MENU TITLE: Teleconference Videotape Participant's. Guides Series: OJJDP Published: Summer 1996 25 pages 44,517 bytes U.S. Department of Justice Office of Justice Programs Office of Juvenile Justice and Delinquency Prevention Participant's Resource Packet for the Juvenile Boot Camps National Satellite Teleconference Teleconference produced by: Office of Juvenile Justice and Delinquency Prevention U.S. Department of Justice 633 Indiana Avenue, NW Washington, DC 20531 in association with Juvenile Justice Telecommunications Assistance Project Training Resource Center Eastern Kentucky University 301 Perkins Building Richmond, KY 40475-3127 Michael A. Jones, Project Manager Juvenile Justice Telecommunications Assistance Project 606-622-6270 ------------------------------ Greetings from OJJDP One of the most closely watched developments in adult and juvenile corrections today is the growing interest by jurisdictions in establishing boot camps. Today's satellite teleconference will provide an overview of the operational concepts and characteristics of juvenile boot camps. Initially characterized by a strong emphasis on military structure, drill, and discipline, refinements to these initial programs accent youth development services and integration of residential and aftercare program components. These programs offer a potentially effective intermediate sanction for post-adjudicated youth. Juvenile boot camps are intended to provide constructive intervention and early support to a population of juvenile offenders at high risk of continuing delinquency. The programs are normally designed to serve as an intermediate sanction, promote basic traditional and moral values, increase academic achievement, provide discipline through physical conditioning and teamwork, instill a work ethic, and include activities to reduce drug and alcohol abuse among juvenile offenders. Such programs are in keeping with OJJDP's commitment to a comprehensive strategy to prevent juvenile delinquency through a system of graduated sanctions. This satellite teleconference examines the Youth Development Program of the Sergeant Henry Johnson Youth Leadership Academy in South Kortright, New York which is considered by many experts as a successful model program. The dedication and commitment displayed by this facility's staff to their juvenile population exemplifies the many positive characteristics of an effective juvenile boot camp. Through a series of interviews, we will look at staff and juvenile interaction in the daily operation of the facility. In addition, the broadcast will examine the OJJDP-funded Impact Evaluation of Three Juvenile Boot Camps which has been conducted by Caliber Associates. By exploring the evaluation findings, OJJDP hopes to provide an open forum for the juvenile justice field to professionally discuss issues relevant to the implementation and operation of high quality juvenile boot camp programs. We hope that today's teleconference provides you and your agency some critical and informative ideas concerning the operation of juvenile boot camps. OJJDP recognizes that several quality programs are in operation nationwide. This broadcast's goal is to provide a snapshot and overview of those components deemed most vital in a model operation. To this end, whether you work directly or indirectly with a juvenile boot camp, OJJDP hopes that you will continue exploring the many positive and effective facets of these initiatives. Only through your continued dedication and commitment can long term, positive changes be made to the juvenile justice system. We hope you enjoy today's teleconference! ------------------------------ This satellite teleconference was developed through the collaboration and hard work of numerous individuals and agencies. Special thanks for the commitment and dedication displayed by each agency in their involvement. Key contributors include: Bureau of Justice Assistance and the Office of Juvenile Justice and Delinquency Prevention U.S. Department of Justice 633 Indiana Avenue, NW Washington, DC 20531 202-307-5940 Sgt. Henry Johnson Youth Leadership Academy Route 10, PO Box 132 South Kortright, NY 13842 607-538-1401 Camp Roulston Cleveland, Ohio 216-656-0683 Caliber Associates 10530 Rosehaven Street Fairfax, VA 22030 703-385-3200 American Correctional Association 4380 Forbes Boulevard Lanham, MD 20706 301-206-5100 National Criminal Justice Reference Service Box 6000 Rockville, MD 20849-6000 800-851-3420 ------------------------------ Broadcast Objectives o to explore the general characteristics of juvenile boot camps; o to offer a forum on juvenile boot camp operational concepts, implementation issues and characteristics; o to examine the Youth Development Program at the Sgt. Henry Johnson Youth Leadership Academy in South Kortright, New York; o to assess the results of the OJJDP funded Impact Evaluation of Three Juvenile Boot Camps; and o to illustrate some changes that have been made due to the OJJDP evaluation. Thank you for your dedication to the nation's youth! This document was prepared by the Eastern Kentucky University Training Resource Center under grant #95-JN-MU-0001 from the Office of Juvenile Justice and Delinquency Prevention, Office of Justice Program, U.S. Department of Justice. Points of view or opinions stated in this document are those of the