NORTHWEST OHIO JUVENILE DETENTION, TRAINING, AND REHABILITATION CENTER
     Dennis Greer, M.S.W Captain Jessica Croy
    Superintendent Assistant Superintendent

 

Education 

 

The educational service credits provided at the Detention Center are computer based, accredited, and transferrable to the youth’s school of record via transcripts provided by our education department.  Our teachers are licensed by the Ohio Department of Education in the appropriate areas and have prior experience in Ohio’s public school systems. 

Upon admission, each youth is given an initial pretest in each area of instruction.  The juvenile is then assigned individual lessons according to their test results which will ensure that s/he receives instruction in areas of deficiency.  Each juvenile then works at his/her own pace as well as on his/her own educational level.  It should also be noted that it is admissible for detainees to work on educational materials issued by their school of record.

The Detention Center provides educational classes year round enabling youth to “catch up” if they have fallen behind at their school of record.  The Detention Center’s educational programs have been reviewed and approved by the Northwest Ohio Educational Service Center, Ohio Department of Youth Services and the American Correctional Association.

GED

The Detention Center’s GED program allows detained juveniles to enroll in the Detention Center's General Educational Development program with the permission of the juvenile's parents or guardian and the juvenile 's school of record.  Upon successful completion of the GED curriculum and pre-tests, the juvenile is eligible to register for the state GED test for a $40 fee.  Youth assigned to take the GED test are transported to the testing site by the Detention Center's staff, with permission from the juvenile's court of record.  

Girls Circle 

During the Girls Circle group, the female participants express themselves through creative or focused activities. Oftentimes, themes are introduced which relate to the girls' lives--such as  goals, competition, and decision making.  It is designed to foster self-esteem, help girls maintain authentic connections with peers and adult women in their community and counter trends towards self-doubt.   

Boys Council

Boys Council is a strengths-based group approach to promote boys’ and young men’s safe, strong and healthy passage through pre-teen and adolescent years.   Boys Council meets a core developmental need in boys for strong, positive relationships. In this structured environment, boys and young men gain the vital opportunity to address masculine definitions and behaviors and build their capacities to find their innate value and create good lives - individually and collectively!

Juvenile offenders, who have a history of having been incarcerated on at least one other occasion, will be identified as potential participants for the program.  The juvenile will then complete an assessment and would enter the program that is to meet once a week for 12 weeks. The program is ongoing, open-ended, which means that new offenders can join each week.

Mental Health 

The center offers an on-site mental health counselor provided by A Renewed Mind, a non-profit agency accredited by the Ohio Department of Mental Health.  The Mental Health Counselor, Brittany Feffer, LSW, is a Licensed Independent Social Worker who performs a full range of youth counseling services, as well as court ordered mental health diagnostic assessments.  Psychosocial assessments, with mental health diagnoses and treatment recommendations, are provided to those youth identified by the courts are requiring this service and can include the development of a comprehensive Individual Service Plan (ISP) for each youth.  Brittany employs weekly individual therapy sessions using cognitive and reality therapy models, as well as role play activity to address ISP goals.  Group Therapy Sessions are incorporated into the mental health program and focus on peer participation in two different types of groups.  One group participates in cognitive behavioral issues, designed to address criminal thinking errors, anger management, etc., and the other participates in a relaxation group.  Finally, family sessions, which are designed to focus on the need for youthful offender family support mechanisms, may be utilized during a youth’s stay at the center. 

Substance Abuse

Recovery Services of Northwest Ohio also provides a prevention specialist to conduct programming twice monthly to youth detained at the center. Topics covered include the addiction process, conflict resolution, and how our thoughts control our behavior.  In addition to general prevention classes, the Detention Center provides a 90-day treatment program for juvenile detainees who are experiencing alcohol or other drug related problems entitled “Life without Drugs.”  This program is provided by Recovery Services of Northwest Ohio, Inc., a non-profit agency accredited by the Commission on Accreditation of Rehabilitation Facilities, Ohio Department of Mental Health, and the Ohio Department of Alcohol and Drug Addiction Services.  The on-site Substance Abuse Counselor is Donna Robinson, BSW, LCDC III.  The Life without Drugs program educates its youth on the disease concept, 12 step support groups, as well as relapse prevention, family origin issues, anger management, coping/decision making skills, and leisure/recreational activities.  Major programmatic activities include in-depth assessment, substance abuse education, group therapy, and individual counseling.

Anger Management

The Anger Management program will be conducted by Shalom Counseling & Mediation Center in Archbold and is designed to be used in a group setting. The program outline is completed through dedicated modules with each session lasting 55 minutes in order to work in cooperation with the rotation of our educational classes.  Any youth who is within the facility will receive the Anger Management Group, which will be conducted on Monday.  The program is an open-ended program (clients are able to enter and successfully complete the program on a continuum basis). The program is cognitive behavioral in that it confronts as well as challenges thinking patterns, irrational beliefs, and inappropriate behaviors. Client’s irrational thoughts and beliefs are actively disputed as they relate to their behavior.

This program utilizes an MRT (Moral Reconation Therapy) perspective, and has been added to SAMHSA’s National Registry of Evidence-Based Programs & Practices.  The program is specifically designed to address the criminal thinking errors that individuals often present. The research on this program has been based largely on the ways that criminals think, and therefore this approach was found to pass clinical trials as an effective way of assisting clients with changing their thoughts and behaviors to lead to better productive outcomes.

