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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