Crisis Intervention Teams For Youth Training

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Crisis Intervention Teams for Youth TrainingCrisis Intervention Teams for YouthDisclaimerThe training materials contained herein are protected by U.S. copyright laws and shall not bereproduced, stored in retrieval systems, or transmitted in any form or by any means electronic,mechanical, photocopying, recording or otherwise without prior written permission of thecopyright holder. Permission is given to certified and authorized trainers to make localizedadaptations wherein the publication requires such modifications. This permission does notextend to the making of copies for non-registered users or resale to third parties.Copyright 2018 Policy Research, Inc.All rights reserved.

Crisis Intervention Teams for Youth TrainingAbout the NCYOJEstablished in 2001, the National Center for Youth Opportunity and Justice (NCYOJ)1 at PolicyResearch, Inc. (PRI) assists the field with advancing policy and practice to ensure the well-beingof children and youth in contact with the juvenile justice system who are experiencing mentaland substance use disorders. The NCYOJ supports systems and practice improvements bycollaborating with communities to build capacity across service delivery systems; conductingapplied research and evaluation; communicating emergent and best practices to policymakersand practitioners; guiding and informing policy at the national, state, and local level; andelevating the voices and perspectives of youth and families.For more information about the NCYOJ, contact us ) 962-64551Between September 2001 and October 2018, the NCYOJ operated as the National Center for Mental Health andJuvenile Justice.

Crisis Intervention Teams for Youth Training

Crisis Intervention Teams for Youth TrainingTable of ContentsModule One: Introduction and Overview1. Pre-Course Assessment2. Objectives3. Training Goals4. Overview of the Day5. Why CIT-Ya. Youth Are Different Than Adultsb. Benefits of CIT-Yc.CIT-Y Informed ResponsesModule Two: Understanding Adolescent Development1. Objectives2. Adolescent Developmenta. Brain Basics3. Physical and Emotional Development4. Cognitive Developmenta. Self-controlb. Short-sightednessc.Susceptibility to Peer Pressure5. Putting It All Togethera. Some Ways to HelpModule Three: Adolescent Behavioral HealthConditions1. Objectives2. Adolescent Behavioral Health Conditionsa. Prevalencei

Crisis Intervention Teams for Youth Training3. Mental Health Conditions4. Screening and Assessment5. Behavioral Health Disorders Common Among Justice-Involved Youtha. Disruptive Behavior Disordersb. Substance-related Disordersc.Anxiety Disordersd. Depressive Disorderse. Psychotic Disordersf.Neurodevelopmental Disorders6. Trauma-related Disordersa. Traumatic Eventsb. Traumatic Experiencesc.Symptoms of Trauma: Effectsi.Prevalenced. Trauma’s Long-term Impacte. Trauma’s Impact on the Brainf.Traumatic Response Stylesg. Trauma and Familyh. What Can Officers hs7. Juvenile Suicidea. Prevalenceb. Suicide Risk Factorsc.Indications for Immediate Helpd. Periods of High Risk for Suicide in Juvenile Justicee. What Can Officers Do to Prevent Juvenile Suicide?8. Childhood Is Not a Mental Disorderii

Crisis Intervention Teams for Youth TrainingModule Four: Crisis Intervention and De-escalation1. Objectives2. Crisisa. Definitionb. Crisis Statec.Triggers for Adolescents3. Working With Youth – What You Can Do4. Keys to Successful Crisis Managementa. Crisis Preventioni.Tipsb. Crisis Intervention/de-escalationi.Problem Solvingii.What You Can Doiii.Tips for Communicating with Youth1. Initial Approach2. Introduction3. Behavioral Change Staircase4. Active Listening5. Establishing a Dialogue6. Influence: Slow Down7. Influence: Calming Techniquesiv.Additional Guidelines for De-escalationv.Intervention/De-escalation Summaryvi.Role Plays1. Frustrated and Emotionally Distraught Approach2. Hostile/Aggressive Behavior Approachvii.Substance-Induced Behavior Approachviii.Suicidal Thoughts and/or Behavior Approachc.Crisis Follow-up: Learning New Skillsd. Mental Health Response vs. Criminal Arrestiii

Crisis Intervention Teams for Youth TrainingModule Five: The Family Experience1. Objectives2. Types of Families3. Family Stressors4. The Family’s Role5. What Can Officers Do to Support Families?Module Six: Connecting to Resources1. Objectives2. Mental Health Emergency Services3. Non-psychiatric Emergency Services4. Outpatient Services5. Other Services6. Support Groups7. Community Resource Panel8. Post-course Assessmentiv