authors and not necessarily represent the official position or policies of the U.S. Department of Justice. The Office of Juvenile Justice and Delinquency Prevention is a component of the Office of Justice Programs, which also includes the Bureau of Justice Assistance, the Bureau of Justice Statistics, the National Institute of Justice and the Office for Victims of Crime. ------------------------------ OJJDP National Satellite Teleconference Juvenile Boot Camps Table of Contents Agenda OJJDP Objectives for Juvenile Boot Camps Evaluation of the Impact of Boot Camps for Juvenile Offenders: Overview Sgt. Henry Johnson Youth Leadership Academy Discussion Issues Program Panelists References ------------------------------ OJJDP National Satellite Teleconference Juvenile Boot Camps Agenda February 14, 1996 Broadcast Time 1:30 p.m. (EDT) 12:30 p.m. (CTD) 11:30 a.m. (MDT) 10:30 a.m. (PDT) The items below are listed in this order: Activity Time Length (All times are EDT) Approximate Time Pre-Teleconference Activities (Conducted by local facilitator) Pre-teleconference activities should include familiarization with site surroundings, introduction of other participants, an introduction and program overview provided by the site facilitator, preliminary discussion of issues surrounding youth care programs for serious, violent, and chronic juvenile offenders in the local area, and review of Participant Packet materials. 30 minutes 1:00-1:30 Test Signal (Effective Programs) 30 minutes 1:00-1:30 Broadcast Begins 1:30 Teleconference Introduction (Bonnie Krasik, Moderator) 1 minute 1:30-1:31 OJJDP Welcome (Shay Bilchik, Administrator) 2 minutes 1:31-1:33 Boot Camp Overview 1 minute 1:33-1:34 Boot Camp Overview Video Segment 10 minutes 1:34-1:44 Panel Discussion/Call-in 20 minutes 1:44-2:04 Youth Leadership Academy Introduction 1 minute 2:04-2:05 Youth Leadership Academy Video Segment 12 minutes 2:05-2:17 Panel Discussion/Call-In 23 minutes 2:17-2:40 Break/Activity 10 minutes 2:40-2:50 OJJDP Evaluation Introduction 1 minute 2:50-2:51 OJJDP Evaluation Video Segment 10 minutes 2:51-3:01 Panel Discussion/Call-In 27 minutes 3:01-3:28 Upcoming OJJDP Events 1 minute 3:28-3:29 Closing Credits 1 minute 3:29-3:30 Broadcast Ends 3:30 Post-Teleconference Discussion (Conducted by local facilitator) Post-teleconference discussion should focus on key issues discussed in the program. 30 minutes ------------------------------ OJJDP National Satellite Teleconference Juvenile Boot Camps OJJDP Objectives for Juvenile Boot Camps In 1990, OJJDP's initial intentions in funding the juvenile boot camp programs were to provide a constructive intervention and early support system for those non-violent juvenile offenders at highest risk of further involvement in the juvenile justice system. The juvenile boot camps were intended to be an intermediate sanction program that would: o Serve as a criminal sanction o Promote basic, traditional, and moral values inherent in our national heritage o Increase academic achievement o Provide discipline through physical conditioning and teamwork o Include activities and resources to reduce drug and alcohol abuse among juvenile offenders o Encourage participants to become productive, law-abiding citizens o Promote literacy by using intensive, systematic phonics o Instill a work ethic among juvenile offenders OJJDP Target Population o Non-violent juvenile offenders who are at high risk of continuing involvement in delinquency and/or drug and alcohol abuse o Adjudicated juvenile offenders awaiting implementation of court disposition o Juveniles under 18 years of age o Have no history of mental illness o Not be considered violent or have a history of involvement in violent crimes o Not be an escape risk o Demonstrate motivation to participate in the program o Not include serious habitual offenders who ordinarily would be assigned to a correctional institution Three Grantees Cleveland, Ohio Cuyahoga County Juvenile Court and North American Family Institute Denver, Colorado Colorado Department of Institutions, Division of Youth Services, and New Pride, Inc. Mobile, Alabama Strickland Youth Center of the Mobile County Court, Boys and Girls Club of Grater Mobile, University of South Alabama Each program started first cohorts in April 1992. ------------------------------ OJJDP National Satellite Teleconference Juvenile Boot Camps Evaluation of the Impact of Boot Camps for Juvenile Offenders: Overview (The Evaluation of the Impact of Boot Camps for Juvenile Offenders was conducted by a team from Caliber Associates, a private firm in Fairfax, Virginia, that specializes in research and evaluation of programs for children, youth, and families. Caliber is the evaluation contractor for OJJDP. For more information call Caliber associates at 703-385-3200) In April 1992, the first cohorts of juvenile offenders entered three experimental boot camps in Cleveland, Ohio; Denver, Colorado; and Mobile, Alabama under a demonstration funded by the U.S. Department of Justice's Office of Juvenile Justice and Delinquency Prevention (OJJDP) and the Bureau of Justice Assistance (BJA). Focusing on a target population of adjudicated nonviolent offenders under age 18, the boot camp programs consisted of a highly-structured, three-month residential program, followed by 6-9 months of community-based aftercare