Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.
Pros and Cons
Meaningful Purpose
By 1ST Sgt. Darrell Phillips
Frenship ISD
Juvenile Bootcamps
Pros and Cons
 During the 1990’s, Juvenile Correctional
Boot Camps became an increasingly
popular sentencing option for Juvenile
delinq...
 Despite growing controversy of
correctional Juvenile boot camps and
its true effectiveness in dealing with
juvenile deli...
 Despite their growth in popularity
in the 1990’s, Boot camps remain
controversial with critics
questioning whether their...
 Boot camp juveniles stated they were better
prepared for release, were given more
therapeutic programming, and had more ...
Critics also states that the camps
confrontational environment is in direct
opposition to the type of positive
interperson...
Proponents of the camps state that the
boot camp environment is conducive to
positive growth and change. Proponents
believ...
Research shows that
although the boot camp
environment appears to be
radically different from that
of traditional resident...
As we continue to weigh the value of the
boot camp setting, we must look for at total
quality management and performance-b...
MEANINGFUL PURPOSE
Perceptual Environmental Conditions Scales
 Control: Do staff have control over the residents? Do
residents do what staff...
•Environmental danger: Do staff protect residents? Is resident
property safe? Are gangs in the boot camp? Does staff catch...
Perceptual Environmental Conditions Scales
 Structure: Do residents follow a set schedule? Do they study at
certain times...
Conclusion
 The concept of Juvenile Bootcamp works. There needs to be more public
relations work to promote the positives...
When Do I Start Believing In Myself?
 I asked myself this question the other day about “when should I
start believing in ...
Contact
To learn more:
Lisa Stancil
lstancil@starprograms.com
(830) 460-4155
www.StarPrograms.com
Upcoming SlideShare
Loading in …5
×

