Starting RightStarting Right

Improving the Facility-to-Improving the Facility-to-Community Community

Transition Experiences of Transition Experiences of Formerly Incarcerated Formerly Incarcerated

AdolescentsAdolescents

Michael Bullis, Ph.D. Michael Bullis, Ph.D. Interim Dean & Sommerville-Knight Professor Interim Dean & Sommerville-Knight Professor

Director, Secondary Special Education & Transition Director, Secondary Special Education & Transition Research GroupResearch Group

Director, National Post-School Outcomes CenterDirector, National Post-School Outcomes CenterCollege of Education, University of OregonCollege of Education, University of Oregon

((bullism@uoregon.edubullism@uoregon.edu; 541-346-1645); 541-346-1645)

OBJECTIVESOBJECTIVES

•WHO?WHO?•WHAT HAPPENS?WHAT HAPPENS?•WHAT TO DO?WHAT TO DO?•????????

Bridges From School To? Bridges From School To? (1984)(1984)

HALPERN’S MODEL HALPERN’S MODEL (1987)(1987)

WHAT IS TRANSITION?WHAT IS TRANSITION?

• Transition services means a Transition services means a coordinated set of activities for a coordinated set of activities for a student, designed within an outcome-student, designed within an outcome-oriented process, that promotes oriented process, that promotes movement from school to post-school movement from school to post-school activities, including post-secondary activities, including post-secondary education, vocational training, education, vocational training, integrated employment (including integrated employment (including supported employment), continuing supported employment), continuing and adult education, adult services, and adult education, adult services, independent living, or community independent living, or community participation…participation…

EMPLOYMENT - NLTSEMPLOYMENT - NLTS

LIFE ON THE OUTSLIFE ON THE OUTS

BACKGROUNDBACKGROUND

WHO?WHO? (Donovan & Jessor, 1985) (Donovan & Jessor, 1985)

•Criminal BehaviorCriminal Behavior•Substance AbuseSubstance Abuse•PromiscuityPromiscuity•School FailureSchool Failure

TRACSTRACS SAMPLE SAMPLE

TRACSTRACS SAMPLE SAMPLE

WHAT HAPPENS?WHAT HAPPENS?

• RETURNRETURN• EMPLOYMENTEMPLOYMENT• EDUCATIONEDUCATION• ENGAGEMENTENGAGEMENT

RETURN – WHAT RETURN – WHAT LEGISLATORS REALLY CARE LEGISLATORS REALLY CARE

ABOUTABOUT

AN IMPORTANT TIMEAN IMPORTANT TIME

WHO RETURNS? (6 WHO RETURNS? (6 MOS.)MOS.)

WHO RETURNS? (6 WHO RETURNS? (6 MOS.)MOS.)

WHO RETURNS? (12 WHO RETURNS? (12 MONTHS)MONTHS)

WHO GOES TO THE WHO GOES TO THE “BIG HOUSE”?“BIG HOUSE”?

EMPLOYMENTEMPLOYMENT

MORE EMPLOYMENTMORE EMPLOYMENT

WHO WORKS? (6 MOS.)WHO WORKS? (6 MOS.)

WHO WORKS? (12 MOS.)WHO WORKS? (12 MOS.)

EDUCATIONEDUCATION

““DON’T CONFUSE ME DON’T CONFUSE ME WITH DETAILS”WITH DETAILS”

ENGAGEMENTENGAGEMENT

ENGAGEMENT (2ENGAGEMENT (2ndnd VIEW) VIEW)

WHO BECOMES ENGAGED? WHO BECOMES ENGAGED? (6 MOS.)(6 MOS.)

WHO BECEOMES ENGAGEDWHO BECEOMES ENGAGED(12 MOS.)(12 MOS.)

ANOTHER LOOK ANOTHER LOOK (6 MOS.)(6 MOS.)

ENGAGEMENT ENGAGEMENT (12 MOS.)(12 MOS.)

WHAT TODO?WHAT TODO?

