Iowa Girls SummitIowa Girls SummitOctober 12, 2007October 12, 2007Bonnie Rose M.A.Bonnie Rose M.A.

Iowa Girls SummitIowa Girls SummitOctober 12, 2007October 12, 2007Bonnie Rose M.A.Bonnie Rose M.A.

IT’S A GIRL! How does our Reflection

create opportunities for girls?

A Quick QuizA Quick Quiz

Girls get in trouble with the law for Girls get in trouble with the law for different reasons than boysdifferent reasons than boys

Girls are sent to lock-up facilities because Girls are sent to lock-up facilities because local intervention and treatment services are local intervention and treatment services are unavailableunavailable

You can do something to improve Iowa’s You can do something to improve Iowa’s juvenile justice systemjuvenile justice system

Iowa leads the nation in locking up girlsIowa leads the nation in locking up girls

Merging Your Role & Your Soul

Merging Your Role & Your Soul

Reflective PracticeReflective PracticeWhat do we know?What do we know?What do we need to know?What do we need to know?What do we do with what we What do we do with what we

know?know?How does what we know How does what we know

inform our practice?inform our practice?

Reflective Practice

(Donald Schon, 1983)

Reflective Practice

(Donald Schon, 1983)

Reflective Practice refers to a discipline that Reflective Practice refers to a discipline that seeks to seeks to bridge the gap between bridge the gap between theory and actiontheory and action by encouraging active by encouraging active reflection on such questions as “What do we reflection on such questions as “What do we know? How does what we know inform what know? How does what we know inform what we do? How do the things we learn through our we do? How do the things we learn through our actions reshape what we know?” The process actions reshape what we know?” The process is is cyclical and builds knowledge cyclical and builds knowledge cumulativelycumulatively when applied. Because when applied. Because “reflective practice” acknowledges that “reflective practice” acknowledges that important lessons come from both important lessons come from both thinking and doing,thinking and doing, it can be a useful it can be a useful tool both for tempering professional hubris and tool both for tempering professional hubris and challenging popular wisdom.challenging popular wisdom.

Reflective PracticeReflective Practice

Building Knowledge (facts)Building Knowledge (facts) Informs and improves practiceInforms and improves practice

Wisdom (gain through experience)Wisdom (gain through experience) Creates stronger outcomesCreates stronger outcomes

Discernment Discernment Figuring out what to doFiguring out what to do What matters mostWhat matters most

Virtuous CycleReflective Practice

Virtuous CycleReflective Practice

InformedPractice“doing”

SystematicReflection

(self assessment)

KnowledgeWisdom

Discernment

Virtuous Cycle – Reflective Practice

Virtuous Cycle – Reflective Practice

Knowledge

Informed Practice

Systematic Reflection

New Knowledge

Wiser Practice

Better Outcomes

Being Present

BEING (Heart Work)

THINKING (Head Work)

DOING (Handiworks)

REFLECTION (Honoring the Process)

What Do We Know?The Tragic Lives of Girls in Juvenile

Justice

What Do We Know?The Tragic Lives of Girls in Juvenile

Justice

•Depression: 1 in 4, 50% higher than boysDepression: 1 in 4, 50% higher than boys(1)(1)

•Sexual Abuse: Sexual Abuse: 3 times 3 times more often than boys more often than boys (2)(2)

•Self-confidence: DeclinesSelf-confidence: Declines with age, not for with age, not for boysboys(1)(1)

•Victims of ViolenceVictims of Violence: Up to : Up to 73% 73% of girls of girls involved in justice system report being victims involved in justice system report being victims of violence of violence (3)(3)

•78%78% of violent acts against females committed of violent acts against females committed by people they know by people they know (4)(4)

•Body ImageBody Image: : 60% 60% of girls report trying to lose of girls report trying to lose weight verses 24% of boys weight verses 24% of boys (5)(5)

(1) Carnegie Council on Adolescent Development, 1996 (4) Bureau of Justice Statistics, 1995, as cited in Craven, 1996)(2) National Center on Child Abuse and Neglect, 1997 (5) Centers for Disease Control and Prevention, 1995)(3) Profiles of Delinquency Cases and Youth Referred 1995-96, DJJ

Girls in Juvenile Justice, No longer the Forgotten Few

Girls in Juvenile Justice, No longer the Forgotten Few

Juvenile crime overall has decreased, girls Juvenile crime overall has decreased, girls entering the system has increasedentering the system has increased

