1. PATHWAY TO
SUCCESSFUL REENTRY
A reentry guide for youthful offenders.
ABSTRACT
A youthful offender under
the right circumstances
can be rehabilitated and
saved from a life of crime
with the support of family
friends and the
community.
Kerry Hayes
AdvancedSeminarforUrban
Policy.

2. Tableof Contents
Executive Summary..................................................................................................3
Description of Client.................................................................................................4
Organization of Report..............................................................................................5
Research & Methodology ..........................................................................................6
History and Background ............................................................................................7
Research Findings..................................................................................................12
Central Policy Issue................................................................................................13
Analysis of Reentry ................................................................................................17
Risk Assessment Tool..............................................................................................18
TYSC Model Tidewater, Virginia.................................................................................19
The Roca Model....................................................................................................26
ROCA Model ........................................................................................................26
Michigan Youth Reentry Model .................................................................................33
Recommendation..................................................................................................40
Next Steps...........................................................................................................40
Implementation....................................................................................................41
Appendix 1..........................................................................................................44
Appendix 2..........................................................................................................45
Bibliography.........................................................................................................46

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ExecutiveSummary
The Children’s Village asked me, a graduate student from the Urban Policy Analysis and
Management program at The New School, to develop a policy recommendation on building a
successful youthful offenders reentry program. Additionally, they requested that I conduct
research on the correlation between juvenile delinquency and mental illness. This document is
a culmination of my work. The Children’s Village has a long and distinguished history of working
with children who are at-risk and their families, and offers a variety of programs. One such
program is Arches Transformative Mentoring, this program is designed to work with children
and young adults that have been involved with the criminal justice system. The Children’s
Village has two central goals when working with this population: to reduce the recidivism rate
and to help youthful offenders reenter society successfully. With these goals in mind I
conducted my research. I learned that there is a significant link between youthful offenders and
mental illness. While 20 to 25% of youth in the general population suffer from mental illness,
the numbers are much higher for youthful offenders. Studies have shown that 60 to 65 % of all
youthful offenders have been diagnosed with at least one mental illness. This alarming statistic
should be acknowledged by all policy makers that work with the criminal justice system.
Complicating the situation is the challenges youthful offenders face when trying to reenter
society. They face significant barriers such as: poverty, poor performing schools and
neighborhoods with high crime rates. Moreover, they are marked with a criminal record.
Youthful offenders trying to reenter society need assistance and support. I have identified 3

4. 4
successful models that have worked well in assisting youthful offenders in reentering society.
These models have been evaluated based on their abilities to reduce recidivism and help
youthful offenders break past the barriers and reenter society successfully. I believe each of
these programs have adopted the ‘best practices’ needed to create a successful reentry
program. Each of these models use three central themes. First, the models are designed with
the understanding that the reentry process begins on the first day of incarceration. Second,
each model incorporates cognitive behavior therapy which is a necessary component of any
successful reentry program, finally, each model has participants attending program services no
less than 15 to 20 hours per week. I recommend that the Children’s Village adopt the model
that I have created. This model is a combination of the ‘best practices’ from each program. To
compliment my model I suggest that The Children’s Village review the website of the National
Reentry Resource Center https://csgjusticecenter.org/nrrc/.
Descriptionof Client
The nonprofit organization, The Children's Village, has asked me, a graduate student from
the Urban Policy Analysis and Management program at The New School, to conduct research
on the correlation between youthful offenders and mental health disorders and to develop a
policy recommendation that provides strategies for designing a successful youthful offender
reentry program.
The Children's Village began caring for children in 1850, becoming New York's City's first
orphanage. Today, as in the past, with a staff of 900 dedicated employees, The Children's
Village continues its mission to serve children who are at-risk. In 2015 the Children’s Village
served 10, 165 children and their families. The Children's Village operates under three core

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principles that are derived from their mission statement. First, all children need family
members and friends who can serve as mentors and role models while providing
encouragement and support to help them overcome obstacles they will face throughout their
lives. Second, all children should have access to high-quality education, with an opportunity to
learn marketable skills that will help them find steady employment and thrive. Finally, all
children need to learn how to conduct themselves in public and remain law abiding citizens
(The Children's Village n.d.). The Children's Village believes these principals will allow children
to enter adulthood with the life-skills needed for independent living. Moreover, these core
principles will help families stay together and remain fully functional. To help all children and
their families accomplish these goals, the Children’s Village offers several programs. Each of
these programs is structured to be family focused and child-centered. Many of the programs at
the Children's Village are designed to work with youthful offenders. One particular program,
Arches Transformative Mentoring, aims to work with children and young adults who are
involved in the criminal justice system. This policy paper will focus on Youthful offenders, which
is defined as a offender between the ages of 15 to 24. Please note that all statistical
information in this report refers to youth below the age of 19.
Organizationof Report
This report will begin with the history of youthful offenders, followed by an analysis of
the current environment surrounding youth crime. In the next section, I will discuss the central
policy issue. Is there a correlation between youth crime and mental illness? If so, are youthful
offenders receiving adequate care to address mental illness? Moreover, since most youthful
offenders will be released and return to their communities, how can policymakers develop a

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successful youthful offender’s reentry program? What are the best practices of a successful
reentry program? I will examine data on this topic first exploring whether a correlation
between youth crime and mental illness exists. Additionally, I will review the literature and
examine models of different reentry programs. I will then present alternatives that rely on the
best practices of successful reentry programs. I will close this policy paper with a
recommendation for developing a successful evidence-based reentry program.
Research& Methodology
I examined various youthful offenders’ reentry programs across the nation, each dealing
with the challenges of recidivism. By reviewing the different strategies employed by these
organizations, I gained a comprehensive understanding of the most effective methods for
building a successful youthful offender reentry program. My research has yielded examples of
promising templates, each of which has been proven to be a successful reentry program. The
programs I’m referring to were implemented in Tidewater Virginia, Boston, Massachusetts and
the state of Michigan. Each case illustrated in great detail the ‘best practices’ used to build their
program. The design structure of the models relies heavily on these ‘best practices’
Research methods for this project includes a comprehensive literature review of the correlation
between juvenile delinquents and mental health disorders.
Additionally, I have examined and taken inventory of existing data sources that can provide a
template which can be used by other organizations to design successful youthful offender
reentry programs.