Crisis Intervention Teams for Youth TrainingBackground & Overview of CIT forYouthand how best to respond to crisis situations. Thisintensive training is coupled with the developmentof strong linkages with the mental health system toensure that mental health resources are availableto law enforcement officers when they respond toan individual in mental health crisis or in need ofmental health services.IntroductionMany youth come in contact with law enforcementfor disruptive or delinquent behavior that manifestas a result of an untreated or undetected mentalhealth problem (Skowyra & Cocozza, 2007). Lawenforcement officers responding to calls havelatitude in determining how best to respond to thesituation, and can decide whether the caseproceeds into the juvenile justice system orwhether the youth can be diverted (Office ofJuvenile Justice and Delinquency Prevention,2004).Since 1988, the CIT approach has rapidlyproliferated across the country (Schwarzfeld,Reuland & Plotkin, 2008). Currently, there are atleast 2,700 CIT programs in the nation (Cochran,2014). Outcome studies of the CIT approachsuggest that CIT may result in positive outcomesfor both individuals with mental illness and the lawenforcement officers who respond to callsinvolving those individuals, as well as for the largercriminal justice system and the community. Somestudies have found that CIT decreased the needfor more intensive and costly law enforcementresponses, reduced officer injuries, and increasedreferrals to emergency health care (Dupont &Cochran, 2000). In addition, the partnerships thatare created between the mental health system andlaw enforcement have been found to improveaccess to mental health services (Teller et al.,2006).The response by law enforcement officers to a callinvolving a youth in a mental health crisis and theimmediate decisions that are made about how tohandle the case can have a significant andprofound impact on a youth and his or her family.This initial contact with law enforcement alsorepresents an opportunity to connect the youthwith emergency mental health services or refer theyouth for mental health screening and evaluation(Skowyra & Cocozza, 2007). However, the abilityof law enforcement to respond in this way requiresthat officers be appropriately trained to recognizethe signs and symptoms of behavioral healthconditions among youth, and that resources beavailable so that officers have a place to takeyouth for immediate services.The CIT for YouthTrainingThe CIT ApproachWhile law enforcement officers are called torespond to incidents involving both adults andyouth, the standard CIT training that is offered tomost police officers focuses primarily on responsetechniques for adults. While there are somegeneral similarities between adults and youth,there are important and unique distinctionsbetween the two that require specializedknowledge and training. Youth-focused crisistraining for law enforcement officers is especiallyimportant given the large numbers of youth incontact with the juvenile justice system who havemental health problems. A study by the NationalCenter for Youth Opportunity and Juvenile Justice(NCYOJ) confirmed that 65 to 70 percent of youthin contact with the juvenile justice system have aIn 1988, recognizing the potential benefits ofproviding training about behavioral healthconditions and response techniques to lawenforcement, the first Crisis Intervention Team(CIT) program was developed in Memphis,Tennessee. CIT is a law-enforcement-based,crisis-response and diversion strategy in whichspecialized law enforcement officers who havereceived intensive training respond to callsinvolving individuals with possible mental healthproblems.Law enforcement officers on a CIT team typicallyundergo a 40-hour training in which they learnabout mental illness, how it affects people in crisis,v

Crisis Intervention Teams for Youth Trainingdiagnosable mental health condition. For 27percent of justice-involved youth, their conditionsare serious enough to require immediate mentalhealth services (Shufelt & Cocozza, 2006).Recognizing the need for specialized lawenforcement training that is focused exclusively onyouth, the Models for Change Mental Health/Juvenile Justice (MH/JJ) Action Network,supported by the John D. and Catherine T.MacArthur Foundation, developed the CrisisIntervention Training for Youth (CIT-Y)curriculum. CIT-Y trains police officers onresponse techniques that are appropriate for youthwith mental health needs. It is an 8-hour,supplemental training course for law enforcementofficials who have previously undergone standardCIT training and who understand the basicprinciples and concepts of CIT, but who arelooking for more specific information on youth.The CIT-Y is designed to be administered by ateam of instructors with relevant subject matterexpertise, experience, and regional specificknowledge.CIT-Y was developed in conjunction with threestates participating in the MH/JJ Action Network:Colorado, Louisiana, and Pennsylvania. Thedevelopment was overseen and coordinated bythe NCYOJ, in conjunction with the ColoradoRegional Community Policing Institute.* The leadcontent developers include Don Kamin, Ph.D.;Stephen Phillippi, Ph.D., LCSW ; and RobertKinscherff, Ph.D., J.D.*Additional advisors from Colorado include Sergeant KevinArmstrong, Judith Brodie, Commander Joe Cassa, LindaDrager, Keri Fitzpatrick, John Patzman, and Elizabeth Sather,PsyD.vi

