EFFECTIVE TRANSITION THROUGH SYSTEMS OF CARE: COLLABORATIVE COMMUNITY SUPPORTS AS A MEANS TO SUCCESS FOR SYSTEM – INVOLVED YOUTH Simon Gonsoulin, Reyhan Reid, and Nicholas Read American Institutes for Research

NDTAC's Mission  Develop a uniform evaluation model for State Education Agency (SEA) Title I, Part D, Subpart I programs  Provide technical assistance (TA) to states in order to increase their capacity for data collection and their ability to use that data to improve educational programming for N/D youth  Serve as a facilitator between different organizations, agencies, and interest groups that work with youth in neglected and delinquent facilities

Title I, Part D: Goals and Funding The goals of Title I, Part D programs are to:  Improve educational services for children and youth who find themselves in the neglect and juvenile justice systems so they have the opportunity to meet challenging State academic content and achievement standards;  Provide juvenile justice involved youth with services to successfully transition from institutionalization to further schooling or employment; and  Prevent at-risk youth from dropping out of school, and to provide dropouts and children and youth returning from correctional facilities with a support system to ensure their continued education

Technical Assistance Partnership for Child and Family Mental Health  Provides technical assistance to system of care communities currently funded through the Center for Mental Health’s (SAMHSA) Comprehensive Community Mental Health Services for Children and Their Families Program.  The mission of the TA Partnership is "helping communities build systems of care to meet the mental health needs of children, youth, and families.“  Offers direct support in the areas of child welfare, education, family involvement, juvenile justice, mental health, primary care, substance abuse, and youth involvement

Systems of Care  A system of care is a coordinated network of community-based services and supports that are organized to meet the challenges of children and youth with serious mental health needs and their families.  Families and youth work in partnership with public and private organizations to design mental health services and supports that are effective, that build on the strengths of individuals, and that address each person's cultural and linguistic needs.  A system of care helps children, youth and families function better at home, in school, in the community and throughout life.

What Juvenile Justice Can Gain From Systems of Care  Educational and developmental gains while in secure care should be supported following release  Successfully transitioning youth from and preventing involvement with the juvenile justice system requires collaborative community services and support  Systems of care is an example of communities built on interagency collaboration  The philosophy is a model anyone can use  Youth supported by multiple agencies acting collaboratively have better outcomes

Collaboration is… Two or more entities working together toward a shared goal of effectively and efficiently implementing programs.

The Importance of Collaborative Practices “The success of children and youth who are neglected, delinquent, or at-risk relies on effective systems.” (Leone, Quinn, and Osher, 2002)

The Importance of Collaborative Practices “Collaboration is a prerequisite to the sustainability of interagency programs.” (Perkins, 2002)

Stages of Collaboration Coexistence  Organizations have limited awareness of others  Knowledge development and decision-making is done independently Adapted from Frey (2006) and Houge (1993)

Stages of Collaboration Communication  Aware of other organizations  Loosely defined roles  Little communication  All decisions are made independently Adapted from Frey (2006) and Houge (1993)

Stages of Collaboration Cooperation  Provide information to each other  Somewhat defined roles  Formal communication  All decisions are made independently Adapted from Frey (2006) and Houge (1993)

Stages of Collaboration Coordination  Share information and resources  Defined roles  Frequent communication  Some shared decision-making Adapted from Frey (2006) and Houge (1993)

Stages of Collaboration Coalition  Shared ideas  Shared resources  Frequent and prioritized communication  All members have a vote in decision-making Adapted from Frey (2006) and Houge (1993)

Stages of Collaboration Collaboration  Members belong to one system  Frequent communication characterized by mutual trust  Consensus is reached on all decisions Adapted from Frey (2006) and Houge (1993)

Levels of Collaboration Survey (Frey, 2006)

Qualities of Collaborative Programs for Youth Who Are N or D These programs promote:  Healthy messages to adolescents about their bodies, their behaviors and their interactions  Safe and structured places for teens to study, recreate and socialize  Strengthened relationships with adult role models, such as parents, mentors, coaches or community leaders  Skill development in literacy, competence, work readiness and social skills  Opportunities to serve others and build self-esteem Family and Youth Service Bureau

Systems of Care  Systems of care emphasize strong, effective collaboration, family and youth involvement, and cultural and linguistic competence.  Governance bodies are formed early and include representation from key stakeholders. The governance body shares decision making and responsibility related to services and supports, funding, social marketing, evaluation, and more.  Stakeholder representation may include mental health, child welfare, juvenile justice, youth bureau, community-based organizations, health centers, family members, and youth, among others.  Collaboration occurs on individual/family, program, and system levels.

Family-Driven, Youth-Guided and Cultural and Linguistic Competence  Family-driven and youth guided: families and youth have the right to be empowered and given a primary decision making role in the care of their own lives as well as the policies and procedures governing care for all children and youth in their community, state, tribe, territory and nation.  Cultural and linguistic competence: the integration of knowledge, information, data about individuals and groups of people into clinical standards, skills, service approaches and supports, policies, measures, and benchmarks that align with the individual or group’s culture and increases the quality, appropriateness, and acceptability of health care and outcomes.

Community Example: Calling All Youth

 Youth are represented on the governance body and on various workgroups and are engaged in the community.  Youth involved in decision-making about their own treatment as well as services, supports, social marketing, evaluation, and other matters in the community.  Calling all Youth meets regularly for peer support, training, and to build leadership skills.  Better treatment plans, higher compliance rates, and better communities.

Outcomes From Systems of Care: Delinquency/Crime [1] Among youth in systems of care:*  Percentage of youth not engaging in delinquent behavior more than doubled  Self-reported arrest rates fell from 27% to 11%  Communities saved $1, per youth *For at least 18 months [1] SAMHSA (2008). Helping Youth Thrive in the Community: National Children’s Mental Health Awareness Day–May 8, 2008: Systems of Care.

Outcomes From Systems of Care: Delinquency/Crime [2] Among youth in systems of care,* law enforcement contact decreased:  Accused of breaking the law: 13.3% → 6.5%  Arrest: 7% → 2.7%  Conviction: 16.9% → 9.7%  In detention/jail: 23.7% → 13.3%  On probation: 33.9% → 24.3% *For at least 18 months [2] SAMHSA (2004). The Comprehensive Community Mental Health Services for Children and Their Families Program, Evaluation findings–Annual Report to Congress, 2002–2003.

Outcomes From Systems of Care: Education [1] Among youth in systems of care:*  81% attended school regularly (in school 80% of time or more)  Absences were reduced by 20%  Suspensions and expulsions were reduced by 44%  73% received passing grades *For at least 18 months [1] SAMHSA (2008). Helping Youth Thrive in the Community: National Children’s Mental Health Awareness Day–May 8, 2008: Systems of Care.

Outcomes From Systems of Care: Education [2] Among youth in systems of care:*  Regular school attendance (in school 75% of time or more) increased to over 84% (from 77%)  Suspensions ( ↓ 30%), expulsions ( ↓ 35%) and detentions ( ↓ 25%) all decreased  Those with passing grades increased from 60% to 72.8% *For at least 18 months [2] SAMHSA (2004). The Comprehensive Community Mental Health Services for Children and Their Families Program, Evaluation findings–Annual Report to Congress, 2002–2003.

Contact Information  Simon Gonsoulin, Director, NDTAC  Reyhan Reid, Youth Involvement Content Specialist, TA Partnership  Nicholas Read, TA Liaison, NDTAC & TA Partnership