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HistoryandBackground
For more than a century society has been challenged with the problem of juvenile
delinquency. In the late 18th century and early 19th century children, both boys and girls, who
were convicted of committing a crime were sent to prison to serve out their sentence with
hardened adult criminals. At the time prosecutors, who were able to prove that a crime had
been committed and that the child was old enough to understand the difference between right
and wrong, were successful in their efforts. Only children under the age of 8 were automatically
exempt from prosecution. A gray area was left for children over age seven, creating a situation
where children as young as 8-years old could be sent to prison. Moreover, children who
committed capital crimes were subject to a public execution (American Bar Association n.d.).
Beginning in the late 19th-century child advocates began to argue that all children should
be excluded from criminal prosecution and should have a separate legal systemto address any
crimes they may commit. Advocates argued that if troubled children were given a second
chance, they could be rehabilitated and saved under the right circumstances from a life of
crime. This concept began to gain momentum and sway public opinion. As a result, the first
juvenile delinquency court opened in Cook county Illinois in 1899 (American Bar Association
n.d.). Shortly thereafter other states built juvenile delinquency courts and a juvenile justice
system was created. Whereas the criminal court systemis structured to focus on punishment,
the new juvenile justice systemwas designed to focus on rehabilitation and sought to make
decisions that were in the ‘best interest of the child’. The courts were non-adversarial and
judges had plenty of discretion to make decisions that offered a second chance for children in
their courtroom.

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Rehabilitation remained the key component of the juvenile justice systemuntil the 1960’s. In
the 60’s, headlines highlighting the violent acts committed by juveniles caught the nation's
attention and the public began to challenge the juvenile justice concept of rehabilitation and
began to demand that violent offenders be treated like adults and have their cases transferred
to adult criminal court. One particular case involved Morris Kent a 16-year-old child who was
charged with rape and robbery. The juvenile justice judge, over the objections of Kent’s
lawyers immediately referred the case to criminal court. Before going to court, Kent had been
examined by two psychiatrists. Each determined that he suffered from a serve case of
psychopathology. The case found its way to the Supreme Court where Kent’s lawyers argued
that the juvenile justice judge had failed to grant Kent a hearing, and as a result, Kent's rights to
due process had been violated. The justices ruled in favor of Kent, stating that the ruling to
transfer the case to criminal court without a hearing in juvenile justice court, was certainly a
violation of Kent’s rights to due process (United States Supreme Court n.d.). The Kent case may
have been one of the first publicized juvenile justice cases linking youth crime to mental illness.
Over the next two decades, youth crime continued to increase and there were more high
profile cases involving felony assault, rape, and homicide. In response to these high profile
cases, the public again began to demand change. Despite the fact that the overwhelming
majority of juvenile justice cases were nonviolent, the perception was that juvenile justice
judges were being too soft on crime and that children who committed violent acts should face
an adult criminal court judge. In response to political pressure, politicians across the nation
began drafting legislation lowering the age requirements for children to face criminal court
judges. More significantly prosecutors were given the authority to decide if a juvenile

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delinquency case should be transferred to adult criminal court. With this political pressure the
juvenile justice environment changed to focusing more on punishment than rehabilitation.
Juvenile justice judges began handing out lengthy sentences and more cases were simply
transferred to criminal court. This created a situation where states began incarcerating youth at
a high rate.
Examination of the Problem
Each year in the United States slightly over one million children are arrested. While most
are released immediately, about 5% remain in juvenile detention facilities throughout the
country (U.S. Department of Justice n.d.). Past research has shown that youthful offenders
particularly those 18 years or younger have a higher rate of mental illness than children from
the general population. Research indicates that approximately 20 to 25 percent of children
from the general population suffer from mental illness. In comparison, 65 to 70 percent of
youthful offenders have been diagnosed with at least one mental health disorder. When
determining the criteria needed to diagnose an adolescent with mental illness, clinicians and
psychotherapist use the Diagnostic and Statistical Manual of Mental Disorders DSM – IV.
“Successive versions of the DSM system have continuously sought to improve the application of
criteria to children and adolescents” (Grisso, Double Jeopardy 2004). They use this manual
along with a formal assessment of the child’s mental health history and family history to classify
the type of mental health disorder a patient may have and to determine the severity of the
disorder. For children involved in the juvenile justice system, the question then becomes does
mental illness have an impact on their day to day activities and if so can it be linked to youth
crime. Many mental health professionals will acknowledge that during normal development

10. 10
children may display behavior that is symptomatic of a mental health disorder,
However, what becomes important is how does a child's behavior measure up against their
peer group. The concern begins when a child’s behavior deviates from other children in their
age range. When a child’s behavior is consistently outside the norm of his or her peers, a
mental health professional will make an assessment in order to classify the behavior and make
a determination if mental illness exists. The DSMlists a number of mental health disorders
including mental retardation, major depressive disorder, pervasive developmental disorders
and disruptive behavior disorders. These are disorders that are most prevalent among this
population. Please note the DSM – IV has other mental health disorders not listed here.
When looking at mental health through the lens of the juvenile justice system,
complicating the matter is the fact that out of the 65 to 70% of juvenile delinquents that suffer
from at least one mental health disorder, approximately 50% of this population have more than
one mental health disorder. Mental health professionals call this co-morbidity. Co-morbidity is
more likely in children and adolescents than adults (Grisso, Double Jeopardy 2004). As
previously mentioned, research has consistently proven that juvenile delinquents have a higher
rate of mental illness than children from the general population. Moreover, research has shown
that mental illness can be linked to physical aggression. Mental health professionals use
different assessment tools to help diagnose mental illness and how much that mental illness
interferes with the day to day functions of youthful offenders.

