, & Kelly, 2008#6Critical Pillars of Effective Conditions for Learning (cont.)Social and Emotional Learning (SEL)Learners need to learn to manage their emotions and relationships positively and be surrounded by peers who also have socially responsible behaviorEngagement and ChallengeLearners need to be actively engaged in learning endeavors that are relevant to them and enable them to develop the skills and capacities to reach positive life goals

Osher, Sidana, & Kelly, 2008

#7Safety IssuesPhysical and emotional harmperceived levels of risk for harm/violenceCore psychological need#8Safety ResearchBasic psychological needs addressed and metStudents may align with and commit to the schools norms and rulesUnsafe school environments may result in negative risk-taking behaviors and disengagement from school

Osher et al., 2008

#9Safety MeasuresPledge for Safety Campaign for staff and youthinclusive of school environment

Developed 5 year strategic planfirst initiative is Safety First!

Checklist of examples of ways to improve safety in facility school

#10SupportConnection and attachment to the adult in the facility school---caring relationships and respectful treatmentStrength based programmingIndividualized peer influence#11Support ResearchHigh-quality supportive relationship with an adult may have dramatic effects on students performance and well-beingLack of teacher connections a predictor of poor academic performance and problem social behaviorHigh-quality relationships with their students yield 31 % fewer discipline problems #12SupportCross departmental collaboration, mentoring type programs; school based counseling both individual and group; evidence based programming; medication feedback effort; positive rewards not always negative consequences Individualized approaches when students were not being successful in schoolmultiple supports/services such as functional SBLC and Individual Learning Plans

#13SupportFamily/Youth Ombudsman position to address concerns of youth and family

Engaged parents/family in school activities (orientation CD, IEP meetings, events, open house, mailed report cards home every grading period, parent/teacher teleconference, student involvement in decision making)

#14Social Emotional LearningLearning to understand and manage their emotions and relationships Demonstrate care and concern for others, establish positive relationships and handle challenging situations in nonviolent, mature and reasoned waysFoundation for academic achievement, good physical and mental health, citizenship and productive employment#15Social Emotional ResearchContributes to ability to respond to academic frustrations, inappropriate behavior, and anti social peer behaviorimprove attitudes toward school, provide academic motivation and higher aspirationsBetter understanding of the consequences of behavior, provide coping skills for school stressors which result in fewer conflict situations and fewer suspensionsPerformance improvements include better grades, being on track to graduate, fewer dropouts

Osher et al., 2008

#16Social Emotional LearningConsistent behavioral management and self control programming is effective in reducing drop out rates, conduct problems and substance abuse AEPMSkills necessary for high school graduates & workforce relate to SEL: self esteem, sociability, integrity/honesty problem solving, self management, responsibility, listening, and decision-makingTraining for Educational Staff and Leadership: focus is on skill development for staffStudent Support Teams: individual approachesService learning: opportunities to practice skills

Osher et al., 2008

#17Engagement and ChallengeEnergizing a students interest in the educational processMultidimensional: academic, behavioral, cognitive and psychologicalEnhanced when it builds upon a student's strengths, addresses their interests, provides them with a light at the end of the tunnelChallenge with high expectations, must be personally motivated and feel the school is connected to larger life goals: Think Exit at Entry

#18Engagement and Challenge ResearchSchool to work linkages show an inverse correlation between vocational and employability skills and recidivism Better outcomes are achieved when creative and exciting learning environments are fostered and established that are tailored to students interests

Osher et al., 2008

#19Engagement and ChallengeCAPScurriculum alignment with state standards, individualized, mastery learning, records management

Adequate space, staffing, instructional supplies /materials, technology, library services, instructional support services

Full-continuum of educational services, special education, counseling, testing, vocational training, school to work projects

#20YDC Student Transition ModelThink Exit at Entry

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22Activity and Q&A Safety, Support, Social Emotional Learning, and Engagement and ChallengeSmall-group workChallenges in facility schools to address four pillars found in NDTACs Condition for Learning documentAccept the challenge! #23ReferencesConnor, D. F. (2002). Aggressive and antisocial behaviors in children and adolescents. Research and Treatment. New York, NY: Guilford.Gagnon, J. C., & Barber, B. R. (2010). Characteristics of and services provided to youth in secure care facilities. Behavioral Disorders, 36, 719.Gagnon, J. C., & Richards, C. (2008). Making the right turn: A guide about youth involved in the juvenile corrections system (pp. 161). Washington, DC: National Collaborative on Workforce and Disability for Youth, Institute for Educational Leadership.Luna, B. (2005). Brain and cognitive processes underlying cognitive control of behavior in adolescence. University of Pittsburgh.#24ReferencesOsher, D., Sidana, A., & Kelly, P. (2008). Improving conditions for learning for youth who are neglected or delinquent. Washington, DC: National Evaluation and Technical Assistance Center for the Education of Children and Youth Who Are Neglected, Delinquent, or At-Risk (NDTAC). Retrieved from http://www.neglected-delinquent.org/nd/resources/spotlight/cflbrief200803.aspSpear, L. P. (2003). Neurodevelopment during adolescence. Neurodevelopmental Mechanisms in Psychopathology. Cambridge University Press.Teplin, L. A., Abram, K. M,. McClelland, G. M, Dulcan, M. J, & Mericle, A. A. (2002). Psychiatirc disorders in youth in juvenile detention. Archives of General Psychiatry, 59, 113143.#25ReferencesThompson, P. (2004). Time-lapse imaging tracks brain maturation from ages 5 to 20. National Institutes of Mental Health and UCLA.

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