Girls make up the fastest growing segment Girls make up the fastest growing segment of the juvenile justice system’s populationof the juvenile justice system’s population

On an average day, Florida has 1,000 girls On an average day, Florida has 1,000 girls incarcerated ~ the highest in the nation. incarcerated ~ the highest in the nation. Almost double the national averageAlmost double the national average

Rallying Call for ChangeNCCD Research ReportRallying Call for ChangeNCCD Research Report

Girls are getting arrested at young ages: 40% of all Girls are getting arrested at young ages: 40% of all girls reported committing their first offense before girls reported committing their first offense before the age of 13the age of 13

73% of girls in moderate programs and 33% of 73% of girls in moderate programs and 33% of girls in high risk programs reported they were girls in high risk programs reported they were currently in their first DJJ commitment placementcurrently in their first DJJ commitment placement

Level of risk to re-offend is related to Level of risk to re-offend is related to level/intensity of intervention services needed in level/intensity of intervention services needed in order for girls to be successful. Findings revealed order for girls to be successful. Findings revealed low, medium and high risk to re-offend across low, medium and high risk to re-offend across every restrictiveness level. every restrictiveness level.

Three ThingsYou Value the Most?

Three ThingsYou Value the Most?

The TearsThe Tragic Lives of Girls in Juvenile

Justice

The TearsThe Tragic Lives of Girls in Juvenile

JusticeGirls have lost or feel they have lostGirls have lost or feel they have lostFamilyFamilyHome or Stable Living EnvironmentHome or Stable Living EnvironmentOpportunity for Educational Opportunity for Educational

SuccessSuccessNo Hope for a Productive CareerNo Hope for a Productive CareerSpiritually DisconnectedSpiritually DisconnectedHope & Sense of PeaceHope & Sense of PeaceHealthHealth

Pathways into the System, Information Supports Literature

Pathways into the System, Information Supports Literature

79% Emotional Factors: 79% Emotional Factors: Depression, trauma, anger, self-destructive Depression, trauma, anger, self-destructive behavior, or other mental health/clinical diagnosis (84% non-residential)behavior, or other mental health/clinical diagnosis (84% non-residential)

70% Family, History of family problems70% Family, History of family problems 64% Reported Prior Abuse (All Types)64% Reported Prior Abuse (All Types) 49% Self Mutilation 49% Self Mutilation 46% Substance Abuse/Addiction46% Substance Abuse/Addiction 35% History of pregnancy35% History of pregnancy 34% Suicide attempts34% Suicide attempts 25% Have or are recovering from a major illness25% Have or are recovering from a major illness 10% Have children 10% Have children

Trauma Drives Behavior

Trauma Drives Behavior

Suffering violence, witnessing violence

Poverty, racism, incarceration, sexual orientation stigma

Physical and sexual abuse Trauma survivors/Re-traumatization Skews relational experience Hinders psychological development Disease of disconnections Emotions and thinking out of control Unsafe in their own bodies

Suffering violence, witnessing violence

Poverty, racism, incarceration, sexual orientation stigma

Physical and sexual abuse Trauma survivors/Re-traumatization Skews relational experience Hinders psychological development Disease of disconnections Emotions and thinking out of control Unsafe in their own bodies

Level of Needs of Girls Does Not Differ by DJJ Program Level

Level of Needs of Girls Does Not Differ by DJJ Program Level

On average, girls have three to four On average, girls have three to four significant treatment needssignificant treatment needs

Pressing Needs Include:Pressing Needs Include:1.1. Specialized Mental Health ServicesSpecialized Mental Health Services2.2. Substance Abuse TreatmentSubstance Abuse Treatment3.3. Family Focused ServicesFamily Focused Services4.4. Specialized Medical CareSpecialized Medical Care5.5. Alternative, educational, and vocational servicesAlternative, educational, and vocational services6.6. Transitional placements and services for girls Transitional placements and services for girls

Implications from Rallying Call for Change

Implications from Rallying Call for Change

Based upon Information collected from staff Based upon Information collected from staff focus groups regarding gaps in servicesfocus groups regarding gaps in services

1.1. Mismatch between the level of treatment Mismatch between the level of treatment services and treatment needs of girls in services and treatment needs of girls in residential programsresidential programs

If these needs are not met, both in treatment and If these needs are not met, both in treatment and by systematic policy changes, assumptions can by systematic policy changes, assumptions can be made that girls will continue to penetrate be made that girls will continue to penetrate deeper into the JJ system by picking up new deeper into the JJ system by picking up new charges while in placement, re-offending after charges while in placement, re-offending after release, or violating probation release, or violating probation