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Mental Health Tool Target Population Specialty
The Child and Adolescent
Functional Assessment Scale
(CAFAS)
Youthful Offenders To detect Serious Emotional
Disorder
Problem Oriented Screening
Instrument for Teenagers
(POSIT)
Youthful Offenders Juvenile Detention
Environment
These tools help clinicians determine if the patient is suffering from a mental illness along with
the clinicians’ assessment which is supported by a comprehensive interview of the patient. Each
of these tools guide clinicians helping them make an adequate assessment of the patients’
mental health. When looking for a link between mental illness and youth aggression there is
considerable evidence that they are related. Youth psychopathology has been linked to physical
aggression. According to Thomas Grisso “about two thirds of youth with psychotic disorders
have been found to have violent histories…” (Grisso, Double Jeopardy n.d.)First, there are
affective disorders such as Major Depression Disorder. Youth suffering from Major Depressive
Disorder (MDD) are more likely to display frustration, irritability and anger. This combination
often leads to physical aggression when they come in contact with their peers. Second, there
are anxiety disorders. Many youthful offenders come from low income areas where they are
exposed to violence and drugs at an early age. This type of exposure can sometimes lead to a
diagnosis of Post Traumatic Stress Disorder (PTSD). Research has consistently shown that PTSD
is another form of mental illness that has been linked to aggressive behavior. Finally, a youth
diagnosis of Disruptive Behavior Disorders significantly increases the chances of aggressive and
physically hostile behavior. This particular diagnosis is disturbing since Disruptive Behavior

12. 12
Disorder often continues into adulthood. Mental illnesses can be linked to aggressive behavior
that can sometimes turn into hostility and physical aggression (Grisso, Double Jeopardy n.d.).
Research has shown that children and young adults who suffer from mental illness are
often affected in their day to day functioning. For example, mental illness often has an impact
on a youthful offenders’ ability to reason and or appreciate the gravity of what they are being
told by their caretaker or other adults in their life. By ignoring the advice of adults and
submitting to peer pressure, children and young adults often use improper judgment in
different situations. The absence of sound judgment often leads to poor decision-making which
often leads to trouble with law enforcement. Moreover, when they become involved with law
enforcement, understanding their constitutional rights is more difficult.
ResearchFindings
Each year approximately 200,000 youthful offenders leave secure facilities which
include federal, state prisons, local jails, and secure juvenile detention centers. These
individuals return to their communities and face tremendous obstacles such as poverty, poor
performing schools’, the threat of violence and drugs. They may or may not have family support
(Mears 2004). In order for these young people to have a second chance at life and become law
abiding productive citizens, they will need assistance and support. This assistance and support
can come in the form of a youthful offender reentry program. Reentry programs help facilitate
a successful reentry back into society. They offer a structured program that will provide the
assistance and support youthful offenders need. The reentry programs in this policy paper have
been examined and rely heavily on the ‘best practices’ in the country.

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CentralPolicyIssue
While 65% to 70 % of detained youthful offenders have been diagnosed with at least
one mental health disorder (Grisso 2004), most juvenile delinquency facilities fail to assess new
inmates for mental illness. (Erika K. Penner n.d.). As indicated by the graph below 25% of
juvenile detention centers have few mental health services or no mental health services.
This paper will examine the literature to determine if the absence of appropriate
mental health issues is a contributing factor to youth crime. There are several important
reasons why this should be a concern for society: 1) The U.S. Constitution requires that all
citizens receive equal protection under the law and that all legal proceedings follow the rules of
due process. 2) Society has an obligation both legally and morally to take care of its most
vulnerable citizens, our youth. 3) Failure to provide adequate mental health services to
youthful offenders increases the threat to the public. 4) There is a huge cost associated with the

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incarceration of youth offenders. 5) Youthful offender arrests disproportionately impact
communities of color.
Due Process
Historically, U.S. law has consistently granted special protection for citizens diagnosed
with mental illness. There are two areas where the right to due process may be violated when a
youthful offender with mental health issues has contact with law enforcement. First, mental
illness may impact an individuals’ ability to appreciate the consequences of his or her Miranda
rights. Second, a youthful offender should have the capacity to assist in their own defense.
Deficits in each of these areas would place the youthful offender at an unfair disadvantage.
Moral Obligation:
When an individual is in custody, law enforcement officials should ensure that the
individual receives proper medical care including adequate mental health care. If it is
determined that an individual suffers from a mental illness, society has a moral and, some
would argue, a legal obligation to ensure that the individual receives adequate mental health
services as opposed to simple incarceration without treatment.
Public Safety:
The number one obligation of law enforcement and the court system is to reduce the
threat to public safety while respecting the rights of individuals involved in the juvenile justice
system. The juvenile justice system is designed for rehabilitation with the goal of changing the
behavior of those involved in the system. Once a case has been adjudicated, the risk of
recidivism should have been reduced. If a youthful offender is diagnosed with mental illness