during which youth pursued academic and vocational training or employment while under intensive, but gradually reduced, supervision. Adjudicated juvenile offenders were screened and randomly assigned to the experimental group, which consisted of youth who entered boot camp, and the control group, which consisted of youth who were held to their original sentencing requirements (i.e., confinement in state or county institutions, or release on probation) and who would serve as a basis for comparison. Caliber Associates, based in Fairfax, Virginia, was asked in the summer of 1993 to assume responsibility for the three-site impact evaluation, which was initiated by Rutgers University and the American Institutes for Research; data for the first 17 months of boot camp operations were collected using draft data collection instruments developed by AIR/Rutgers. As its primary measures, the evaluation was to focus on the comparative rates of recidivism between the experimental and control groups as well as the cost-effectiveness of boot camp in comparison with alternative sentences; to the extent possible, the evaluation was also to document any positive outcomes for youth who participated in the experimental programs. Interim reports submitted by Caliber to OJJDP were based on 182 randomly selected experimental youth in Cleveland, 124 youth in Denver, and 187 youth in Mobile who entered boot camp between April 1992 and December 1993. The experimental programs served somewhat different populations. At selection, youth in Cleveland were much more likely to have committed a violent crime and were the most serious group of juvenile offenders of the three sites. The Mobile program served the least serious and the youngest group of offenders of the three sites, with more than half under age 15. Youth in Mobile and Cleveland were more likely than youth in Denver to have two or more adjudications on record; however a misdemeanor, rather than a felony, was more likely to be the most serious prior adjudicated offense in Mobile than in Cleveland. All youth in Cleveland faced confinement, while the Mobile and Denver programs served a mixture of youth, some of whom were to be confined and some who otherwise would have been released on probation. All three boot camps were developed and operated through public-private partnerships between the court systems or Division of Youth Services and local service providers. The three programs reflect different philosophies, with each featuring a somewhat different mix of military-style training and discipline on the one hand, and education and life skills activities on the other. All three sites had problems implementing their aftercare programs. The Cleveland program had the most rigorous aftercare requirements of the three sites; with the addition of an alternative school, youth participated in a mix of both education and life skills activities. Aftercare in Denver consisted of a remedial education program which never performed well. The Mobile aftercare program was originally operated through seven local Boys and Girls Clubs, but was later restructured to require youth to attend a single facility. Most youth who entered boot camp were able to complete the program and graduate to aftercare, including 96 percent of those entering in Cleveland, 87 percent in Mobile, and 76 percent in Denver. In two sites where educational gains were measured, there were impressive improvements in academic skills for most youth. In addition, where employment information was available, significant numbers of youth had found a job while in aftercare. None of the three boot camps appears to have reduced recidivism over the study period. However, if the boot camp is used as an alternative to confinement in traditional institutions--rather than as an alternative to probation--a benefit of boot camps is found in the cost per youth being considerably reduced because of the significantly shorter residential stay. All of the study's significant findings must be considered in the overarching context that the conceptual boot camp model was only partially implemented in the three sites, particularly with respect to the critical support services that were intended for youth during aftercare. A number of important lessons were learned from the demonstration which should be carefully considered by jurisdictions who may be implementing or considering implementing a boot camp of juvenile offenders: o All three sites encountered difficulties in their public-private partnerships. Considerable attention should be paid to building and maintaining consensus among participating organizations concerning philosophy and procedures to be followed. o Aftercare programs are difficult to implement. More attention should be paid at the outset to developing the model and planning for the practical problems that are likely to be encountered, both initially and over time. Aftercare programs are not likely to be effective if youth graduate without receiving the quality services that are prescribed for them. o Cost issues and community resistance were major obstacles in securing residential and, especially, after care facilities. The residential boot camps were eventually housed at Department of Youth Services or county facilities in all three sites. To maximize attendance and minimize problems, it is