4. Implementation

5. Evaluation

6. Termination

1)

• Meeting youth where they are at, going into juvie, collaborative courts

• finding services available (ex: Project Kingship, Project Rebound)

• Build rapport starting groups, meeting with youth individually, and hands-on

2)

• Doing intakes, understanding what their needs are

• Identifying risk and protective factors

• talk to teachers, guardians, and others to get an understanding of the client's specific situation

• Identfity clients strengths

• Ask about the programs they were in before, and why they were, and were not successful

3)

• Establish goals and objectives that we want to get out of our interactions (ex, GPA expectations, attendance, etc)

• Possibly establishing a contract

• Develop SMART Goals with them

• Goals after probation, in conjunction with the parole officers as well

• Working with client to find motivations (ex, family, friends, etc)

• Preparing them for life as a previously incarcerated youth by parenting with the schools

4)

• weekly check-ins with client, school, and possibly the parole officer

• avoid blame

• during sessions, allow a space for them to voice the problems they are facing, and listen to them

• check in on how they are reintegrating into school and life beyond incarceration

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5)

• survey on the effectiveness of sessions in regards to helping them adjust to life, and school productivity

• seeing progress in terms of grades and attendance

• checking in with the adults in their lives and the parole officer to see if there is an improvement in their behavior

  
  

6)

• Slowly decrease follow-ups as the client's behavior and reintegration improve

• Once a client has graduated from the probation program, possible end sessions

• Connecting them with possible services that might benefit them (ex, job help resources, support groups, and CalWorks, therapy CBT/skill, peer mentor)

• Leave them with life skills to stand on their own, like time management, breathing exercises, in times of anger and anxiety

• Instill self-confidence and a strong sense of self

1. Engagement 

• Opening communication, building trust, 

• meeting them at a safe spot 

2. Assessment 

• ACES - Adverse Childhood experiences 

• Understanding the trauma the youth experience during the early childhood

• coping mechanisms, peer pressure,

• referrals, resources 

• Surveys on the population and location 

3. Planning

• treatment plan, such as going to therapy, 

• Finding for resources such as intervention programs to help the youth out

• Parent’s can also contribute to the treatment plan, being supportive of the, 

• set up healthy goals 

4. Implementation 

• monitoring their school behavior such as if they are getting in trouble or missing school

• rehabilitation programs- checks in 

• Yearly fairs in schools or in community parks to have a constant follow up and resources available 

5. Evaluation 

• Goal attainment Scaling 

• check in. Making sure they are staying clean, this can be by drug testing

6. Termination 

• They are clean

• no longer need checks in 

• The youth feels ready to let go 

• meeting the goals they planned with the social worker 

7. Follow up 

• Checks in naturally decrease 

1. Engagement

   Checking in with the children referred by teachers and who are at risk. Building rapport with students with multiple meetings. Ensuring knowledge of reporting requirements. Completing intake, introducing basic needs questionnaire.

2. Assessment

   Identifying needs and neglect by assessing questionnaire. Piecing information together and identifying missing information. Speaking to faculty who made referral, or outside parties in student's life. Organization of information and evidence. Forming meetings to discuss failing needs.

3. Planning

   Meetings with parents/guardian, teacher. Supporting parents with resources, support groups, etc for meeting basic needs. Establishing student needs are PRIORITY- food, water, shelter and mental well being is a necessity.

4. Implementation

Mediation between parties involved. Establish routine meetings to assess needs.

5. Evaluation

Give the same questionnaire throughout weekly meetings to establish change or stagnant results.

6. Termination

Depending on results of evaluation, follow up may continue throughout the school year(s), but may be terminated if needs are consistently being met.

7. Follow-Up (if needed)

Reassess case, refer out if leading to Child Abuse otherwise start the process over