Heather Griller Clark

Transition Practices for Adjudicated Youth with E/BDs and Related Disabilities.

Reentry outcomes for formerly incarcerated youth are dismal. The challenges these youth face are even further intensified when they have learning or emotional and behavioral disabilities. Successful transition services need to be initiated in the correctional facility and continue in the community. This article discusses interventions designed to aid the reentry of formerly incarcerated youth into their communities. Caps in existing service delivery are identified. Guiding principles for effective reentry programs and specific strategies focused on increasing employment and continuing education, both while incarcerated and when released, are highlighted.

Community Engagement for Reentry Success of Youth from Juvenile Justice: Challenges and Opportunities

Based on our research over the past ten years, we have identified six evidence-based transition practices that are critical for promoting youth success after release from secure care. Success, however, also relies heavily on the engagement of community partners and stakeholders who receive these youth after release. To further understand the construct of community engagement, we conducted a reintegration survey and held focus groups with stakeholders representing several agencies that provided services to youth from the juvenile justice system. We also interviewed youth to identify barriers in the transition process. The findings suggest that juvenile justice personnel need to consistently work in collaboration with community partners to generate and sustain the resources and awareness necessary to improve reentry outcomes for youth. Definitions of community engagement are offered and specific barriers and challenges that interfere with effective reentry are identified. Suggestions to improve reentry are included.

Transition Services for Juvenile Detainees with Disabilities: Findings on Recidivism

This study explores the effect of basic versus enhanced transition services on the recidivism of youth with disabilities in juvenile detention. The article describes the transition services provided and shares the results of a year-long, randomized, single blind, quasi-experimental study of post-release recidivism. Results indicate that youth with disabilities who received enhanced services from a transition specialist were 64% less likely to recidivate. Implications are offered for future data analysis and research related to the transition of youth with disabilities from the juvenile justice system.

Merging Two Worlds: A Tier Two Model to Promote Transition of Youth from Residential Settings to the Community

It is well documented that youth in residential treatment settings and juvenile justice facilities face a myriad of challenges when transitioning to school, work, or other community settings. Multitiered systems of support can be used to help prepare youth for this transition. A central tenet of a multitiered system is to provide evidenced-based interventions at three levels: universal, targeted, and personalized. This article describes an intervention, Merging Two Worlds, used at the targeted level with youth in a secure care facility. Merging Two Worlds is a curriculum specifically designed to provide students with the knowledge and skills they need to address the challenges they may face in the transition process. Data from two different studies using Merging Two Worlds are presented, findings are discussed, and recommendations for practice are provided.

School Personnel Perceptions of Youth With Disabilities Returning to High School From the Juvenile Justice System

Little is known about the perceptions of teachers of their students returning from the juvenile justice system, which can influence student relationships and student engagement, both of which are critical to reduce recidivism rates. This study utilized an online survey to examine the perceptions of a convenience sample of 283 school personnel (e.g., special educators, administrators) from across the country on available transition services, school climate, self-efficacy, barriers faced during reentry, and supportive strategies. Findings indicate transition services are implemented inconsistently; personnel believe they have the ability to positively influence youth, yet they have low expectations for youth after graduation. Findings suggest opportunities for professional development on holding high expectations for youth, services to prevent negative outcomes. Implications for future research call for examination of wraparound services and analysis of transition services utilized across different states and regions of the country.

Involvement of the Young Person in Transition Planning

This chapter focuses on the involvement of the young person in transition planning. A good transition plan is one that is person-focused and includes personal development in academic skills, social and emotional skills, employment skills, and other related areas. A synthesis of current research on the involvement of incarcerated youth in transition planning and person-focused and personal development strategies to promote positive transition outcomes are outlined. While the strategies and information presented in this chapter are relevant to all young people in a variety of transitions, the focus is primarily on transition from incarceration to school, as many incarcerated young people are of mandatory school age during their period of incarceration. The education and transition planning they receive “behind the fence”, as well as when they return to the community, is important in enhancing positive life outcomes through skill development and self-determination.

Research-Based Practices for Reintegrating Students With Emotional and Behavioral Disorders From the Juvenile Justice System:

This article discusses the unique and influential role of school teachers in the rehabilitation and reintegration of students with emotional and behavioral disorders who have been involved with the juvenile justice (JJ) system. By adopting evidenced-based practices, highlighted within this article, teachers can prevent further escalation of students’ negative behaviors and repeated involvement in the JJ system.