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and does not receive adequate mental health services, the likelihood of reoffending is
increased, which increases the risk to the public. Most youthful offenders who are incarcerated
will eventually be released back into society, many without the benefit of receiving the
appropriate mental health services they need. Neglecting to treat youthful offenders
appropriately during their first offense, increases the likelihood that they will re-offend and
continue to commit crimes into adulthood which is a threat to the general public
Cost:
The national average cost of incarcerating a juvenile delinquent is approximately
$148,000 a year. Moreover, a national study conducted by Columbia University and the City
University of New York concluded that lost future economic activity from all of the country’s
incarcerated youth can reach as high as $4.7 trillion dollars. (Justice Policy Institute 2014).
Race:
Finally, juvenile justice detention and youthful offender arrest has a disproportionate
impact on communities of color. Just 16% of American youth identify as being African
American, but close to 40% of juvenile arrests are African American, as are more than half the
population of youth in adult prison. The data is similar for Latinos, who have approximately 43%
of their cases transferred to adult criminal court. To add some perspective, youth who identify
as white are more likely to see their juvenile justice case transferred to an alternative
sentencing program. The graph below illustrates the racial disparities when comparing African
Americans and Latinos to whites.

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Residential placement rate (number of juvenile
offenders in residential placement facilities) per
100,000 juveniles, by race/ethnicity and sex: 2013
Source: U.S. Department of Justice, Office of Juvenile Justice and Delinquency
Prevention, Census of Juveniles in Residential Placement (CJRP).
As mentioned earlier in this report, there are racial disparities related to juvenile arrest and
who will be prosecuted as an adult. These disparities have impacted the current generation and
threaten a new generation. In order to break the cycle of this racially bias treatment of youthful
offenders’ public officials and policy makers must ensure that all youthful offenders receive
adequate mental health services. The mental health services should begin shortly after the

17. 17
individual is arrested. Moreover, the state should work with community-based organizations to
ensure that all youthful offenders are enrolled in a reentry program prior to their release.
Analysisof Reentry
In 2001 the Council of State Governments (CSG) met to discuss the high cost of
incarceration and recidivism. Most states were having difficulty balancing their budgets. During
this meeting, CSG adopted a resolution that established The National Reentry Council. The job
of the council was to develop recommendations that would lead to better outcomes for ex-
offenders. The goal was to develop policy that would help ex-offenders facilitate successful
reentry back into society where they were expected to become law abiding productive citizens.
This bipartisan effort lead to a set of recommendations designed to help ex-offenders meet the
challenges of poverty, unemployment, and drugs and have a successful reentry. CSG gathered
national representatives from the courts, parole, corrections, supportive housing, workforce
development and the Urban Institute. This group was separated into teams where they focused
on workforce development and employment, medical and mental health services and
supportive housing. Their work over the next four years lead to a comprehensive report on the
successful reentry of ex-offenders back into society. With approximately 60,000 juvenile
delinquents being released every day from local and state correctional facilities it is important
that all reentry programs commit to ‘best practices'. There are four principles that should be
included in any successful reentry program.

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RiskAssessmentTool
Supervision Service, and Resource-Allocation should be Based on the Result of Validated Risk
and Needs Assessment:
Reentry programs should use a validated risk assessment tool design to help identify the risk
factors for recidivism. Youth Assessment Screening Instrument (YASI) has been proven to be a
highly effective tool in helping identify whether a participant is low, moderate or at high risk for
recidivism. (See Appendix 1) All reentry programs should use this tool.
Adopt and Effectively Implement Programs and Services Demonstrated to Reduce Recidivism
and Improve Other Youth Outcomes, and use Data to Evaluate the Result and Direct System
Improvements.
Adequate risk assessment helps facilitate better outcomes by identifying youth who warrant
close supervision coupled with developing a comprehensive service-plan that relies on positive
impact intervention. Service plans should target the primary causes for the delinquent behavior
while incorporating any necessary treatment to address mental health and substance abuse
issues
Employ a Coordinated Approach Across Service Systems to Address Youth Needs.
The majority of youthful offenders have been diagnosed with at least one mental health
disorder. Moreover, a significant amount of this group also has substance abuse issues that
must be addressed. Finally, the overwhelming majority of juvenile delinquents (85%) are
functionally illiterate. Therefore, service-plans should incorporate a diverse group of service
providers and be culturally competent. There should be one agency that coordinates all the

19. 19
service providers ensuring each that service providers have access to the participant’s
information.
Tailor System Polices, Programs and Supervision to Reflect the Distinct Developmental Needs
of Adolescents.
Empirical research has consistently proven that there are significant differences between the
biological and neurological systems of adults and adolescents. In a successful youth reentry
program, these differences must be acknowledged by developing age appropriate service-
plans. Moreover, youth reentry program’s service plans should be youth-centered and family
focused. The child or young adult should have as much support as possible. Additionally, they
need to be closely supervised and also held accountable for their behavior.
Using these four principals as a guide will help lay the foundation for a successful youth reentry
program. Several models of successful reentry programs are described below.
TYSCModel Tidewater,Virginia
Tidewater Youth Services Commission (TYSC) a public non-profit was established in
1977. It was developed to provide services for juvenile delinquents and youthful offenders. The
Tidewater Youth Services Commission has created a successful reentry program for moderate
to high-risk youthful offenders. The program services 70 to 90 clients per year. The program’s
design is structured to incorporate evidence-based practices. The reentry program has a budget
of $615,000 a year. This covers all operating costs, salaries, staff development, and office
supplies (Lloyd 2016). The Commission has a Board of Directors that sets policy, oversees
operations of TYSC and is responsible for approving their budget. (Tidewater Youth Service
Commission 2014)

