SCHOOL TO PRISON PIPELINE ` 1 School to Prison Pipeline: Mental Health

SCHOOL TO PRISON PIPELINE ` 1

School to Prison Pipeline:

Mental Health Intervention and Adolescent Delinquency (MHIAD)

Group Two – Ages 16 – 19

Introduction:

The phrase “school-to-prison pipeline” (STPP) describes a system where youths are systematically transferred from classrooms to jail due to harsh disciplinary procedures (Fromke, 2017). It shows the influence of convicts on school socialization practices and punishment systems, such as having security guards, resource officers, school cameras, detention, suspension, punishment, and metal detectors etc… (Mallet, 2017). Adolescents are finding themselves in the hands of the criminal justice system within their learning institutions due to severe disciplinary measures leading to suspensions or expulsions and the subsequent rise in high school dropout rates. Adolescent delinquency has been linked to mental illness in several studies. According to Ojukwu (2020), “between 70% and 95% of youth detained in the juvenile justice system have at least one psychiatric diagnosis along with coexisting mental health problems” (para. 6). Active partnerships between adolescent-serving organizations, such as schools, counselors, social workers, and mental health communities are essential to improve adolescents’ mental well-being. Introducing the parents and family intervention programs, Mental Health Intervention and Adolescent Delinquency, (MHIAD). The MHIAD programs will help reduce delinquency rates and will eventually lead to healthier outcomes for psychologically distressed adolescents.

Biological

Biological factors contributing to delinquency include genetics, hormones, and the brain (Whitehead & Lab, 2018). From a genetic standpoint, inherited predispositions—particularly of harmful substances—may result in adolescents becoming addicted to or interested in trying harmful substances (Whitehead & Lab, 2018). This act in itself is considered an act of delinquency; however, addiction to an illegal or harmful substance, for example, has a connection to delinquent behavior (Whitehead & Lab, 2018). Hormonal changes or defects also may be a factor in adolescent delinquency. For example, certain types of hormonal defects may make an individual overly aggressive or perhaps even more impulsive, and as such, more likely to engage in risky, delinquent behavior (Whitehead & Lab, 2018; Smith & Waterman, 2006). Studies that corroborate this assertion, however, are not entirely conclusive as review of some of these conclusions are built on suspect research methodology (Whitehead & Lab, 2018). Learning disabilities and mental illness are also known to directly lead to delinquency as students are often punished for behavior that is otherwise out of their control (National Council on Disability, 2016). It should be noted, however, that the biological factors that demonstrate early-onset antisocial behavior leads to more negative developmental outcomes than late-onset antisocial behavior (Santrock, 2019). The sooner these biological factors are identified, the sooner intervention can occur. Intervention at the earliest stage possible is ideal for helping mitigate these biological issues. Excellent……In the final proposal……how will the proposed MHIAD address these issues?

Cognitive Development

Adolescents are actively constructing their own cognitive thinking and trying to make sense of the world around them. Adolescents go through a process of figuring out what is right from wrong, realistic, and important to non-important information (Santrock, 2019). During these times adolescents are either trying to impress peers, being peer pressured or going through problems that they feel no one understands. They face two particularly challenging issues: peer pressure; to experiment with substances and to engage in sexual activity and romantic relationships with other adolescents (Santrock, 2019). Emotions and attitudes from parents, peers, and teachers can be another factor that can pursue one’s thinking to make rational decisions in life. The school to prison pipeline has a big impact on an adolescent’s growth and development. Adolescents look to school as a safe haven from problems happening in their home life. Being suspended, served detention, or expelled can have a big impact on adolescents’ cognitive development (Mallet 2017). Every adolescent must face difficulties as they grow from children to adults. Growing into an adult involves overcoming psychological, cognitive, and physiological obstacles. The goal is to have peer mentors, counselors, mental health services, substance abuse counseling, social services, and parent support in the school system to help these students to learn to accept these cognitive struggles and to overcome them. Having these MHIAD programs and good support systems can help adolescents involved in the juvenile court system and take into consideration their different socioeconomic factors such as poverty, unstable home life, trauma, academic and learning disabilities, mental health difficulties, and abuse that will help the students deal with decision making, stress, academics, peer pressure, and dealing with home life in school (Mallet, 2017).