crucial that aftercare facilities are located in gang-neutral areas accessible by public transportation. o Better procedures are needed for screening, selection, and training of staff to work in the unique boot camp and aftercare environment in order to reduce turnover and gaps in critical services, and to ensure consistent programming. o Treatment should be regarded as continuous between the residential and aftercare phases, with the two components integrated philosophically, programmatically, and in terms of staffing. o Aftercare programs must be comprehensive enough and flexible enough to meet the educational, employment, counseling, and support needs of individual youth. o The aftercare component should not be self-contained, but should be dynamic in forming linkages with other community services, especially helping agencies, schools, and potential employers. o A wide range of longitudinal data should be collected on participating youth to determine the true benefits of a program and potential reasons for success and failures. - Quantifiable information needs to be collected on participation in treatment (e.g., attendance, types of programs) for both experimentals and controls. - Measures of program success should go beyond recidivism to include a range of positive outcomes (e.g., attitude change, long-term academic and employment performance, community service, restitution). - Recidivism measures should capture a complete picture of subsequent delinquent activity, not just the first new adjudication (e.g., all new re-arrests and new adjudications). - Data on a new offense should include information on the origin and circumstances of the complaint to determine if there is a "monitoring" effect. ------------------------------ OJJDP National Satellite Teleconference Featured Program Overview Juvenile Boot Camps Sgt. Henry Johnson Youth Leadership Academy (The following information was provided by the staff of the Youth Leadership Academy and the New York State Division for Youth.) Overview The New York State Division for Youth launched the Sergeant Henry Johnson Youth Leadership Academy (YLA) in May, 1992. YLA is an intensive, highly structured and physically rigorous rehabilitation program for juvenile delinquents. Based on the latest developments in military training, the YLA supports and empowers its youth people in creating and achieving positive personal goals. Although there are several boot camp models for offenders across the country, the Sergeant Henry Johnson Youth Leadership Academy differs from many of these boot programs by using the military training approach as a means for intensive program delivery, rather than as an exercise in punishment. Program Goals Youth goals: self discipline, positive affiliation, self-esteem and self-worth. Family goals: family support and development; identification of alternatives to counterproductive families. Youth skills: educational improvement as a source of esteem and worth; communication skills; vocational skills and exploration; improved health, physical fitness and long term health habits. Reintegration: re-enter the New York City environment successfully as positive members of society. Eligibility Unlike many boot camp programs around the county, YLA does not limit itself to first offenders or nonviolent offenders. Male juvenile delinquents adjudicated by the Family Court for limited secure residential placement are considered as candidates. ("Limited secure" is a security level of residential facilities that corresponds to the older designation of training schools). Candidates who are selected are typically adjudicated felons; many are repeat offenders; some have committed violent felonies. Youth are selected for YLA based on interviews and their expressed desire to participate in the program. They must have no impediments that would prevent them from participating in rigorous physical activity. Acceptance is not complete until candidates sign Conditions of Participation. The Site The residential program is located on a fenced two acre site in rural Delaware County, New York. The Academy shares the surrounding grounds with an adjacent Division for Youth Services facility--the Allen Center. The YLA and the Allen Center have access to more than 400 acres of wooded, hilly terrain. The YLA building is a single story industrial-type structure that houses 30 youth and provides program space for meals, education and counseling. The immediate grounds within the wire contain a prodigious obstacle course, complete with a climbing and rappel tower. Military formations are held on a paved courtyard. A running track within the wire encircles the interior yard. The Program Program Leadership and philosophy. A clear-cut leadership philosophy sets standards for staff, i.e., mutual respect, teaching, role modeling and maintaining a safe, secure environment. The overall program is supervised by a single program director, Colonel Thomas H. Cornick, a thirty year veteran of the U.S. Army. The director, counselors and direct care staff are all former military people with progressive advancement that included extensive command and training backgrounds. The New York State Department of Civil Services recognized the special requirements of staffing for this program and allowed the military history to be included in recruitment