Juvenile bootcamps

3,158 views

Published on

  • Be the first to comment

  • Be the first to like this

Juvenile bootcamps

  1. 1. Pros and Cons Meaningful Purpose By 1ST Sgt. Darrell Phillips Frenship ISD Juvenile Bootcamps
  2. 2. Pros and Cons
  3. 3.  During the 1990’s, Juvenile Correctional Boot Camps became an increasingly popular sentencing option for Juvenile delinquents. In 1996 through 2001, Texas juvenile crime declined by 40% after the STAR program (Specialized Training and Rehabilitation) became popular throughout the State The Star program which was mandated by Texas Juvenile Probation Commission has grown to over 100 different programs and it now has its own annual summer training program for its Drill Instructors that deals with issues of Boot camp standards, legal liabilities, and basic compliances.
  4. 4.  Despite growing controversy of correctional Juvenile boot camps and its true effectiveness in dealing with juvenile delinquency, properly managed juvenile boot camps has been as successful as regular correctional programs .The controversy has been primarily over whether the camps are an appropriate way to manage and treat juvenile delinquents and what impact the camps have over adjustment and behavior while they attend and after release.
  5. 5.  Despite their growth in popularity in the 1990’s, Boot camps remain controversial with critics questioning whether their military- style methods are appropriate to managing and treating juvenile delinquents and positively affecting juvenile behavior. When questioned, juveniles in boot camps resoundingly responded positively to their institutional environment.
  6. 6.  Boot camp juveniles stated they were better prepared for release, were given more therapeutic programming, and had more structure and control. The one exception was that boot camp youths were more likely to report that they were in danger from staff in which could create a negative environment for therapy and educational achievement.
  7. 7. Critics also states that the camps confrontational environment is in direct opposition to the type of positive interpersonal relationships and supportive atmosphere that is needed for the juvenile’s positive development. From their perspective, the boot camp environment is antithetical to quality therapeutic programming. The boot camp atmosphere itself---strict control over juveniles’ activities and confrontational interactions between the drill instructors and youths----may cause juveniles to fear the Drill Instructors, which then create a negative environment for therapy and educational achievement.
  8. 8. Proponents of the camps state that the boot camp environment is conducive to positive growth and change. Proponents believe the structure and control the Drill instructors have over the participants create a safe atmosphere in which the juveniles are less likely to fight or be victimized than they would be in less restrictive environments furthermore, advocates argue that the incorporation of the military model builds camaraderie among juveniles and fosters respect for staff.
  9. 9. Research shows that although the boot camp environment appears to be radically different from that of traditional residential facilities and the fear of its potentially negative impact, recidivism reduction is more apparent in boot camp settings and juveniles tend to want to return voluntarily due to the structure and discipline boot camps provide, and juveniles on the majority, is lacking the tough discipline that boot camps provide in the home settings
  10. 10. As we continue to weigh the value of the boot camp setting, we must look for at total quality management and performance-base standards to change the focus from views on best practices to desired outcomes. From this perspective, the focus should shift from what is thought to be the best way to manage a facility to the actual outcomes desired. Broadly defined, outcomes include client and staff.
  11. 11. MEANINGFUL PURPOSE
  12. 12. Perceptual Environmental Conditions Scales  Control: Do staff have control over the residents? Do residents do what staff tells them? Do residents escape? Do residents have drugs and weapons?  Resident danger: Do residents worry about being punched by other residents? Are they afraid of other residents? Are residents mean to each other? Do they fight? Do residents get sexually attacked?  Staff Danger (Juvenile Perspective): Are residents afraid of staff? Do staff grab, push, or shove residents? Are staff mean to residents?  Staff danger (Staff’s perspective): Are residents mean to staff? Is staff in danger of being punched or hit by residents? Do residents grab, push or shove staff?
  13. 13. •Environmental danger: Do staff protect residents? Is resident property safe? Are gangs in the boot camp? Does staff catch and punish troublemakers? Is there enough staff to keep residents safe? Does staff prevent violence and forced sex among residents? •Activity: Do residents have activities to keep them busy? Do they spend time on school work? Are they busy at night? Do they plan what they will do when they leave? Do they exercise? D o they have activities when they are not in school? •Care: Do staff encourage residents to try new activities? Does staff help residents with school work after class? Does staff tease residents? Does staff help residents with personal problems? Is the health care good? Are residents friendly? Does staff care about the residents? • Quality of Life: Do residents exercise? Is it noisy? Do residents have privacy in the shower and toilet? Do residents get enough to eat?
  14. 14. Perceptual Environmental Conditions Scales  Structure: Do residents follow a set schedule? Do they study at certain times? Do they know of consequences for breaking rules? Are they messy? Are there rewards for achieving positive standards? Is staff consistent in implementing discipline?  Justice: Are residents punished even when they do not do anything wrong? Does staff use force? Can residents file a grievance? Are residents aware of the grievance process? Can staff and residents work out problems? Will something bad happen if a resident files a grievance? Are punishments fair?  Preparation for release: Are residents encouraged to plan for release? Have their grades improved? Their attitude improved? Do they set goals for the future?  Individual Planning: Does residents have individual meetings with staff? Do they get help with their problems? Does the residents receive individual counseling?
  15. 15. Conclusion  The concept of Juvenile Bootcamp works. There needs to be more public relations work to promote the positives of the Bootcamp concept. Bootcamps, like any other adolescent facility, should be judged by the standard and the success of its individual program and not by the publicity of “rogue” bootcamps. Like any other juvenile facility, “bootcamps are under the careful watch of State mandated entities and civil rights organizations, information on individual bootcamps and its histories can be obtained through these organizations.
  16. 16. When Do I Start Believing In Myself?  I asked myself this question the other day about “when should I start believing in myself” and as I recalled some situations in my life, this is what I came up with:  In a rain storm with no shelter? When I’m tired and no rest? When I’m hungry and no food? When I’m sick and no medicine? Every time I recalled a time I thought I should believe in myself, it was in times of distress and despair, At times when it seemed as if I didn’t have the answer to this question……. Times when I felt like giving up. I then read an affirmation that stated, “I cannot expect anyone to believe in me until I began to believe in myself.”  I don’t ask myself this question anymore because I began to have a positive outlook on life and realizing that believing in myself comes out of normal positive everyday situations also.  I believe in myself every morning when I wake up, I really believe in the person I see every morning in the mirror as I brush my teeth and wash my face. I believe in the person who I am without anyone telling me who I’m not. I believe that God makes no mistakes, so therefore I’m not one. I believe in me because I want you to believe in me also.
  17. 17. Contact To learn more: Lisa Stancil lstancil@starprograms.com (830) 460-4155 www.StarPrograms.com

×