PROGRAM STRUCTUREPROGRAM STRUCTURE

• Located in SchoolLocated in School• Community-based Multi-agency Community-based Multi-agency

collaborationcollaboration• Service CoordinationService Coordination• Staff TrainingStaff Training• Family InvolvementFamily Involvement• Peer InvolvementPeer Involvement• Intensive Individualized InstructionIntensive Individualized Instruction• Social Skill TrainingSocial Skill Training• Link to competitive Work Link to competitive Work

THE TRANSTION SPECIALIST – THE TRANSTION SPECIALIST – “A LITTLE HELP FROM ME “A LITTLE HELP FROM ME

FRIENDS”FRIENDS”• They (the transition staff) give lots of They (the transition staff) give lots of

chances; they work around chances; they work around youryour schedule. They really help the schedule. They really help the student, not on getting you through student, not on getting you through some requirements. I wouldn’t be some requirements. I wouldn’t be nowhere in life without this program. nowhere in life without this program.

- Youth with ED and criminal record, - Youth with ED and criminal record, Bullis et al., 2002Bullis et al., 2002

I will need help making my own food and like just going outside, being in public, job applications . . . just simple things. It’s going to be hard . . . like even doing my own clothes, it’s going to be hard ‘cause I haven’t done it in a long time.--Former Juvenile Offender with Disabilities

TRANSTION SPECIALIST – A TRANSTION SPECIALIST – A PARENT PERSPECTIVEPARENT PERSPECTIVE

• These kids These kids can’t keep up with all that can’t keep up with all that it takes to get help, they can’t keep it takes to get help, they can’t keep up with all the appointments, or fill up with all the appointments, or fill out all those forms by themselves, or out all those forms by themselves, or remember to take their drugs. They remember to take their drugs. They need help with all that, and learning need help with all that, and learning how. It’s hard enough for us -- can how. It’s hard enough for us -- can you imagine how hard it is for them?you imagine how hard it is for them?

– – Parent on the social service system, Parent on the social service system, Bullis, 2004Bullis, 2004

What is Project What is Project SUPPORT?SUPPORT?

Multi-State Agency Multi-State Agency CollaborationCollaboration

– Department of EducationDepartment of Education– Oregon Youth AuthorityOregon Youth Authority– Vocational Rehabilitation Vocational Rehabilitation

ServicesServices– University of OregonUniversity of Oregon

What is Project SUPPORTWhat is Project SUPPORT

Transition services for incarcerated Transition services for incarcerated youth with disabilities (SPED or youth with disabilities (SPED or mental health disorder)mental health disorder)

Key staff person: Transition Key staff person: Transition SpecialistSpecialist

Works closely with POs, OVRS Works closely with POs, OVRS counselors, and other community counselors, and other community agenciesagencies

Demographic Demographic InformationInformation

Average age is 17.4Average age is 17.4

78% male & 22% female78% male & 22% female

26% Minority26% Minority

DisabilitiesDisabilities

DSM-IV only44%

SPED only5%

Unknown3%

Both SPED & DSM-IV

48%

Criminal HistoryCriminal History

65% of participants were 65% of participants were adjudicated at 14 or youngeradjudicated at 14 or younger

Multiple crimes were committed by Multiple crimes were committed by youthyouth

Most Prevalent Types of Offenses Most Prevalent Types of Offenses include:include:– Theft (36%) & Burglary (24%)Theft (36%) & Burglary (24%)– Criminal Mischief (27%)Criminal Mischief (27%)– Assault (21%)Assault (21%)– UUMV (21%)UUMV (21%)– Sex Related Crimes (18%)Sex Related Crimes (18%)

SUPPORT/TRACS - 6 monthsSUPPORT/TRACS - 6 months

71%

88%

47%

71%

0%

20%

40%

60%

80%

100%

SUPPORT TRACS

Remained in the Community Engaged

EngagementEngagement

69.2%67.2% 70.9%

8.5%6.6%2.8%

0%

20%

40%

60%

80%

100%

2 months 4 months 6 months

Total Engagement Employed Enrolled Returned to Custody

REFERENCESREFERENCES

• Bullis, M. (2004). Hard questions and final thoughts on the community Bullis, M. (2004). Hard questions and final thoughts on the community transition of adolescents with emotional or behavioral disorders. In D. transition of adolescents with emotional or behavioral disorders. In D. Cheney (Ed.), Cheney (Ed.), Transition of secondary students with emotional or behavioral Transition of secondary students with emotional or behavioral disabilities disabilities (263-279).(263-279). Arlington, VA: Council for Exceptional children, Arlington, VA: Council for Exceptional children, Division on Behavioral Disorders and Division for Career Development and Division on Behavioral Disorders and Division for Career Development and Transition. Transition.