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TYSC’s operating philosophy begins with the belief that all individuals have the capacity to
change and their program is structured to work with a diverse group of individuals. They also
realize that members of the staff are role models for their clients and therefore they must
maintain high ethical standards. Additionally, staff at TYSC understand the importance of using
evidence-based practices and learning from each experience. In order to obtain a valid risk
assessment, TYSC uses the Youth Assessment and Screening Instrument (YASI). This tool will
help identify individuals who are considered moderate to high risk for reoffending. This
program is not designed for those who are considered low risk for reoffending.
In the TYCS, a pre-release specialist begins working with clients and their families 90 days
before the clients’ release. The pre-release specialist creates a service-plan based on the client's
needs that helps facilitate client’s reentry. Their first step is to ensure that clients have all their
vital documents which includes a birth certificate, state identification card, and social security
card prior to their release. Additionally, the pre-release specialist connects clients to
community-based clinics that will provide medical care and mental health services once the
client returns to the community. The pre-release specialist also arranges for clients to return to
school or a vocational training immediately after their release. Finally, the pre-release specialist
works with clients’ families making sure they have all the services they need are in place. All of
this takes place before the clients’ release. TYSC staff maintains contact with the client while
they are incarcerated. The foundation of the TYSC program is Stages of Change and Aggressive
Replacement Training (ART). ART is a cognitive based treatment designed to help youthful
offenders learn how to control their behavior and maintain a self awareness that helps prevent

21. 21
harmful behavior that can lead to another arrest. After they are released from state custody
each client is assigned a reentry case manager and with the assistance of trained clinical staff
they administer positive impact interventions such as Stages of Change and Aggressive
Replacement Training (ART). Case managers maintain a caseload of 4 to 7 cases.
Case managers spend several hours per week working with participants and the respective
family of each youth. They use motivational interviewing to help develop a rapport with their
clients. During the interviewing sessions case managers make an assessment of program
participants strengths and needs. Case managers also use Cognitive Behavior Therapy (CBT) to
enhance their client’s awareness of their own behavior before they committed the offense,
during the offense, and also looking at how they felt after the offense and how they currently
feel. Additionally, the caseworker helps the program participants identify risk factors that can
lead them reoffending and being placed back in detention or jail. Each case manager
incorporates the program participant feedback into their particular service plan. The program
participants receive case plans that are based on the YASI while in detention.
All clients participate in ART with staff that have been trained to administer ART. ART is a 10
week, 30-hour Cognitive-Behavior Therapy program designed to work with youthful offenders
in groups of 8 to 12. The groups meet 3 times per week. The criteria for entrance into the
program requires that the youthful offenders are ranked moderately to high risk when
considering the possibility of reoffending. Moreover, participants in the program should have
problems controlling their anger and aggression and lack proper social skills (Officeof Juvenile

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Justice and Delinquency Prevention n.d.). ART is based on the belief that aggression is a learned
behavior through observation or through one’s own experience.
ART focuses on 3 realms that lead to aggression:
1. Weak interpersonal and social/cognitive skills;
2. Impulsiveness and reliance on aggressive means of having daily needs met;
3. Egocentric and underdeveloped moral reasoning.
ART is delivered in three phases:
Phase 1) Basic social skills are modeled, practiced and reinforced. During the program,
participants are taught to behave appropriately in different settings and under different
circumstances.
Phase 2) Through Anger Control Training, participants are taught to identify triggers that lead to
anger. Moreover, they are taught how to reduce anger and how to remind themselves how to
act appropriately.
Phase 3) Moral Reasoning Training presents a variety of moral dilemmas, and program
participants explore possible responses to the dilemmas. They are taught self-awareness so
they can be in contact with their own value system. They are also taught to use internal
reasoning and how to remind themselves of why it is important to display ethical and mature
behavior.
While in ART, participants are enrolled in a family therapy program which will help
facilitate the relationship between program participants and their families.
Another important component of the reentry program is the Academic Support and
Remediation Program. The overwhelming majority of juvenile delinquents are functionally-

23. 23
illiterate. Estimates range as high as 85% (Webb 2014). Program participants attend ART, Family
therapy and an academic program that will help improve their basic reading and math skills.
During the program, participants are expected to maintain their schedule. Program participants
are reminded that they are accountable for their own behavior. The program is set up with
sanctions such as electronic monitoring or rewards depending on the participant’s behavior. At
TYSC, case managers are available to program participants 24 hours in case of an emergency.
Program participants are subject to random drug test. If a participant tests positive they are
referred to a drug rehabilitation program. It is important for all program participants to have
the support of family and appropriate friends while in the program.
The Academic Support and Remediation Component is formatted to help the client improve
basic reading and math skills. The program includes the following:
 An assessment of reading ability;
 Development of individual literacy goals;
 Small structured group reading time;
 Instructors use high interest /low difficulty material;
 Instructors develop a reading theater which is used to encourage fluency and reading
with expression;
 Incentives to encourage free-time reading;
 Classroomsoftware is used to promote literacy and math skills;
 Ongoing program development and evaluation.
Outcomes after implementing this program are as follows:
 increased interest in books and pleasure reading;

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 Increase in classroomparticipation;
 More positive attitude towards reading;
 Increased time spent reading;
 Improved reading skills;
 Improved overall academic performance;
 More positive attitude towards school.
Reentry case managers are trained to teach or assist with the following:
 Independent living skills;
 How to develop positive leisure activities;
 Exploring educational opportunities;
 Securing vital documents such as social security cards, birth certificates, and state ID;
 Determine available transportation options;
 Encourage family communication.

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Of the 141 youth who were discharged from the program,60 percent
successfully completed the program.
In addition to success in Virginia, a Washington State Institute for Public Policy study found that
when delivered adequately the program is very successful. The study revealed that in 21 courts
over an 18-month period after Aggressive Replacement Training (ART) was implemented and
used, felony recidivism rates saw a statistically significant 24% reduction rate when compared
to the controlled group. Moreover, the program proved to be cost effective by generating
$11.66 cent for every $1 invested.