criteria. Program content. The daily program is sixteen hours long and is filled with group and individual counseling, formal classroom education, experiential education and hands-on training, physical training, academic preparation, hygiene and recreation. As per signed conditions of participation, cadets wear military uniforms (battle dress fatigues) and surrender all personal clothing and equipment except family photographs and religious artifacts. Youth in the program are called "Cadets." Staff are addressed by military rank and grade. Cadets are not selected out of the program for behavioral reasons, although they may be required to repeat training to achieve performance standards and behavioral norms. Two programs specially designed for the academy by its director and staff are the Magic Within group counseling modality and the Job Book. Magic Within is a 60 module group counseling program which guides self awareness, discusses and clarifies values and develops goal setting and visualization skills. The Magic program gives youth the ability and the responsibility to declare themselves as competent and worthy. The Job Book provides experiential training based on 200 performance based tasks designed to build personal competence and enhance esteem. The direct care staff teach a specific skill, model it, supervise cadet practice of the task and evaluate performance of the task. Representative Job Book tasks include: passing physical performance standards, identifying trees and wildlife, writing a business letter, demonstrating first aid, understanding due process, participating in community service, etc. The education program centers on English literacy and mathematics, but also provides a variety of awareness programs. Teachers augment their educational curricula with Magic learning objectives about self awareness and interpersonal behavior. Program cycle. The YLA program includes six months in the residential facility (the Academy), followed by three months in intensive five-day-a-week aftercare (the City Challenge program). In the residential program there is a Basic and an Advanced platoon. Cadets move through the program at their own speed. Previously, the YLA initially organized its program cycles into platoon cohorts, with 15 residents beginning the program together and moving through to graduation as a group. At the current time, intake is continuous, rather than in group cohorts. Five cadets are received each month and another five graduate. The cadets move through the Basic and Advanced platoons, but membership in these platoons changes every month as cadets arrive and graduate. Continuous recruitment has several advantages over the group cohort method. First, intake availability did not always produce 15 youth ready for admission at one time. This could stretch out the intake process, adding up to six weeks for filling the platoon. Next, group progress could be delayed due to slow progress on the part of one or a few cadets. Cadets were required to stay until the entire cohort was ready for graduation. As a result, well-motivated cadets could spend as much as 7.5 months at the Academy in a program intended for six months. Finally, the group process was not as flexible in dealing with individual differences in cadet behavior and learning. Motivation of cadets is enhanced when they have the ability to move ahead, achieve more privileges and gain more independence based on their acceptance and mastery of the program. Cadets who fail to advance satisfactorily can be retained at various points in the program cycle without disrupting the progress of other cadets. The new individualized approach has been incorporated into the educational program as well. Individual educational progress is carefully tracked by counselors. A cadet's educational program can be cycled independently of his platoon cycle. The program for each cadet is the same as it was under the group cohort method. The only changes are the level of norming and acquisition of independent thinking can develop at individualized paces. The success rates of the program are essentially the same under both cohort and individualized methods. Aftercare Aftercare is closely integrated with the residential phase. The director of the program decides when a Cadet is ready for aftercare. The aftercare program - City Challenge - is housed in a former residential building in Brooklyn, New York. Staff at City Challenge consists of a counselor and two direct care staff, all of whom have military experience. Youth who have successfully completed the residential program at the Delaware County site are enrolled in the five-day-a-week City Challenge program for three months. At the Brooklyn location, programs include: group counseling (Magic Within), a New York City Board of Education on site school, family development programs, job preparation and placement, and a variety of community involvement programs in coordination with the Division for Youth, city agencies and local churches. Youth do background research to prepare themselves for weekly cultural awareness and job readiness field trips throughout the city. Guest speakers are brought in to make presentations. Integration of the Residential Component and Aftercare Close communication is maintained between the staff of the boot camp and the aftercare program. Each