Crisis Intervention Teams for Youth TrainingReferencesCochran, S. (2014). University of Memphis CIT Center. Personal Communication, June 16, 2014.Dupont, R. & Cochran, S. (2000). Police response to mental health emergencies – Barriers to change. J.Am. Acad. Psychiatry Law, 28, 338-44.Office of Juvenile Justice and Delinquency Prevention. (2004). Statistical briefing book. Washington,D.C.: U.S. Department of Justice, Office of Justice Programs, Office of Juvenile Justice andDelinquency Prevention.Schwarzfeld, M., Reuland, M. & Plotkin, M. (2008). Improving responses to people with mental illnesses:The essential elements of a specialized law enforcement-based program. Washington, D.C.: U.S.Department of Justice, Office of Justice Programs, Bureau of Justice Assistance.Shufelt, J. & Cocozza, J. (2006). Youth with mental health disorders in the juvenile justice system: Resultsfrom a multi-state prevalence study. Delmar, NY: National Center for Mental Health and JuvenileJustice.Skowyra, K. & Cocozza, J. (2007). Blueprint for change: A comprehensive model for the identification andtreatment of youth with mental health needs in contact with the juvenile justice system. Delmar,NY: National Center for Mental Health and Juvenile Justice.Teller, J., Munetz, M., Gil, K. & Ritter, C. (2006). Crisis intervention team training for police officersresponding to mental disturbance calls. Psych. Services, 57(2), 232-37.vii

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Crisis Intervention Teams for Youth TrainingCIT for Youth Trainer’s GuideOverview of the TrainingPlanning and Conveninga Training: Roles andResponsibilitiesThe CIT-Y training curriculum is a 1-day (8-hour)training for CIT-trained law enforcement officers.The training is administered in six separatemodules, ranging from .5 to 2 hours.Sponsoring a successful CIT-Y training is arewarding but challenging task that requires thecoordination of several inter-related logistical andsubstantive responsibilities. At a minimum,someone must be identified to fill each of thefollowing roles:CIT-Y is intended to provide participating officerswith information about important adolescent developmentconcepts and behavioral conditions inyouth; crisis intervention, de-escalation, andcommunication techniques; and community options available for officersand youth.The Course Director is responsible for creating acohesive learning environment that integrates avariety of materials, subjects, and learningexperiences. This includes working with theinstructors and guest speakers prior to the trainingto ensure that they convey the best possiblesubject matter information and do so in a mannermost absorbable by participants. It also includesidentifying subject matter experts who can“localize” units to include site-specific informationwhere necessary. For example, if available, stateor local mental health prevalence data for youth inthe juvenile justice system could be included inModule 3 (Adolescent Behavioral HealthConditions), in addition to the national prevalenceestimates that are included in the unit. Module 6(Connecting to Resources) requires the inclusionof site-specific information on local services andresources. A community resource panel of variouslocal agencies can be created and convened tohelp present at the end of the module. It isimportant to ensure that 1) presenters come wellprepared with a list of resources to share, 2) allrelevant services are covered without repetition,and 3) panel members know their time limits. TheCourse Director should be present during theentire training to facilitate the learning experience ofprogram participants.The training is provided in a classroom setting andis intended to be highly interactive. It includes amix of didactic presentation, interactive exercises,videos, discussions, and opportunities forfeedback. Course participants actively engagewith the instructors and other participants, and areencouraged to draw upon their own experiencesas first responders and contribute to thediscussions.Target Audience for CIT-YCIT-Y is targeted for law enforcement officers whohave received prior CIT training. It is intended tosupplement, rather than supplant, the CIT trainingand, therefore, does not cover all of the topics andactivities typically included in the full 40-hour CITtraining.A local jurisdiction may consider inviting otherstakeholders to the training to learn about the CITY program. However, before inviting additionalparticipants, it is important to consider the impactof the presence of additional participants on thetarget training audience. If there are concerns thatthe presence of these supplemental audiencemembers will hinder free-flowing discussion andparticipation in the exercises, the training audienceshould be limited to the primary target audience.The Course Coordinator is responsible for makingall logistical arrangements, including arranging formeeting space and audio-visual needs;coordinating with the multiple trainers, guestspeakers, and role-play actors; and developing theagenda. The CIT-Y Coordinator should workclosely with the Course Director in managing theix