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TheRocaModel
Youthful offenders, like 15% of all youth in the United States, are often disconnected.
“Disconnected youth” are between the ages of 16 to 24 and are unemployed and not in school.
Youthful offenders trying to reenter society face many significant barriers such as
unemployment, low academic achievement, poverty, and drugs. In order to have a successful
reentry, youthful offenders often need the assistance of a reentry program. Roca is a program
designed for high-risk youthful offenders who are trying to reenter successfully back into
society.
ROCA Model
Roca began in 1988 as an anti-violence pregnancy prevention program in Massachusetts. Five
years later Roca leadership and staff began to identify young people other than young women
who would benefit from the program. Youthful offenders returning back to their community
became one of the targeted groups. In 2005 Roca, with the assistance of David E.K. Hunter PhD,
community leaders and local politicians, enhanced its model to include all at-risk youth.
Organizational Philosophy
Roca programs are designed to help youth improve their decision-making and avoid the
harmful behavior. Moreover, participants acquire a skill-set that allows them to be
economically independent. The core principal for the program is that change is possible for all
youth.

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Roca’s Foundation rest on the 3 T’s:
 Trust
Youth workers assist their clients by developing a long-term relationship with the
participant, the participant's family and friends.
 Truth
Youth workers are always truthful, which helps facilitate a trusting relationship.
 Transformation
 Trust coupled with truth provides confidence for youth to participate in organizational
programming that will help them develop skills that will lead to consistent employment
and economic independence.
The Roca model is called the Theory of Change.
The Theory of Change
The theory of change is a two-part model that helps nonprofits in programmatic and
organizational change. The programmatic component includes continuous outreach, a defined
purpose for change and creates a space for skill building opportunities for participants.
This High-Risk Model is a five-year program with the first 3 years requiring intense work with
youth and the last two years helping youth stay on track. The program is designed to work with
youth between the ages of 14 and 24. It is structured to help youthful offenders looking to
reenter and integrate successfully in society.

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The model is separated into 3 parts:
 Transformational Relationships;
 Programming; Learning a Skill-set;
 Engaged Institutions.
Transformational Relationships Phase 1
This part of the model is designed to help change the behavior of program participants helping
them avoid the harmful behavior. Over a 12-month period, the youth workers build a trusting
relationship with their participants. This is accomplished by the youth worker having contact
with the participants two to three times per week. The meetings are face to face and
sometimes over the telephone. The Transformational Relationship period provides space for

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the youth to participate in the programming part of the mode which is designed to help
increase their overall interest in working with the model The participant is involved in a
academic program and or a vocational training program.
Transformational Relationship Phase 2:
Over the next 24 months, youth workers maintain the same level of contact 2 to 3 times per
week. During this period the youth worker uses the earned trust as social capital to help the
participant avoid harmful behavior and assist themin removing barriers that are preventing
them from achieving economic independence. During this period the youth worker, their
supervisor and participant create a service-plan. The service plan includes goals established and
agreed upon by the participant youth worker and the supervisor.
Goals for this period are:
 Decreased substance use; I
 Increasing educational engagement;
 Decreasing unhealthy relationships;
 Pregnancy prevention;
 Increasing court compliance;
 Decreasing gang involvement;
 Decreasing anti-social and aggressive behavior;
 Increasing access to immigrant and refugee services.
The overall goal here is for the participant to demonstrate significant behavior changes as
agreed in the service-plan. The participant is expected to be either in school or employed
during this phase.

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Transformational Relationship Phase 3:
When the goals established in the service plan in phase 2 are complete the participant then
graduates to phase 3. This is the final phase of the Transformational Relationship period. The
youth worker has less contact and offers less support to the participant as they work their way
to economic independence.
Stage-Based Programming:
This is part two of the working model. This part takes place during the Transformational
Relationship period. In this phase, participants are offered programs in three areas.
1. Life-Skills: Participants are enrolled in courses that address emotional literacy, substance
abuse and participate in physical engagements such as field trips.
2. Education: Participants are enrolled in school or are working towards earning their GED.
Participants may also be enrolled in pre-vocational classes or ESL classes.
3. Employment: Participants are enrolled in resume writing, interviewing practice and job
readiness classes.
Engaged Institutions:
In this part of the model, Roca staff develops relationships with other community-based
organizations, local schools, colleges, offices of probation and parole. They also work with the
local courts. This part of the model is used to ensure that the previously listed organizations are
providing participants with adequate services. This period also creates space for evaluation of
the program to see if the program is achieving the desired goals. The evaluation should include
both qualitative and quantitative information.

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Cost:
The cost of the program is approximate $5000 a year per participant.
There are 3 levels of partnership required for this model.
 Individual Community Partnership: Roca staff has a partnership with those organizations
that are directly involved in the lives of participants. Examples include Caseworkers,
Teachers, Police Officers, Probation and Parole Officers.
 Organizational Community Partnership: Roca staff partners with organizations that
have a common interest in investing in youth and sharing resources.
 Institutional Advocate: Roca staff advocates for policy and practice changes that will
have support and have a positive impact on participants.
Primary Partners During the reentry period:
Courts/Law Enforcement: Probation, Parole and Corrections
State and City Agencies, Health Partners: Local Youth Clinics and Hospitals.
School: Local High Schools and Colleges.
Roca is designed to help facilitate a change in the behavior of all program participants. The
model also helps enhance operational capabilities in order to have better outcomes for
program participants.