youth's home is visited within 30 days of assignment to the residential program by a two person team representing both program components. Graduation from the Academy is at the City Challenge site and is attended by large family contingents. Family problems occurring while the Cadet is at the Academy are reported to and attended by City Challenge personnel. Individual goals and strategies developed by youth at camp are communicated to City Challenge and are supported by staff in the aftercare component. Program Costs Costs for the Youth Leadership program have to be compared with limited secure programs in the Division for Youth (the training schools). Within that level, the Youth Leadership program, in both its residential and its aftercare components, is characterized by the lowest cost patterns. The programs have very few frills. There are fewer staff per client than in similar limited secure programs. Length of stay is about half that of a training school. The physical plant, while new, is a modular multi-use industrial building. Counties are charged 50% of the costs of incarcerating juveniles in DFY residential programs. Because program costs are averaged across security levels, counties would not realize per diem savings when their youth are placed in the YLA, but because the length of stay is just about half that of a regular training school, the county will see a bill for services to YLA that is only slightly more than 50% of a standard training school placement. Accreditation The Youth Leadership Academy is one of three juvenile boot camps fully accredited by the American Correctional Association. YLA was initially accredited by the ACA in June 1994 and has been re-accredited since then. Leadership Model Concept: The Youth Leadership Academy teaches leadership and "followership" to youth. The core assumption which is always made is that every Cadet represents endless potential for development. Barriers have been placed in their way and they must be moved around, over or through those barriers to their goals. Through the Leadership model they become their own leaders first and foremost. They then move on to the ability to influence others in positive ways. Very few people in our society ever receive formal training in how to be a leader. The advantages enjoyed by the Academy cadets constitutes a privilege few enjoy. The leadership model works to allow Cadets to understand this basic tenet. Assumptions: The model is based on several key assumptions which become part of the thinking process of those exercising the model. These assumptions must be consistently made by those using the model and ultimately by the Cadets as the model becomes a part of their way of approaching the world. The core assumptions are as follows: o People have endless potential for development. o People want to improve. They want to be part of the solution...any solution. o People move toward a leader who feeds their sense of worth. o People want to be part of a reinforcing unit or group. o Self-discipline and focus come from being one's own leader. o Leaders always expect high performance from followers because they believe in the followers' potential. o Goals become reality only when they are lived in...when they become part of the person. o People must be taught to reach....it doesn't come naturally to most. Consistency: The Cadet Leaders (staff) must be well-grounded in the above assumptions. It is these assumptions which mold the leadership behaviors modeled for the Cadets. The Cadet Leader must always share every experience with the Cadet. If a ditch is to be dug, the staff must be digging with the Cadets. Staff should not ask a Cadet to do anything which they would not or could not do. Staff always take physical training with the Cadets. The staff is strong and demanding, but also humble and able to listen to a Cadet. Role Modeling: Most, if not all Cadets, have had few positive and knowledgeable role models. The values of Team, self-discipline, self-esteem, and self-worth will be learned through the role model. The Cadet will take on the behaviors and often the values themselves when they are consistently modeled. It is absolutely essential that the staff of the Academy be consistent in the manner with which they approach situations. The assumptions provided above must be affirmed and reaffirmed throughout the Cadet cycle. Staff must check staff. Staff must be human. It's okay to tell a Cadet that a response made in anger was inappropriate and to reaffirm belief in the Cadet's potential. It's okay, under the correct circumstances and at the latter stages of the Academy program to ask Cadets how we are doing with them. The Academy will always solicit an end of program evaluation from every Cadet which will be carefully reviewed and made a part of the ongoing training process. Time will be scheduled with every shift to update leadership skills and review Cadet progress. Cadets need to learn that role models are real people with the same human faults as anyone...the difference lies in the assumptions the role model carries into a relationship. Affirmations: As self discipline takes hold and as the Cadet becomes a leader to himself, it is essential that internal leadership be given a direction. The direction is toward reinforcing esteem through training and education. It is