Crisis Intervention Teams for Youth Trainingtraining resources, instructor/presenters, andparticipants.How to Use this GuideThis guide is intended to be used by qualifiedinstructors and Course Directors to implement aneight-hour CIT-Y training. For each of the 6modules of the CIT-Y training, this guide includesthe following:Instructors and guest speakers are responsible fordelivering portions of the course content andfacilitating training exercises and discussions.Instructor QualificationsThe CIT-Y training should not be conducted by asingle instructor. Rather, localities are expected toidentify and involve instructors with relevantcontent expertise, experience, and region-specificknowledge to administer the units. One option is touse a co-instructor model, in which both a mentalhealth professional and a law enforcement officerteach together and complement the respectiveexpertise of one another. Whenever possible, allinstructors should receive formal instruction fromthe NCYOJ on delivering this training. unit content outlines presentation slide materials training aids and activities performance outcomes resource articles and referencesIn order to ensure that the CIT-Y trainingexperience is engaging and relevant for itsparticipants, instructors are encouraged tosupplement the materials in this guide with theirown experiences and understanding of the localarea, its needs, and its resources.x

Crisis Intervention Teams for Youth TrainingSuggested Delivery Sequence MatrixThis Delivery Sequence Matrix provides a suggested delivery schedule for the eight-hour CIT-Y. Itincludes the recommended length of each session, recommended instructors for each unit, andrecommended instructional activities/materials.RecommendedLength of SessionTopic Area8:00 AM 8:30 AM8:30 AM 9:30 AM.5 hoursRecommendedLead InstructorRecommended InstructionalActivities/MaterialsModule 1Introduction andOverviewCIT course director Pre-course assessment Video: Crisis Intervention Teams Resource tableModule 2UnderstandingAdolescent DevelopmentMental healthprofessional Video: The Teen Brain: Under Construction Video: Experiences Build Brain Architecture Video: What fMRI Scans Tell Us About the1 hourAdolescent Brain Video: Peer Influence and Adolescent Behavior Less Guilty by Reason of AdolescenceHandout9:30 AM 9:45 AM.25 hoursBreakModule 3Adolescent BehavioralHealth Conditions9:45 AM 11:15 AM1.5 hours11:15 AM 12:15 PM1 hour12:15 PM 2:15 PM2:15 PM 2:30 PM2:30 PM 3:15 PM3:15 PM 4:00 PM Video: Idaho Federation Families for Children’sMental healthprofessionalMental Health Video: What Depression May Look Like Video: Intervention & Treatment: A Youth’sPerspective Video: Childhood is Not a Mental Disorder Resources on Trauma Handout Myths & Facts Handout2 hoursBreak (Lunch)Module 4Crisis Intervention& De-escalation.25 hours.75 hours.75 hours Law enforcementVideo: The Initial ApproachRole PlaysCase Studies HandoutAssociation for Conflict Resolutions HandoutBreakModule 5The Family ExperienceOne trainer, or familymember/ familyadvocacy organizationrepresentative Suggested outline for family member/Module 6Connecting to ResourcesOne trainer and/or alocal communityresource panel Locally created resource guide and/or panelxiadvocacy organization representativepresentationpresentation of mental health providers,substance abuse providers, schoolrepresentatives, child advocacy groups

Module 1: Introduction and OverviewModule One:Introduction andOverviewTime30 minutesSlides14PurposeTo provide officers with information about the Crisis Intervention Teams for Youth (CIT-Y) eight-hourcourse and requirements for completion.Learning ObjectivesAt the end of this segment, participants will be able to: Describe the goals of CIT-Y List the different units of the course Why CIT-Y?Activities What Do You Bring/Need? Video Activity – Crisis Intervention TeamsAdditional Materials CIT-Y Evaluation Component1

Crisis Intervention Teams for Youth TrainingModule Outline6. Pre-Course Assessment7. Objectives8. Training Goals9. Overview of the Day10. Why CIT-Ya. Youth Are Different Than Adultsb. Benefits of CIT-Yc.CIT-Y Informed Responses2

Module 1: Introduction and OverviewTraining AidsDelivery NotesAdminister the Pre-Course Assessment locatedin the back of each participant binderSlide 2Resource: CIT-Y Evaluation ComponentIn this module, we willreview the goals of thetraining and provide anoverview of the day.Slide 3Introduce yourself anddescribe your specific contentexpertise.3