Incredible Resiliency, Down But Not Out ~ Rallying Call for Change

Incredible Resiliency, Down But Not Out ~ Rallying Call for Change

84% articulated long-term goals for their 84% articulated long-term goals for their futurefuture

75% of the girls emphasized a positive 75% of the girls emphasized a positive strengthstrength

68% wanted to continue education after 68% wanted to continue education after high-schoolhigh-school

The Rainbow

Gifts of Girlhood The Rainbow

Gifts of Girlhood Empathy Relationality Interdependenc

e Perception Intuition

Empathy Relationality Interdependenc

e Perception Intuition

Logic of the Heart

Passion Interrelatednes

s Compassion Caregiver

Logic of the Heart

Passion Interrelatednes

s Compassion Caregiver

Developmental DomainsDevelopmental Domains

Physical ~ Connection to a Safe Space to explore changing bodies

Emotional ~ All emotions are acceptable and we must give a Voice to Emotions

Sexual ~Accurate information about bodies and of equal importance opportunity to explore sexual pleasure & committed relationships

Physical ~ Connection to a Safe Space to explore changing bodies

Emotional ~ All emotions are acceptable and we must give a Voice to Emotions

Sexual ~Accurate information about bodies and of equal importance opportunity to explore sexual pleasure & committed relationships

Developmental DomainsDevelopmental Domains

Spiritual ~ Cover emptiness with “noise” thus we must tap the souls and sacred centers

Family & Relationships ~

Family is important whether they are present or not. Where do girls learn shunning? Scapegoating? Gossiping?

Intellectual ~Emotional reasoning. Unfair perceptions of abilities and intellect. We must make it relevant!

Spiritual ~ Cover emptiness with “noise” thus we must tap the souls and sacred centers

Family & Relationships ~

Family is important whether they are present or not. Where do girls learn shunning? Scapegoating? Gossiping?

Intellectual ~Emotional reasoning. Unfair perceptions of abilities and intellect. We must make it relevant!

What do you Need to Know?What do you Need to Know?

Iowa’s data on girls throughout DJJ systemIowa’s data on girls throughout DJJ system Is the data skewed in a response to the girls’ behavior, not Is the data skewed in a response to the girls’ behavior, not

necessarily an increase in violent and aggressive behavior necessarily an increase in violent and aggressive behavior in girls?in girls?

Has there been a Has there been a re-labeling of family conflicts as violent re-labeling of family conflicts as violent offensesoffenses and changes in police practices regarding and changes in police practices regarding domestic violence? Unintended consequences frequently domestic violence? Unintended consequences frequently result in the teenage girl being arrested and charged with result in the teenage girl being arrested and charged with assault and battery. She is ushered into the JJ system with assault and battery. She is ushered into the JJ system with felony assault and batteryfelony assault and battery

Are your girls disproportionately charged with status Are your girls disproportionately charged with status offenses? Running away (often from abuse) is a common offenses? Running away (often from abuse) is a common pathway for girls into the delinquency system pathway for girls into the delinquency system

What Do You Need To Know? What Do You Need To Know? Is there a practice of Is there a practice of “bootstrapping”, charging girls with “bootstrapping”, charging girls with

a delinquent offense for violation of a court ordera delinquent offense for violation of a court order, is often , is often applied applied disproportionatelydisproportionately to girls and results in harsh and to girls and results in harsh and inequitable treatmentinequitable treatment

The use of contempt proceedings and probation and parole The use of contempt proceedings and probation and parole violations, increases likelihood of girls returning to violations, increases likelihood of girls returning to detention or residential commitment. What is the risk for detention or residential commitment. What is the risk for public safety in terms of further re-offending? public safety in terms of further re-offending?

How is detention used? Are girls detained for less serious How is detention used? Are girls detained for less serious offenses than boys?offenses than boys?

Does Iowa have Zero Tolerance Policies? Unintended Does Iowa have Zero Tolerance Policies? Unintended consequences are: denial of educational opportunities, rise consequences are: denial of educational opportunities, rise in drop-out rates; and increased rates of suspensions and in drop-out rates; and increased rates of suspensions and expulsions for girls expulsions for girls

What Do You Need To Know?What Do You Need To Know?

Are girls placed in appropriate settings in Are girls placed in appropriate settings in their communities?their communities?

Is your JJ system equipped to deal with the Is your JJ system equipped to deal with the influx of girls so there is not further influx of girls so there is not further victimization for girls already scarred by victimization for girls already scarred by years of trauma and abuse?years of trauma and abuse?