equally, if not more important that the Cadet start the process of reinforcing self-worth by affirming it to himself. Following are the core affirmations which will become part of the self-affirmation of worth for every Cadet. Staff must reaffirm these beliefs through their leadership. o I like and respect myself...I am a worthy, capable, and valuable person. o I have a positive expectation of achieving my goals...I take temporary setbacks easily. o I am optimistic about life...I look forward to new challenges. o I guide my own destiny...I am accountable for my direction, my decisions, and my actions. o I am my own expert...I am not affected by negative attitudes and opinions of others. o I love pressure...I am at my best under pressure. o I easily experience and anticipate events in my imagination before they actually happen. o I am able to express myself and I know that others respect my point of view. Esteem Training: Formal training in esteem building will take place throughout the Academy program. Esteem is confidence in one's ability. The cognitive keys to building esteem are reinforced by powerful role modeling. The program succeeds to the extent that staff is able to project the values and beliefs incorporated in the model being proposed to the Cadets. This takes constant interpersonal and self appraisal. Communication: o When correcting a Cadet...use, "You are better than that." o To stop a behavior say...."Stop." o Never demean a Cadet. o Never punish as a corrective measure. o No group response drills which can be seen as demeaning. o No power trips by Cadet Leaders...be strict but humble. o Always participate...if you're too good to do it so are they. o Talk to them....ask them who they want to be...know them well. For additional information on the Sgt. Henry Johnson Youth Leadership Academy, please call Thomas Cornick, Director, at 607-538-1401. ------------------------------ OJJDP National Satellite Teleconference Juvenile Boot Camps Discussion Issues One of the main purposes of a satellite teleconference is to allow participants from across the country to ask questions and express opinions. The following are some of the issues that OJJDP considers pertinent to today's teleconference on juvenile boot camps. Of course, there may be other issues that you have identified. o Please take a moment to examine these issues. If some are pertinent to your local situation, please feel free to discuss them with others before the teleconference, during the break, and/or after the teleconference. o If you have any questions or comments concerning these or additional issues that you would like to share with other teleconference participants, please call in during the discussion periods. 1. What should be the primary goal of juvenile boot camps? o Deterrence o Punishment o Incapacitation o Cost Control/Alleviation of Overcrowding o Rehabilitation/Treatment o How does the choice of one of these goals impact on the design? 2. Design Issues o How large should a juvenile boot camp be? o Should the camp "stand alone" or be linked to a general population facility? o Are the general and specific needs of developing adolescents being met? o How do public/private partnerships help? o What evaluation and monitoring needs do juvenile boot camps have? o How should the residential design be linked to aftercare? o How long should the residential phase be? o What role does case management play in the residential and aftercare phases? 3. Issues Concerning the Selection of Youth o Who are the juveniles most likely to benefit from boot camps? o To what extent are inappropriately placed juveniles in boot camps? o Which juveniles should be excluded from participation in boot camps? 4. Issues Surrounding the Intensive Training o Does the intensive training address the problems of juveniles? o What can be done about the potential for staff-on-inmate abuse? o Are the military elements conducive to treatment and pro-social behavior? 5. Drug Treatment o Is this an appropriate model to intervene therapeutically? 6. Aftercare Issues o What services should be available? o How should aftercare services be structured? o What types/levels of control should there be? o How can reintegration into the community be improved? o What role should community boards play in the coordination of community involvement? 7. Effectiveness Issues o Are boot camps more effective than other intermediate sanctions in reducing recidivism? o Are boot camps cost-effective (can they be more cost-effective)? ------------------------------ OJJDP National Satellite Teleconference Juvenile Boot Camps Program Panelists Shay Bilchik, Administrator Office of Juvenile Justice and Delinquency Prevention, U.S. Department of Justice Washington, DC Mr. Bilchik was confirmed by the United States Senate as Administrator of the Office of Juvenile Justice and Delinquency Prevention in 1994. Prior to that time, he served as Associate Deputy Attorney General. Mr. Bilchik's career began in the State of Florida where he worked seventeen years as a prosecutor. As a prosecutor, he served as a Chief Assistant State Attorney and as the coordinator of many special programs, including all juvenile operations as the Police-Juvenile Prosecutor Liaison and the School-Juvenile Prosecutor Liaison. Linda Albrecht, Juvenile Justice Consultant Union