CRJ 521_WE8

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Saint Leo University *

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521

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Health Science

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Jan 9, 2024

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docx

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Uploaded by Bucca40

1 Written Exercise: Module 4 Alma I. Cano Department of Public Safety Administration, Saint Leo University CRJ 521: Offender Treatment Methodology Professor Ernie Vendrell December 9, 2023

2 Abstract This essay compares the effectiveness of programs for jailed kids in public schools with those in correctional institutions. Peer support groups, restorative justice practices, supervised technology integration, gender-specific supports, individualized plans to modify behavior, trauma-informed counseling that focuses on adverse childhood experiences (ACEs), accelerated, and differentiated academic programming to close achievement gaps, vocational and technical education that is in line with labor market demands, and so on are all supported. To help troubled kids overcome their identities, realize their potential, and end their cycles of recidivism, alternative schools must implement enhanced rehabilitation programs. Youth can be placed on productive trajectories after release via transformative change elements, personalized programs, healthy relationships, and community connections. Keywords: intervention strategies, recidivism, peer support, restorative justice, reentry planning

3 Introduction Supporting pupils in correctional school systems necessitates using highly nuanced and customized strategies, which differ significantly from the ones used in conventional public schools I have previously overseen. The adolescents we assist who are currently in prison confront extra obstacles and many levels of psychological distress, much greater rates of leaving school prematurely and being absent without permission, as well as distinct emotional and behavioral requirements that necessitate intense intervention. As the principal in charge of this alternative school, our most impactful measures should comprehensively enhance student safety, emotional well-being, positive staff relationships, and development of executive functioning skills and provide clear pathways for students to succeed after their release. In my significant experience, techniques and programs that foster student motivation, self-efficacy, and growth mindsets regarding responsibility and capacity for change are crucial. Additionally, it is imperative to implement academic engagement tactics and counseling procedures tailored to each jailed youngster's specific cognitive levels, personalities, skills, interests, and cultural backgrounds. Public schools cater to a distinct student population with unique overall requirements significantly different from our children in constrained corrections-centered educational environments, necessitating a specialized approach. Discussion Borderline Personality Disorder: Overview BPD, a mental diagnosis emerging in the 1980s following extensive misunderstanding and stigma, remains characterized by continual internal chaos regarding one's identity, emotions, actions, and relationships alongside reckless acts and self-afflicted wounds (Roosma, 2022). The condition persistently manifests itself through an enduring upheaval surrounding one's sense of

4 self, sensations, behaviors, and interactions with additional people, in addition to by means of impulsive acts and self-destructive habits. Other common symptoms include intense but unstable moods, inappropriate anger, chronic feelings of emptiness, fear of abandonment, and transient stress-related paranoia (Bozzatello et al., 2019). These debilitating symptoms often lead to severe functional impairment in work, school, and personal relationships for those suffering from BPD. More than 50% of people with BPD attempt suicide, with a 10% mortality rate from suicide—the highest rate among psychiatric disorders (Paris, 2019). This complex and often misunderstood disorder is estimated to be significantly more prevalent among incarcerated populations than the general public. However, despite precise treatment needs, adequate and evidence-based care remains limited across correctional settings like prisons, jails, and probation programs. Expanding access to interventions like dialectical behavior therapy could greatly benefit inmates' rehabilitation and public health outcomes. Broader systemic changes are still required to address gaps between research and on-the-ground criminal justice mental healthcare practice. Research has uncovered strong biosocial underpinnings of BPD involving the complex interaction between genetic predispositions and environmental influences, especially childhood trauma and abuse (Bozzatello et al., 2021). The prevalent "invalidating environment" theory holds that BPD emerges from a chronic lack of reinforcement for appropriate emotional communication during childhood. Without learning to understand or regulate emotions appropriately, those predisposed to BPD enter adulthood with extreme reactivity to stressful interpersonal events and situations. This emotional dysregulation leaves them unable to cope with the intense and unstable moods, inappropriate anger, chronic emptiness, fear of abandonment, and stress-related paranoia that are hallmark symptoms of the disorder. The resulting unstable emotions and maladaptive behaviors lead, in turn, to conflict and rejection in

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