????????????

What Do We Do With What We Know?What Do We Do With What We Know? Provide a safe, nurturing gender responsive environment ~ Provide a safe, nurturing gender responsive environment ~

Florida passed HB1989 mandating gender responsive Florida passed HB1989 mandating gender responsive servicesservices

Critical Need: identify strategies for the re-allocation of Critical Need: identify strategies for the re-allocation of resources (funds) for girls in need of intense mental health resources (funds) for girls in need of intense mental health servicesservices

Critical Need: Develop evaluation criteria to determine Critical Need: Develop evaluation criteria to determine programs’ ability to effectively meet the needs of girls as programs’ ability to effectively meet the needs of girls as identified by the researchidentified by the research

Critical Need: Assess girls committed to JJ that do not Critical Need: Assess girls committed to JJ that do not pose a public safety threat (standardized assessment with pose a public safety threat (standardized assessment with staff recommendations) staff recommendations)

Critical Need: Provider per-diem rates: review feasibility Critical Need: Provider per-diem rates: review feasibility of increase thru lower level placement of risk to re-offend of increase thru lower level placement of risk to re-offend and public safety threat and public safety threat

What Do We Do With What We Know?What Do We Do With What We Know? Funding for all Program levelsFunding for all Program levels Support OPPAGASupport OPPAGA Appropriate Assessment ToolsAppropriate Assessment Tools Practical Assessment ToolsPractical Assessment Tools Gender-Responsive TrainingGender-Responsive Training CollaborationCollaboration Policy Change in Community Mental HealthPolicy Change in Community Mental Health Conduct further research to better understand the Conduct further research to better understand the

“pathways”, identify points where girls can be “pathways”, identify points where girls can be diverted to least restrictive services (based on diverted to least restrictive services (based on level of need and public safety)level of need and public safety)

What Do We Do With What We Know?What Do We Do With What We Know?

Take Take Bold Action, Bold Action, close programs that mistreat girlsclose programs that mistreat girls Identify and re-examine policies and practices that drive Identify and re-examine policies and practices that drive

girls into the systemgirls into the system Statewide Training: develop specialized for judges, state Statewide Training: develop specialized for judges, state

attorneys, police departments, and public defenders attorneys, police departments, and public defenders Resources: Increase resources and expand gender Resources: Increase resources and expand gender

responsive services in both residential and non-residential responsive services in both residential and non-residential programsprograms

If you don’t already have get outside research with If you don’t already have get outside research with recommendations supporting a blueprint for girls in JJ recommendations supporting a blueprint for girls in JJ

Convene a “Think Tank” of national experts and Iowa Convene a “Think Tank” of national experts and Iowa stakeholdersstakeholders

Continue yearly Summit Meetings with a broad group of Continue yearly Summit Meetings with a broad group of Iowa stakeholders, review and provide input on the Plan Iowa stakeholders, review and provide input on the Plan

Being Present for Girls to Thrive!

Being Present for Girls to Thrive!

Recognizing inconsistencies or in Recognizing inconsistencies or in congruencies in practicecongruencies in practice

Articulating guiding principles to Articulating guiding principles to actionaction

Awareness of hidden agenda Awareness of hidden agenda impacting practical applicationimpacting practical application

Aiding to synthesize one’s beliefs Aiding to synthesize one’s beliefs and assumptions about staff, girls, and assumptions about staff, girls, families, self, etc.families, self, etc.

Reflective Practice Reflective Practice

What Matters Most?What Matters Most?““Your Gift to Girls”Your Gift to Girls”

Imagine that it’s one year after you Imagine that it’s one year after you have worked with or on behalf of a have worked with or on behalf of a girl(s) in your community. You girl(s) in your community. You overheard this girl (or girls) talking overheard this girl (or girls) talking about the legacy you’ve left as a about the legacy you’ve left as a result of how you did your work. result of how you did your work. What two or three things would What two or three things would you hope to hear them say?you hope to hear them say?

““Your Gift to Girls”Your Gift to Girls”

Imagine that it’s one year after you Imagine that it’s one year after you have worked with or on behalf of a have worked with or on behalf of a girl(s) in your community. You girl(s) in your community. You overheard this girl (or girls) talking overheard this girl (or girls) talking about the legacy you’ve left as a about the legacy you’ve left as a result of how you did your work. result of how you did your work. What two or three things would What two or three things would you hope to hear them say?you hope to hear them say?