• Bullis, M., & Yovanoff, P., & Havel, E. (2004). The importance of getting Bullis, M., & Yovanoff, P., & Havel, E. (2004). The importance of getting started right: Further examination of the community engagement of started right: Further examination of the community engagement of formerly incarcerated youth.formerly incarcerated youth. The Journal of Special Education, 38, The Journal of Special Education, 38, 80-94 80-94..

• Cheney, D., & Bullis, M. (2004). Research issues in the transition of students Cheney, D., & Bullis, M. (2004). Research issues in the transition of students with emotional or behavioral disorders. In R. Rutherford, M.M. Quinn, & S. with emotional or behavioral disorders. In R. Rutherford, M.M. Quinn, & S. Mathur (Eds.), Mathur (Eds.), Handbook of research in behavioral disorders Handbook of research in behavioral disorders (pp. 369-384).(pp. 369-384). New York: Guilford Press.New York: Guilford Press.

• Johnson, M., Bullis, M., Benz, M., & Hollenbeck, K. (2004). Johnson, M., Bullis, M., Benz, M., & Hollenbeck, K. (2004). Teaching job-Teaching job-related social skills: Work adjustment for gainful employment success. related social skills: Work adjustment for gainful employment success. Longmont, CO: Sopris-West.Longmont, CO: Sopris-West.

MORE REFERENCESMORE REFERENCES

• Bullis, M., & Fredericks, H. D. (Eds.). (2002). Bullis, M., & Fredericks, H. D. (Eds.). (2002). Providing effective vocational/transition Providing effective vocational/transition services to adolescents with emotional and behavioral disorders. services to adolescents with emotional and behavioral disorders. Champaign-Urbana, Champaign-Urbana, IL: Research Press.IL: Research Press.

• Bullis, M., Yovanoff, P, Mueller, G., & Havel, E. (2002). Life on the “outs” - Bullis, M., Yovanoff, P, Mueller, G., & Havel, E. (2002). Life on the “outs” - Examination of the facility-to-community transition of incarcerated adolescents. Examination of the facility-to-community transition of incarcerated adolescents. Exceptional Children, 69,Exceptional Children, 69, 7-22. 7-22.

• Bullis, M., Walker, H., & Sprague, J. (2001). A promise unfulfilled: Social skill training Bullis, M., Walker, H., & Sprague, J. (2001). A promise unfulfilled: Social skill training with at-risk and antisocial children and youth. with at-risk and antisocial children and youth. Exceptionality, (1& 2), Exceptionality, (1& 2), 69-92.69-92.

• Todis, B., Bullis, M., D’Ambrosio, R., Schultz, R., & Waintrup, M. (2001). Overcoming Todis, B., Bullis, M., D’Ambrosio, R., Schultz, R., & Waintrup, M. (2001). Overcoming the odds: Qualitative examination of resilience among adolescents with antisocial the odds: Qualitative examination of resilience among adolescents with antisocial behaviors.behaviors. Exceptional Children, 68, Exceptional Children, 68, 119-139.119-139.

• Unruh, D., Bullis, M. Booth, C., & Pendergrass. (2005). Project SUPPORT: A description Unruh, D., Bullis, M. Booth, C., & Pendergrass. (2005). Project SUPPORT: A description and evaluation of a transition project for formerly incarcerated adolescents with and evaluation of a transition project for formerly incarcerated adolescents with special education and mental health disorders.special education and mental health disorders. In M. Epstein, K. Kutash, & A. In M. Epstein, K. Kutash, & A. Duchnowski (Eds.), Duchnowski (Eds.), Outcomes for children and youth with emotional and behavioral Outcomes for children and youth with emotional and behavioral disorders and their families: Programs and evaluation best practices disorders and their families: Programs and evaluation best practices (pp. 375-397)(pp. 375-397). . Austin, TX: PRO-ED.Austin, TX: PRO-ED.