Springs, NY Ms. Albrecht is a former teacher and staff/program development training specialist. She was the Director of a Girl's Training School in upstate New York for 13 years. Since January, 1994, Ms. Albrecht has been a self employed consultant, specializing in programming for girls and violent juvenile offenders. She is president of the National Association of Juvenile Corrections Agencies. Colonel Thomas H. Cornick, Facility Director Sgt. Henry Johnson Youth Leadership Academy South Kortright, NY Mr. Cornick has 32 years of service in the U.S. Army as a Military Police Officer and an extensive list of military assignments including a combat tour in Vietnam, battalion commander and Provost Marshal of the Presidio of San Francisco. He was selected to initiate New York's first boot camp designated as the Sergeant Henry Johnson Youth Leadership Academy in 1992. He simultaneously initiated the City Challenge aftercare day placement program in Brooklyn, New York. Arnold Hopkins, Crime Act Chief Corrections Branch, U.S. Department of Justice Washington, DC Mr. Hopkins has held the position of grant manager in the Bureau of Justice Assistance with responsibility for the administration of grants for correctional facilities authorized in the Violent Crime Control and Law Enforcement Act of 1994. Prior to his current position, Mr. Hopkins has worked in the Administrative Office of the U.S. Courts, the Maryland Department of Public Safety and Correctional Services, and the American Bar Association. Michael Peters, Managing Associate Caliber Associates Fairfax, VA Mr. Peters has directed the OJJDP boot camp evaluation effort since the summer of 1993. His 16 years of experience in program evaluation include major studies conducted for the Administration for Children and Families, the U.S. Navy's human resource management programs, and the U.S. Army's Community Service and Youth Services Programs. For OJJDP, Mr. Peters also directed an evaluation of the Serious Habitual Offender Comprehensive Action Program (SHOCAP). During the teleconference discussion, Mr. Peters will be joined by two Senior Associates at Caliber who played major roles in the evaluation project. David Thomas was the principal author of the Cleveland report and was responsible for cost analysis for all three sites. Dr. Cynthia Gimbel was responsible for the advanced statistical analysis of recidivism for all three sites. John M. Riley, Director Adams Youth Services Center Brighton, Colorado Mr. Riley has been employed in the Juvenile Justice System for nearly twenty-five years in Colorado and Ohio. He has worked in numerous positions in Juvenile Justice from Intake to Parole. From October, 1991, to March, 1993, Mr. Riley was Project Director for the Colorado Boot Camp Project, funded by OJJDP. He has been the Director of Adams Youth Service Center, a regional detention center, since 1993. Bonnie Krasik, Moderator Ms. Krasik is the Managing Editor of the NBC-affiliate WLEX-TV in Lexington, Kentucky. She has hosted all four OJJDP satellite teleconferences. ------------------------------ References To obtain a copy of the following articles, contact the Juvenile Justice Clearinghouse at 800-638-8736. National Institute of Justice (1996). Boot Camps for Juvenile Offenders: An Implementation Evaluation of Three Demonstration Programs. NIJ Research in Brief, NCJ 157317. Free. Office of Juvenile Justice and Delinquency Prevention (1996). Evaluation of the Impact of Boot Camps for Juvenile Offenders: Mobile Interim Report. NCJ 160926. $19.00 (U.S.); $22.00 (other countries). Office of Juvenile Justice and Delinquency Prevention (1996). Evaluation of the Impact of Boot Camps for Juvenile Offenders: Denver Interim Report. NCJ 160927. $19.00 (U.S.); $22.00 (other countries). Office of Juvenile Justice and Delinquency Prevention (1996). Evaluation of the Impact of Boot Camps for Juvenile Offenders: Cleveland Interim Report. NCJ 160928. $19.00 (U.S.); $22.00 (other countries). National Institute of Justice (1996). An Inventory of Aftercare Provisions for Fifty-Two Boot Camp Programs. NCJ 157104. Available through interlibrary loan (visit your local library for more details) or NCJRS Paper Reproduction Sales (147 pages; $19.70 for domestic orders). National Institute of Justice (1994). Boot Camps for Adult and Juvenile Offenders: Overview and Update. NIJ Research Report. NCJ 149175. Free. National Institute of Justice (1993). The Growing Use of Jail Boot Camps: The State of the Art. NIJ Research in Brief. NCJ 143708. Free. National Institute of Justice (1990). Boot Camp Prisons: Components, Evaluations, and Empirical Issues. Federal Probation, Vol. 54, No. 3. NCJ 126413. Available through interlibrary loan (visit your local library for more details) or NCJRS Paper Reproduction Sales (9 pages; $5.90). To obtain the following, contact the American Correctional Association at 800-ACA-5646. American Correctional Association (1995). Standards for juvenile correctional boot camp programs. Lanham, MD: Author. American Correctional Association (1995). Boot camps in juvenile corrections (video). Lanham, MD: In cooperation with Instructional Video Productions, Inc. American Correctional Association. (1993). Directory: Juvenile and adult correctional departments, institutions, agencies and paroling authorities. Laurel, MD: Author.