Anger Management prepares offenders for making changes, and the exercises in the curriculum are strategically and specifically designed to assist as well as to explore each thought and allow for the disruption of each belief held by the offender.  While this program is offered to address court referred, probation and parole offenders, it is also offered to additional populations such as adolescents as well.

 

Daily Programs

Life Skills: Self Concept, Self Esteem/Confidence, Emotions, Conflict, Stress, Priorities, Goals, Solving Problems, Decision Making, Planning and Managing Time, Dealing with Criticism, Clear Thinking, Identifying Interests, Educational Opportunities, Dealing with Failure, Effective Listening, Assertiveness, Relating to People, Thinking System, and Giving Directions and Following Directions. 

Character Development:  Trustworthiness, Respect, Responsibility, Fairness, Caring, Citizenship, Honesty, Diligence, Courage, and Integrity.

Anger Management:  Understanding Anger, Strategies for Anger Management, and Difference between Anger and Abuse.

Conflict Resolution: Getting Started, Understanding Conflict, Conflict and Me, Fuel to the Fire, Be your own Master, Constructive Communication, Matter of Perception, and The Moment of Truth.

Success and Career Motivation

This course is structured to help participants explore career options and to help them prepare for their future goals. The class teaches participants how to effectively search for employment through applications of their own abilities and traits. Youth are instructed on how to properly fill out a job application, construct a resume, cover letter, and a reference page. They are trained to use proper business etiquette when present in an interview and they are also taught how to properly present themselves in attitude, behavior, and appearance. This course also coaches participants how to write checks, how to balance a check book, and how to read the pay checks they are given once they are granted employment.  Finally, the course teaches job retention so that the employment one receives is successful and significant.

Structured Art

This course exposes participants to the works of various artists.  Some of these artists include Vincent Van Gogh, Edvard Munch, Norman Rockwell, Leonardo Da Vinci, and Georges Seurat. They are shown the original works of these artists and then asked to create their own interpretation or they are asked to create a likeness of one of the artist’s works. The participants are also given free-art days in which they are able to create their own works of art. The meaning of this course is to expose participants to different cultures, ideals, and expressions and to empower or strengthen the talents of each individual.

Random Acts of Kindness

This course is designed so that students will be able to analyze how feelings can influence our behavior and how responding appropriately to negative feelings can help us make positive choices. Students will be able to identify that we are faced with choices when bullying occurs and that how we choose to act affects the outcome of the event. Explore what people can do to make a difference in their school, their community, their country, and the world. Students will be able to show how using “I” messages and other effective communication skills can help solve problems and promote a culture of kindness. Students will be able to demonstrate that individuals belong to different groups and communities and that speaking and acting kindly shows respect toward others and results in a culture of kindness. Explore how some events impact not only individuals, but also larger communities, cultures and nations. To explore how a kind contribution changes the world.

 

Victim Impact

The Victim Impact Curriculum requires a unique learning environment to enable the “power of the personal story” and its impact on offender thinking and behavior to unfold. The facilitator will set up a rich learning environment that incorporates relevant curriculum materials, youth-centered learning principles, experiential learning opportunities, cultural sensitivity, and activities to facilitate changes in offenders’ thinking, feeling, and behavior. Developers of the curriculum adapted Knowles’ principles for their work with offenders in the following ways:

 

First, offenders take a leadership role in the learning experience. Instead of simply transmitting information to offenders, facilitators should actively involve them in the learning process through discussions, case exercises, processing of speaker stories, victim/survivor vignettes, and application of the information to their own experiences. This approach helps offenders to move through the “stages of change” and promotes information retention.  

Second, offenders must be motivated to learn and change. Acknowledging an offender’s ability to change and reinforcing new behaviors can motivate him or her to become more involved in the learning environment.

Finally, individual learners have developed a preference for sending and receiving information through one sense or another. Using curriculum materials that utilize both visual and auditory components, in combination with interactive activities, will enhance learning and retention.

Thinking for a Change

The National Institute of Corrections (NIC) has supported the production of this revised edition of Thinking for a Change. One of the goals for this revision was to ensure that there was a seamless, interactive synthesis of the three components of Thinking for a Change: cognitive self-change, social skills, and problem solving. All three components form an interlocking circle of activities and events, precipitated by a conflict, that results in an “aha” moment for the offender.  All of the components are defined as a set of skills that can readily be detailed by the various steps required to accomplish the skill. Cognitive self-change and social skills are heavily laden within the program. The lessons in both social skills and cognitive self-change provide the foundation upon which problem solving skills successfully mediates stressful situations.

 

Project Respect

Project Respect believes that each generation has the power to shape and change the world.  They envision a community of young people who STAND UP against social pressures and STAND OUT as people of character.  They are the character-education program of the CPC-Women's Health Resource in Northwest Ohio.  The program directly address current issues teens face every day, including media pressures, bullying, sexting, internet safety, unhealthy relationships, sexual pressures, avoiding STD's and pregnancy, dating violence, and more.  They serve students and adults in 6 counties including Defiance, Fulton, Henry, Paulding, Putnam, and Williams counties. 

 

Personal Responsibility and Education Program (PREP): Reducing the Risk

The Ohio PREP curriculum provides students with an informative, dynamic, interactive approach to prevent unplanned pregnancy and STD/HIV and promote healthy relationships, financial literacy and preparation for future employment. This curriculum includes information from Reducing the Risk as well as adulthood topics which were developed through review of materials and other curriculum focusing on the adolescent age group. The adulthood topics include: Healthy Relationships, Financial Literacy, and Career Building Skills

 

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