Interview With Ms. Carla London

This includes several counties surrounding Dekalb County. This year also presented 7,864 releases with an average stay of 181 days and serving almost 10,000 individuals whether inside or outside of the facility. This does not include those that are housed at the regional facility within the county. The regional facility does do a great deal of work within the community and with the police department and the juvenile justice system. This says a lot about these centers. Of course, this is not to say that it solves all problems. There are those individuals that are not able to go to an YDC and because of that they are housed at an adult facility because of their age. But it can be viewed that they are doing what they can within their specific region in order to rectify the safety and concerns of the offenders and the residents within the

The first question I asked during the interview was, “How long have you been working with this agency? In this field?” Tanya’s response was that she has been Self-Employed for 16 years. When I asked Tanya if the agency was public or private or a non-profit or for-profit, she said that she was a for-profit solo practitioner. Another question that I had to ask her is, “What population do you serve?”, her response was Developmentally Disabled Children and Adults. I’ve always known that was the population that she served, but just knowing

At my graduate assistantship at The College of New Jersey (TCNJ), the graduate students from Monmouth were introduced to a few of the key offices that work with Residential Education and Housing. Through this introduction, I was able to meet Kelly Hennessy, who is the current Associate Dean of Students in the Department of Health and Wellness at The College of New Jersey. As a future Student Affairs professional, one of my end goals would ultimately become a Dean of Students, so it was exciting to interview Hennessy and see how she got to where she is today. Originally when Hennessy first started her college years, she thought that she wanted to be a teacher. After working with the professionals in her Residence Life Office and Leadership Office at the University of Buffalo, where she received both her bachelors and master’s degrees, she realized that her passion was no longer teaching, but rather to become the professionals she was surrounded and inspired by every day. Hennessy has worked in Residence Life for majority of her career up to about two years ago when the Department of Health and Wellness first started on TCNJ’s campus.

Statistics shows that in 1999, nearly one in every 4 adjudicated delinquency cases resulted in out of home placement for the juvenile. Placement cases have grown by almost 24 percent in less than 10 years, from 124,900 in 1990 to 155,200 in 1999. However, this statistic might be a bit old, recent statistics shows that there has been a steep decline in the number of juveniles going into placement programs. In 2006, there were about 93,000 juveniles in residential placement, and by 2008 there were just over 86,000 in public or private residential placement facilities. There is yet to be an exact reason on why there

Upon the start of this assignment, I had a couple human service workers in mind to interview. I ultimately decide to interview Joy Sultan, a teacher/couselor for Chapter One Students at Hamilton Crossing Elementary school in Cartersville, Georgia. She works with troubled second grade students.

A. Area of Need: For a number of years at Whitehorse High School (WHS), the administration has been dealing with a huge issue of chronic absenteeism among scholars. This year after collaborating with the administration we decided to tackle the problem of attendance, including having educators develop relationships with the chronically absent scholars and provide professional development on how to fill out the forms (Check & Connect) we wanted the educators to use during the six-week attendance intervention pilot. Additionally, we wanted to provide resources which would enable the educators to connect with their mentees with which they were assigned. The goal was two assign two chronically absent scholars to each mentor, then have the mentors consistently check grades, including missing assignments, while monitoring attendance, and connect with their mentees by building relationships of trust. After getting to know their mentees, we wanted the mentors to show they truly cared for each individual by providing the necessary resources to enable scholar

During the placement I was able to spend time observing interactions between parents, children and staff. I witnessed many positive aspects in the schools approach to engaging parents and was particularly impressed by their open door policy for parents and the support provided to families in times of need by the learning mentors. As part of the admission process to the school, staff visit the parents and child at home and discuss the implementation of the home-school agreement (appendix 1.b). This agreement sets out the expectations of each of the parent, school and child in regard to their actions and attitude towards their time in school. This is often one of the first interactions teacher and parents have and Grayson (2011) suggests most teachers report these home visits to have a lasting positive effect on the child and parent-teacher relationship. During the school’s inspection in 2014 Ofsted identified relationships across the school and with parents as a key strength.

Miller’s office I was very nervous because and shy, but as we broke the ice I discovered that she was a very bubbly and energetic person. One of my first questions that I asked her is what made her want to be involved in the Human Services Profession. She said that she has always wanted to help people and impact their lives, so when she first got to college her major was in Nursing, but that soon changed because she could not get over her fear of blood. She also stated that she felt very comfortable in the Human Services’ courses because she loved to talk and learn about people so that made her decide to switch majors. She was also very drawn to Human Services because it involves aspects of Psychology, which is her minor. Amanda always enjoyed working with kids as well. She was a mentor to middle school children while she was in high school and volunteered at homeless shelters during the holiday

Throughout my 3-year employment at Penn-Mar Human Services, I have assumed several different roles. After being hired for individual supports, I quickly transitioned into a group position as a Program Instructor, where I would be better able to utilize my unique skillset and grow professionally within the organization. After only a few months, I was promoted to a Program Instructor II, accepting greater responsibilities. In this position, I flourished

This position has allowed me to become well versed in university and housing policy and I am well trained in how to perform not only the administrative tasks required by this position, but also how to handle conduct reporting and sensitive situations regarding students. Due to my experience as a Community Assistant, I am confident in my abilities to perform the duties that the office of Conferences & Event Services will require of me, if selected for this position. Upon first transferring to Clarion, I took a job with the Center for Leadership and Development as the Student Leadership Coordinator for Clarion University. During my time in this position I developed leadership programming for Clarion University and coordinated and planned events such as the Mary Walter Speaker Series. During my time working with the Mary Walter Speaker Series, we focused on mental health and the dispelling of mental health stigmas.

Shenitta Niles is on her third semester at Roxbury Community College. She got her high school diploma back in 2011 from Charles Town high school. She originally started out at Bunker Hill Community College, but later transferred to Roxbury Community College due to the low cost, convenience and transportation. Although she is a mother of a young child, she attends the college full time pursuing a major in early childhood education. Constantly being around her daughter and other young children has inspired her to pursue that career. She isn’t sure on the type of field she hopes to work at once she finishes her associate’s degree, but she will continue on to a four year college pursuing this path. Nevertheless, a long term goal of hers is to

Every day during dismissal I give the caregivers brief details about their child's day including any concerns I may have. A communication folder is sent home daily. I encourage the families to check the folder daily for new information, student work, or paperwork that may need to be filled out and returned. Included in the folder is a monthly calendar that shows daily lessons, homework, classroom items needed, fieldtrips, etc. I contact the caregivers that I do not see on a regular basis by telephone, notes, and e-mail. Progress reports are also sent

Interview with Ms. McConnell, School Counselors at Columbus High School, Columbus Municipal School District in Columbus MS

The symbiotic relationship between teachers and parents is crucial to the educational success of a student. Parents must be involved with their child’s education through consistent attendance of IEP meetings and advocate for their child and their needs at school. Teachers can encourage parent involvement through, traveling notebooks home and note home programs which establish an open line of communication between teacher and parent. Parent-teacher conferences are a great way for teachers and parents to be involved in the success of the student's educational experience.

Finally, literature on the juvenile justice system often focuses on program implementation and effectiveness at addressing rehabilitation, as well as diversion techniques within the system (Greenwood, 2008). This review audits these problems in detail and establishes them within the bigger struggle in the juvenile justice system to rehabilitate youth offenders.