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In fiscal year 2016 ROCA had711 participants intheir programof this amount
79% or 511 had no new arrest infiscal year 2016.
ROCA Participants
in Fiscal Year 2016
No New Arrest in
Fiscal Year 2016
Chart Title

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Michigan Youth ReentryModel
This reentry model has three primary goals.
 Promote Public Safety
 Foster Positive Transition to Adulthood
 Stop the Pipeline to Prison
Public Safety: The reentry program is designed to promote public safety by reducing the
amount of youthful offenders that reoffend and creating space for the participant

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to learn new marketable skills that will help them find sustainable employment.
Foster Positive Transition to Adulthood: The reentry program also helps youthful offenders
move into adulthood after being given a second chance. The program teaches youth how to
make decisions that will not harm anyone or themselves and how to be independent of public
welfare systems.
Stop Pipeline to Prison: States can no longer simply incarcerate youth. This is an unsustainable
position. They must learn how to cut costs by helping youthful offenders reenter society
successfully.
Michigan Reentry program’s foundation rests upon two core principles: Collaborative Case
Management and Evidence Based Principles of Risk Need and Responsivity.
In this model using Collaborative Case Management, the case manager develops a service-plan
designed to incorporate many service providers, each with one goal to help youth successfully
reenter society. The case management process begins on the first day of incarceration and
continues through transition and through the reintegration period. In this model reoffending is
a predictable behavior.
There are four major risk factors that help measure the possibility of a participate
reoffending:
 History of anti-social behavior;
 Anti-social cognition;
 Anti-Social attitudes;
 Impulsive behavior.

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Associated with the major risk factors are four minor risk factors that often accompanying
criminal behavior.
 Substance Abuse,
 Poor family relationships,
 Disconnected from school and work,
 Lack of positive recreational activities.
Needs principle:
In order to reduce the likelihood of a participant’s chances of reoffending, positive
interventions focus on the participants needs.
Responsivity principle:
Using these principal case managers’ design a service plan that adapts to the participates
individual learning style and abilities. The case manager takes into consideration any relevant
medical and or mental health trauma experienced by the participate while growing up. This
comprehensive positive intervention model is separated into three different phases.
 Phase 1 Getting Ready
Assessment and classification
Behavior and programming
 Phase 2 Going Home
Transition Preparation
Release decision – making
 Phase 3 Staying Home
Supervision and services

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Graduated Sanctions
Aftercare & discharge
A risk assessment tool is used to help identify what services are needed for each participant.
Participants are screened for any medical and mental health needs. Additionally, participants
are also screened for any substance abuse issues. Case managers then make an assessment of
the education level of each participant and note any developmental delay. Finally, a complete
family history is recorded including any exposure to violence and or trauma.
In an effort to promote public safety, each participant is provided with a comprehensive
service-plan that incorporates all service providers. Each service-plan is culturally competent.
All service providers have access to the service plan in order for everyone to stay updated and
focused on the same goal which is successful youth reentry.
In this model, case managers ensure that all participants receive proper medical and mental
health care services while in custody. Moreover, all service-plans include a transition plan that
connects all participants with community-based medical and mental health service providers
prior to their release.
Participants have service-plans that address the four major risk factors listed above.
All participants have access to adequate substance abuse rehabilitation programs as needed. All
participants are enrolled in an academic and job training program that helps improve their basic
skills and provides them with marketable skills that will help them obtain sustainable
employment. Finally, all participants have mentors that help support them and provide ongoing
encouragement.

38. 38
Phase 2 Going Home
In this phase, case, managers, with participation from of their respective clients, develop a
service plan. The service plans address all issues surrounding mental health, medical needs,
housing, education and employment. A service transition team with the cooperation of
community-based agencies helps formulate a housing plan for participants prior to their
release. Case managers ensure the housing is secure, safe, appropriate. Prior to release, all
participants are connected to community-based medical and mental health providers to
prevent any gaps in their treatment.
Participants are briefed on their medical and mental health needs prior to their release. They
are given copies of documents relating to their medical and mental health history and future
needs.
All participants prior to their release receive medication as needed to ensure participants
maintain their medication schedule prior to their first appointment with community-based
providers. Prior to participant’s release, case managers work with their families to address any
service needs families have. Case managers address families emotional and financial needs.
All participants are enrolled in community-based schools and or job training programs prior to
their release. Case managers create a workforce development plan to help participants secure
and maintain employment. Case managers help participants prior to their release secure vital
documents such as birth certificates, state identification cards, and social security cards.
Case managers work with juvenile justice judges to explain that their respective clients have
been preparing to return to their communities and community-based agencies are prepared for
participants return.

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Phase 3 Staying Home
This phase begins once participants are released from state custody. Case managers work with
court personnel to help maintain all conditions of release. Case managers also reaffirmthat the
service plans that have been developed match up with available community-based services.
Case managers also ensure that participants have access to cognitive behavior interventions at
the community level. Sanctions are imposed for any violations or misbehavior
Criteria
I have examined reentry programs across the United States and I have also looked at
international models. Each of the models observed focuses on meeting the challenge of high
recidivism rates for youthful offenders. By conducting a comprehensive review of each of these
programs, I gained an understanding of the most effective models.
My research has yielded a few promising strategies for building a successful youthful offender
reentry model. The models I looked at allowed me to see in great detail what are the ‘best
practices’ associated with building a successful reentry model. The design structure for the
program model I present have been built on the foundation of ‘best practices’.
Minimizing the recidivismrate for youthful offenders is a principal goal of the Children's Village.
Minimizing the recidivismrate helps provide space for The Children's Village to work with
youthful offenders and help them reenter society.

