Laura Burney Nissen

The Development of Theory and Treatment with Substance Abusing Female Juvenile Offenders

Little is known regarding the specific treatment needs of those female juvenile offenders with a history of substance abuse. While social scientists have advanced distinct theories regarding adolescent substance use and juvenile delinquency, minimal work has been conducted to integrate or link these two. In attempting to further explore their interrelationships, this article will review and incorporate the relevant theoretical and practice milestones in three areas: (1) substance abuse and women, (2) substance abuse and adolescents, and (3) substance abuse and juvenile delinquency, leading to the development of new theory and practice relevant to the female substance abusing juvenile offender population. The authors propose some practice considerations for current interventions with this population and discuss implications for future research and exploration.

Systems of care for treatment of adolescent substance use disorders: background, principles and opportunities.

Abstract Adolescent substance abuse is a serious social problem facing the United States. Despite numerous recent advances in the clinical effectiveness of treatment approaches for this population, not enough attention has been paid to the adolescent treatment and service delivery infrastructures. The right services must be delivered through carefully organized and systematic community partnerships among agencies that serve the youth and families most in need. This article provides a working definition for the systems of care approach, reviews the movements history within childrens mental health services, addresses the feasibility of using the systems of care model for adolescent substance use disorders, and discusses principles and elements essential for successfully implementing a system of care for treatment of adolescent substance use disorders.

Lifelong Learning in Social Work Education: A Review of the Literature and Implications for the Future

Social workers practice in rapidly changing and complex environments where they encounter challenges that include increasing evidence-based practice requirements, a shifting information landscape, and diminishing workplace resources. To address these challenges, social workers need to engage in lifelong learning. The purpose of this article is to explore conceptual elements and assumptions underlying lifelong learning; propose social work specific approaches to lifelong learning; present a conceptual model to orient social work educators to the possibilities inherent in lifelong learning for practice, with inclusion of suggested practice behavior; and offer a research agenda for practice.

The Evolution of Substance Abuse Treatment in Juvenile Justice

ABSTRACT This paper discusses the scope of substance abuse and related problems among juvenile offenders, and describes three models of addressing the problem based on a review of current approaches, ranging from Treatment Alternatives to Street Crimes programs (TASC), to juvenile drug courts, to an integrated treatment network model. The relevant strengths and weaknesses of each in supporting lasting change in substance-abusing juvenile offenders and their families are presented, and a call to action is offered for communities wishing to aim their interventions innovatively and precisely in the direction of substance abuse among their delinquent youth.

Reclaiming Futures: Communities Helping Teens Overcome Drugs, Alcohol and Crime—A New Practice Framework for Juvenile Justice

Abstract Increasing numbers of youth entering the juvenile justice system on drug-related charges require new practice frameworks for youth advocates. Screening, assessment and intervention capabilities have not kept pace with the youth who need them. This article presents an overview of a new approach, based on the system of care movement, to integrated care service provision for this population. Utilizing the Reclaiming Futures initiative—being piloted in 10 communities in the United States—as a model for change, the article suggests that juvenile justice, in partnership with treatment and other community stakeholders, can have a positive impact on this social problem.

Lifelong Learning in Social Work: A Qualitative Exploration with Practitioners, Students, and Field Instructors

In the context of rapid change in social work practice related to policy, research findings, and theoretical developments, faculty are challenged to prepare students to engage in lifelong learning, a concept that has not been well-articulated in social work education. This article reports on an exploratory study of students,’ social workers,’ and field instructors’ perspectives and experiences of lifelong learning. Based on focus group discussions, findings reveal the multi-faceted nature of lifelong learning, the personal characteristics and motivations of lifelong learners, and the roles of social work faculty and workplace environments in supporting learning. Implications address the roles of instructors and social work programs in giving students and social workers tools and opportunities to engage in continuous learning and professional growth.

Evolving on purpose: Results of a qualitative study to explore how public youth system reform advocates apply anti-oppressive practice frameworks in a collaborative training and action process

The anti-oppressive practice (AOP) framework focuses on structural inequity and power relations, employing liberatory methods toward social justice goals. This article reports on a national training initiative in AOP and an associated participatory action research project to determine the transformative impact of the training on staff, services and the system itself. The setting of this study is among service providers in youth justice and treatment services, where racial disparities are pronounced. The project involved both skills development and application of AOP in ways that would promote systems reform. Participants found the experience to be valuable, relevant and energizing, and skill sets in AOP were developed. The course requirement to develop site-based projects in participants’ local settings created changes in the ways services were delivered. Participants valued the creation of ‘safe spaces’ to discuss their experiences of racism and oppression in the various youth service systems. Transformative learning theory is utilized as a backdrop to the experience of interpreting participant reactions and learning experiences. Results suggest that AOP is a useful framework for organizing renewed efforts to reduce disparities in justice and other service delivery systems. Participant projects, an overview of implications for the field, and suggested future research are discussed.