Gender

Gender and adolescent experience go hand-in-hand. Gender is an experience and is explored from childhood through adulthood but is the focus, and probably most important, during the adolescent period (Smith & Waterman, 2006). We learn about who we are and how we are ‘supposed’ to behave from the day we are brought into this world. The importance of who we are and how we fit in become most apparent during the teenage years, also known as the period of adolescence. Self-concept tends to be primarily based on the self-perception of gender identity (Pauletti & Perry, 2011). Gender is defined by our own perception and is created based on our experiences, daily social interaction, and our exploration of everyday life (Pauletti & Perry, 2011). An adolescent’s perception of themselves and their ability to identify with others, is all realized through the gender that each individual identifies with (Smith & Waterman, 2006). The gender identity of said adolescent then, is created through these experiences and allows us to recognize gender differentiation (Pauletti & Perry, 2011). Smith and Waterman (2006) have shown that adolescents who exhibit higher levels of aggression and impulsivity or who are prone to anger and depression, have a much greater chance of being incarcerated. Incorporating mental & behavioral health in adolescence will allow adolescents who may be identified as aggressive or depressed to manage their emotions in such a way that deters their entrance into the prison system (Massoglia, 2014). MHIAD then is an opportunity to help adolescents gain control over their behavioral short-comings and in turn, hopefully circumvent any entrance into the prison system.

Moral Development

Teenagers are exposed to a variety of influences during the key period of adolescence, especially between the ages of 16 and 19, which can either hinder or promote their moral growth (Santrock, 2019). There are three levels of moral development: preconventional reasoning, conventional reasoning, and postconventional reasoning (Santrock, 2019). The feelings, attitudes, and behaviors of adolescents change as they progress through these stages in accordance with their perceptions of what is right and wrong. Moreover, individuals in this age range are typically in the conventional reasoning stage, where they act based on internal and external factors as well as starting to develop an understanding of social roles (Santrock, 2019). If an individual is having a hard time and not making the best decisions, being penalized rather than receiving assistance, especially in schools, can have detrimental repercussions because growing up and learning are already difficult. By incorporating available mental health and adolescent delinquency (MHIAD) programs, it can minimize delinquency (Andrews, 2015). It will help adolescents regulate their emotions, behaviors, and thoughts, which in turn can guide them to make positive choices in the future (Andrews, 2015). Additionally, it will offer the right encouragement, interactions, coping strategies, etc. to enable teenagers to succeed in both their home and academic lives.

Peer and Family Relationships

The neural plasticity of the adolescent brain allows for environmental influence (Dahl et al., 2017). Peer and family relationships form much of the basis for mental health and behavior in adolescence and beyond (Moore et al., 2018). These relationships can be supportive or pose challenges for them. Adolescents who come from poverty, or live in poor communities, are more likely to experience negative influences (Mallett, 2017). When adolescents are faced with family dysfunction and instability, they are more likely to participate in delinquent activities resulting in poor academic outcomes (Mallett, 2017). This behavior is then supported by their peers resulting in routine delinquency. Routine delinquency can leave adolescents spiraling, unable to make sense of appropriate behaviors. These interactions can directly affect their mental health. Adolescents who witness poor habits, and are mistreated, may suffer from mental health issues (Moore, 2018). These issues can affect the way they make rational decisions. When this behavior becomes a routine, schools react with strict and controlling discipline. The discipline and prison-like environment are more likely to harm students than schools that have fewer disciplinary protocols (Mallett, 2017). By proposing a family and parent intervention program, a possible reduction in risk factors may occur in the school to prison pipeline. Schools would implement the MHIAD program, giving up the harsh disciplinary protocols. By involving families in the process as well, there was a decline in dysfunction. Family, peers, and school are important domains in a growing adolescent’s life. By providing a healthy environment for these teenagers, there is potential for improvement of their mental well-being.

Culture

Understanding and knowing the culture of where people come from is important to mitigating negative outcomes, like adolescent delinquency. Adolescents who lack a proper support system, especially in their home environment tend to struggle more (Hoff et al., 2002, p. 246). For example, single mothers who live in poverty and have more distress show less support, nurture, and involvement with their children (McLoyd, 1998). These mothers receive women’s lower pay, infrequent awarding of alimony payments, and lack of child support from the fathers (Schaefer, 2015). The socioeconomic status (SES) affects the family culture at home. Adolescents from lower SES are faced with more obstacles and psychological issues than those who are in higher SES backgrounds. For those who fall into lower SES there is less funding and resources for programs that could provide them with assistance (Santrock, 2019). There are those within this subculture of low SES backgrounds who can find success despite their circumstances. Delinquency rates have decreased in the lower SES, however, there are still characteristics in the low SES culture that promote delinquency (Macionis, 2017; Nishina & Bellmore, 2018). In the low SES the maltreatment of adolescents has been correlated with the outcome of juvenile detention center (Vidal et al., 2017). The MHIAD programs would help to change the culture at home for the better to support adolescents. Excellent……In the final proposal……how will the proposed MHIAD address these issues?

