1. Schools, Families, and Juvenile Justice: Systemic Responsiveness and Delinquency February 6, 2008 Janay B. Sander, Ph.D. University of Texas at Austin Jill D. Sharkey, Ph.D.University of California, Santa Barbara Roger Olivarri, Jr.University of Texas at Austin Diane TanigawaUniversity of California, Santa Barbara NASP 2008: New Orleans, LA

2. February 6, 2008 National Association of School Psychologists 2 Thank you Counties where participants were recruited Society for the Study of School Psychology Students at University of Texas at Austin and University of California, Santa Barbara Colleagues and experts who provided guidance: Ed Emmer, Ph.D., Tim Keith, Ph.D., Clara Hill, Ph.D.

3. February 6, 2008 National Association of School Psychologists 3 Rationale Juveniles are responsible for disproportionate number of overall arrests Multiple areas of functioning in various contexts are related to delinquency Juveniles are involved with several systems that respond to their behavior Need to address multisystem interaction that influences youth (Valois et al., 2002) Need an exploratory approach to identify themes and create a model for further testing

4. February 6, 2008 National Association of School Psychologists 4 Research Questions What were the emotional, learning, or behavioral needs of kids? How did various systems respond to those needs over time? What are theoretical optimal responses to reduce delinquency?

5. February 6, 2008 National Association of School Psychologists 5 Study Participants Region7 in California; 9 in Texas Gender4 girls; 12 boys (Age Range: 13-17) EthnicityLatino (Mexican or Mexican-American) =7; White= 6; Latino/African- American = 1; White/Mexican = 2 Mental Health ADHD (5); Depression (2); PTSD (1); Oppositional Defiant Disorder (1); Bipolar (1); Alcoholism (1). Parent’s Living/ Education Homeowner = 8 Parent education: college degree+ = 4 Homeless = 1 training post high school = 7 Unknown =3 high school diploma = 3; Renting = 5 < High school = 1 OffensesAssault (3), Possession of a Controlled Substance (2), Graffiti (2), Criminal Trespass (2), Possession of Marijuana (1), Arson (1), Explosive Device (1), Unauthorized Use of a Motor Vehicle (1), Curfew Violation/Fighting (1), Theft (1), Truancy (1)

6. February 6, 2008 National Association of School Psychologists 6 Consensual Qualitative Research Process Based on Hill, Thompson, & Williams, 1997 BASC-2 Family Assessment Scale Resiliency Youth Development Module Santa Barbara Assets and Risks Assessment Student Engagement Survey Additional Measures

7. February 6, 2008 National Association of School Psychologists 7 Consensual Qualitative Research cont. Within and Cross Case Analysis Code Development Grounded Theory Approach Examples: PAR, DY, FT

8. February 6, 2008 National Association of School Psychologists 8 What do kids need? Safety (freedom from gangs, discrimination, abuse) Education and skills to be successful Experiences of success and mastery Healthy, supportive relationships Positive, constructive, fun leisure time

9. February 6, 2008 National Association of School Psychologists 9 Encouraging delinquency SafetyGangs, parental mental illness, low monitoring by responsible adults, passivity or bystanders allowing teasing, pressure and stress on administrators but absence of clear solutions add to problem EducationBoring classes, lecture style teaching, material unsuitable to learner skills, rigid curriculum, large classes and teachers who are overburdened. Success/ mastery Discouraging messages for different learners, few mastery and discovery learning approaches, intolerance for different strengths or weaknesses Healthy relationships Shunning by community, separation from wholesome peer groups, adults who are stressed or unavailable LeisureCost prohibitive, unsafe areas, low monitoring, low skills, no opportunities

10. February 6, 2008 National Association of School Psychologists 10 Systemic Experiences: Child

11. February 6, 2008 National Association of School Psychologists 11 Teachers feel supported School is positive Parents trust schools Child gets support Child has challenge Parent wants to support child Teacher willing to help Leaders offer support Systemic Experiences: Adult Roles

12. February 6, 2008 National Association of School Psychologists 12 Identify challenge early and provide support Maintain and monitor access to healthy peers and activities Foster, model and monitor healthy relationships in peers and adults promote positive, engaging school environment and healthy relationships (peers and adults) Support parents and teachers to address child needs and prevent escalation Increase monitoring, mastery and success Intervention / juvenile justice individualized plans Accept the individual (not the behavior) and lessen need for delinquency

13. February 6, 2008 National Association of School Psychologists 13 What was helpful to promote positive choices? Adults who took the time to attend to individual needs (classroom or probation). Parents who persisted (cared, monitored and had consequences) when kids made poor choices. Adults who were flexible within larger systems to best address individuals. Adults who had other adults supporting common ideas, goals, and relationships.

14. February 6, 2008 National Association of School Psychologists 14 Systemic Responsiveness Theory: Delinquency Teen level of need Adult interest in caring for teen Adult skills to see and address the need Colleagues/ peers to support adult role Adult options to address child need Teen’s peers level of needs Severity of delinquency

15. February 6, 2008 National Association of School Psychologists 15 Systemic Responsiveness Theory: “Angie” Angie: social and academic needs Mom dedicated; Teachers not know Angie well Mom insists on I.E.P., Angie truant to be near “friends” at alternative school School staff was reluctant to help initially Schools followed letter of rules Some gang influence in peers; disinterested in school Truant and probation

16. February 6, 2008 National Association of School Psychologists 16 Systemic Responsiveness Theory: “Angie” outcome Angie: social and academic needs Mom dedicated and unwavering Mom asked for different approach at school and with probation Mom formed respectful relationship with P.O. and asst. principal P.O. adjusted requirements to fit needs Found new friends thru constructive activities On positive track now, no new incidents

17. February 6, 2008 National Association of School Psychologists 17 Conclusions Every member of the environment has impact. Supportive and respectful relationships are key for all members of a system Unmet needs exacerbate problems throughout Indirect resources can still provide relief from stress and challenges

18. February 6, 2008 National Association of School Psychologists 18 Limitations Current study is not in-depth of any single case, so relationships between these parents, their probation officers, and any specific teachers cannot be assessed from multiple perspectives. The researchers are subject to bias, even though precautions were taken, and the test of the model in future data sets is necessary.

19. February 6, 2008 National Association of School Psychologists 19 Future Directions Further direct test of the theory proposed here. Examination of the systems themselves, the community, work or school climate as predictor of recidivism in juvenile justice or alternative placements. Focus on ways to enhance quality of interactions throughout any systems and between all persons, not funding as only solution.

20. February 6, 2008 National Association of School Psychologists 20 Student Research Assistants Roger Olivarri Laura Amoscato Christen Holder Tory Mauseth Shasta Ihorn Rick Morley Summer Lane Katie Trundt Jenny Herren Diane Tanigawa Yasmin Chacko Lizbeth Chavez-Lopez Elizabeth Norris Laura Sass Undergrads: Ana Auger Shabnam Shirazian Kim Hill Ivonne Estrella Shereen Naser Emily Biggs Sarah Solomon

21. February 6, 2008 National Association of School Psychologists 21 For More Information Contact: Janay B. Sander, Ph.D. janay.sander@mail.utexas.edu (512) 471-0279 Jill D. Sharkey, Ph.D. jsharkey@education.ucsb.edu (805) 893-3441