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Recommendation
The challenges facing previously incarcerated youth trying to successfully reenter
society often seem insurmountable. Youthful offenders face poverty, poor quality education,
and the temptation of drugs and crime. The Children’s Village has a long history of helping at-
risk children and their families remove seemingly insurmountable barriers while helping
children transition into adulthood to lead productive lives. To help the Children’s Village
continue their work with youthful offenders I recommend that they adopt the reentry model
presented here. This recommendation relies heavily on the ‘best practices’ of each successful
youth reentry model documented in this paper. The models are from the states of
Massachusetts, Michigan and Virginia. This recommendation is in line with the mission of The
Children's Village. This model was developed by distilling the ‘best practices' from each of the
alternatives.
NextSteps
The Children’s Village should develop relationships with local courts including New
York’s Criminal and Family Courts. Additionally, they should develop a relationship with officials
on Rikers Island that allows them access to potential reentry program participants. Moreover,
correction officials can help identify potential program participants. Additionally, the Children’s
Village should enhance any relationship they currently have with Department of Probation and
Parole. Each of these relationships should be supported with a recently issued Memorandum of
Understanding (MOU).

41. 41
In order to be successful, any efforts for facilitating youth reentry must begin shortly after
incarceration. The goal of this reentry model should be to promote public safety, help youth
successfully transition to adulthood and stop the school to prison pipeline.
For this model, case managers need to be trained in Collaborative Case Management,
Motivational Interviewing, using Evidence-Based Principles and Aggressive Replacement
Therapy (ART). All youth should be screened. Youth should be identified as moderate to high
risk in relation to the possibility of reoffending. Using ART, staff should work with groups of 8
to 12. Program participants should be between the ages of 16 and 24.The program should have
a Outreach worker who is responsible for contacting and developing a working relationship
with community-based clinics both for medical and mental health, vocational training schools,
GED programs and other community-based organizations.
Implementation
Phase 1 Pre-release Phase
1. The groups should consist of 8 to 12 members. All participates should be contacted
shortly after they have been incarcerated and should be screened with the Youth
Screening Assessment Instrument (YSAI) a risk assessment tool to help identify their risk
level. This model is for moderate to high risk offenders. Low-risk offenders should be
excluded from this model.
2. Pre-release Specialists should each have 4 to 7cases. Pre-release specialists should be
assigned to their cases 90 days prior to the release of the participant. They should be
responsible for helping participants secure vital documents such as birth certificates,
state identification cards and social security cards. They should also arrange for

42. 42
continuation of medical and mental health services with a community-based clinic,
school or vocational training, as well as, contact the participants’ families to arrange
Family Therapy and any other needed services.
3. Each client should be assigned to a mentor. The mentor should be there for
encouragement and support.
Phase Two Transitional Stage
1. Upon release, all participants should be assigned to a case manager. Case managers
should have a case load of 4 to 7 cases. Case managers, with the assistance of their
supervisor and input from their respective participant, should develop a culturally
competent service-plan. The service plan should include participation in:
 ART 3 hours per week for 10 weeks;
 Pre GED, GED program or vocational program 15 to 20 hours per week;
 Substance abuse component as needed;
 Family Therapy once a week.
 Life Skills course in, emotional literacy and conflict resolution;
Phase 3 Independence Phase
 Resume Building and Interviewing;
 Maintaining Employment;
 Financial Literacy

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 Taken together, this combination of the ‘best practices’ from each model can be used as
a outline to create a successful youthful offender reentry program.

44. 44
Appendix 1
Youth Assessment Screening Tool YASI
YASI has been validated as an effective tool for measuring the risk factor for recidivism. This
tool has been validated through random sampling in New York and Illinois of over 300,000
juvenile delinquents. This tool is commercially available through Orbis Partnership Inc. Orbis
Partners Inc. – Youth Assessment (YASI)
The YASI has two components: pre screening and full screening. It will take approximately 20 to
40 minutes to conduct a pre screening and 30 to 60 minutes to conduct a full screening. Please
note that scoring systems are available by gender.

45. 45
Appendix 2
Program Funding
The Children’s Village may find funding for a reentry program through the Second Chance Act
(SCA) according to the website “The Second Chance Act (SCA) supports state, local, and tribal
governments and nonprofit organizations in their work to reduce recidivismand improve
outcomes for people returning from state and federal prisons, local jails, and juvenile facilities.
Passed with bipartisan support and signed into law on April 9, 2008, SCA legislation authorizes
federal grants for vital programs and systems reform aimed at improving the reentry process.
The U.S. Department of Justice’s Office of Justice Programs (OJP) funds and administers the
Second Chance Act grants. Within OJP, the Bureau of Justice Assistance awards SCA grants
serving adults, and the Office of Juvenile Justice and Delinquency Prevention awards grants
serving youth. Since 2009, more than 700 awards have been made to grantees across 49 states.
Who is eligible to apply for grants? Depending on the specific Second Chance Act grant
program, state and local government agencies, federally recognized Indian tribes, and nonprofit
organizations may be eligible to apply. Please review the pages on each grant program to
determine eligibility.
When can I apply for grants? Solicitations for Second Chance Act applications are typically
released throughout the first half of each calendar year. Please subscribe to updates from the
National Reentry Resource Center to hear about these solicitations and other funding
opportunities.
Is it allowable to assist persons reentering the community from federal prisons undera
Second Chance Act program? Yes. Grantees receiving Second Chance Act funds may use those

46. 46
funds to provide assistance to individuals returning to the community following incarceration,
including incarceration in a federal prison.
Is it allowable to assist exonerees under a Second Chance Act program? Yes. Grantees
receiving Second Chance Act funds may use those funds to provide assistance to exonerees,
along with other individuals returning to the community following incarceration” (The U.S.
Department of Justice Office of Justice Programs n.d.)
https://csgjusticecenter.org/nrrc/projects/second-chance-act/
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