Careers

Meaningful employment promotes lifelong achievement, reducing criminal activity and long-term physical and mental well-being (Lee, 2019). Employment can also offer structured routines, steady income, and direction in late adolescence and emerging adulthood. Furthermore, for adolescents that have struggled with a history of delinquency, meaningful employment is considered a key “pathway out of crime” (Lee, 2019). Farrington (1986), excellent… …for an older look see ….The Children of Kauai – A longitudinal Study……has shown that delinquency peaks in adolescence but starts to decline in emerging adulthood, right as individuals enter the labor market. However, this pathway out of crime is often obscured by the many challenges delinquent adolescents encounter, including poor social support, especially as they reintegrate back into their community (Osborn & Belle, 2018). This lack of social support could be an important factor in redirecting delinquent risk-taking behavior (MacNeil et al, 2000).

Career and social support can help replace misdirected risk-taking behavior with more beneficial behaviors. Fundamental changes that occur during adolescence can encourage risky behavior, including a heightened sensitivity toward reward-seeking behavior (Reyna et al., 2012). Adolescents are highly sensitive to the dopamine response that reward-seeking behavior elicits in the brain. However, they lack the prefrontal cortex development to regulate this behavior, leading to increased risk-taking (Reyna et al., 2012). The proposed intervention could help replace this delinquent reward-seeking behavior with goal-oriented reward-seeking behavior. For example, family and social support for career-oriented hobbies and accomplishments could elicit the same dopamine-seeking response in the brain. In addition, social role model strategies to increase late adolescents’ college and career readiness will help with the transition into emerging adulthood and the labor market. The MHIAD goal is to increase the likelihood that troubled adolescents will find meaningful employment and stability as emerging adults and beyond. Excellent……In the final proposal……how will the proposed MHIAD address these issues?

Reciprocal Impact

The MHIAD programs need to be modified to the adolescents’ situation and circumstances for effective results. Various treatments are required to meet adolescent and family needs as they progress through childhood (Andrews, 2015). This way, the MHIAD program will prevent problematic behaviors, including delinquency, substance abuse, and risky sexual behavior. This proposal will thus utilize a model such as the Adolescents Transition Program for high-risk youth and their families, which will be available and assessed at a school and community setting. The rationale for this choice is that involving the students’ family increases the program’s efficacy, improving youth behavior (Andrews, 2015). Although the issues may seem normal statistically, there is no guarantee that they will disappear with age, hence the need for prevention programs (Andrews, 2015). The Adolescent Transitions Program trains students and parents and offer family and peer consultation sessions. Small groups of parents will meet weekly to learn and practice problem-solving, limit setting, communication, discipline, and supervision techniques through stepwise training that helps develop skills (Andrews, 2015). The parent curriculum will run simultaneously with the adolescent program and involve parent-student activities. The training will also include videos demonstrating the practices and skills the program seeks to instill in the parents.

The program model that will be incorporated into our MHIAD programs will impact adolescents in various ways. First, they will learn to regulate their problematic behaviors. The instructors will educate the adolescents on how to set realistic behavior change objectives, create small steps to help attain these objectives, develop peer support for abstinent and prosocial practices, set boundaries, and attain problem-solving skills (Andrews, 2015). The first step, goal setting, involves negotiating the goals between the adolescents and their parents. Nonetheless, the sessions will focus on the adolescent’s self-interest mostly. The adolescents will also have the opportunity to learn from peer consultants experienced in negotiating problematic behaviors and have finished this or a similar program. These consultants will act as role models to showcase their self-regulation skills, recommend coping mechanisms, and support the adolescents (Andrews, 2015). The families will also air their strengths and discuss the barriers to success which will enable the planning on what to do to implement their new skills effectively (Andrews, 2015). At the end of the intervention program, there will be a reduction in negative interactions between adolescents and their parents, and the adolescents’ problematic behaviors will also improve (Andrews, 2015). Implementing this model will necessitate altering the adolescents’ school environment to increase parent involvement and school-home communication and create a heterogenous peer environment to mitigate the effects of peer groups with deviant adolescents’ (Andrews, 2015). Overall, the programs will help create an environment where the adolescent can change, assisted by their school and home environment.

Needs conclusion

References

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Group Two: Well done……….excellent idea and content support. Please see edits and comments for your final proposal…… Score = +23/25