Crisis Intervention Teams for Youth TrainingTraining AidsDelivery NotesReview the training goalswith the participants.Slide 41. Understand adolescent developmentconcepts and mental conditions in youth2. Learn and practice crisis intervention, deescalation and communication techniques3. Understand the important roles of families4. Learn about the community optionsavailable for diverted youthThe purpose of this slide is toset the tone for the day and toestablish that we are allstriving to increase publicsafety and improve outcomesfor youth.Slide 54

Module 1: Introduction and OverviewTraining AidsDelivery NotesPresent a brief overview ofthe day. Acknowledge thatcertain parts of the trainingwill be familiar to officersgiven their previous CITSlide 6training.However, this training was developed becausemost CIT courses provide minimal instructionon youth.This is also a good time to mention any specificinstructions regarding lunch and otherhousekeeping issues.Slide 7Welcome everyone into thetraining by having themintroduce their names andposition/location.Ask them to discuss the strengths/intereststhey bring.5

Crisis Intervention Teams for Youth TrainingTraining AidsDelivery NotesSlide 8Facilitate conversation byasking officers how they hopeto benefit from CIT-Y training.Remind officers that they arenot being asked to be “socialworkers” or “therapists.”Skills learned in a CIT course can be added toofficers’ “tool boxes” to make calls moreefficient and safer for everyone involved.Remind officers that much of what theyalready do will likely be touched on in thisclass. The class provides a framework for someof the skills they have been using, and remindsthem that what they are doing is helpful and isbased on what research reveals about childand adolescent development.CIT-Y training increases officers’ opportunitiesto positively impact the lives of youthstruggling with mental health conditions.6

Module 1: Introduction and OverviewTraining AidsDelivery NotesGeneral similarities existbetween adults and youth butthere are important andunique distinctions betweenthe two that requirespecialized knowledge andtraining.Slide 9Partnering with behavioral health interventionand treatment systems helps to divert youthfrom criminal and/or juvenile justice systemswhere appropriate.7

Crisis Intervention Teams for Youth TrainingTraining AidsDelivery NotesSlide 10The key is changing how wethink so we can change ourresponses.If we view an individual as dangerous and outof control, then reacting by exerting force mayseem to make the best sense.If we view an individual as afraid anddesperate, then responding by providing asense of safety makes the best sense.This training is not about asking you to domore, but it is about helping to make your jobeasier, safer, and more effective.If we can help participants tobetter understand a CIT-Yinformed response, this mayresult in transforming theirresponses.8

Module 1: Introduction and OverviewTraining AidsDelivery NotesSlide 11Purpose: To provide a briefintroduction to CIT in generalTime: 1:10 minutesStart the video by clicking onthe image on the slide.Video Information: Trillium Direct Connect.(2016, September 6). Crisis InterventionTeam (CIT)/Providing Care Instead ofIncarceration.Facilitate discussion by askingfor any thoughts on orreactions to the video.9

Crisis Intervention Teams for Youth TrainingTraining AidsDelivery NotesCIT-Y-informed responses canhelp reduce the numbers ofyouth with behavioral healthchallenges who areunnecessarily arrested or whore-offend and return toSlide 12detention.10

Module 1: Introduction and OverviewTraining AidsDelivery NotesSlide 13Understanding behavior helpsofficers to respond in waysthat de-escalate behavior.When behavior is less agitated or aggressive(even if defensive aggression), it helps easemanagement of the situation.CIT-Y-informed responses promote positiveconnections, fostering relationships betweenlaw enforcement officers and staff.Many officers prefer to see themselves in ahelping rather than punitive role.CIT-Y informed responses helps officers torespond in ways that promote positiveinterpersonal exchanges.11

Crisis Intervention Teams for Youth TrainingTraining AidsDelivery NotesBriefly review the objectivesof the next module.Depending on the time, thismay be a good spot to take abreak.Slide 1412

Module 1: Introduction and OverviewSupporting MaterialsCIT-Y Evaluation ComponentThe Crisis Intervention Teams for Youth (CIT-Y) training aims to provide law enforcement officers who havepreviously completed CIT training with an increased awareness of adolescent mental health needs and toimprove their ability to effectively and appropriately respond to these youth in their day to day interactions.To determine the effectiveness and impact of the training, the National Center for Youth Opportunity andJustice (NCYOJ) has implemented a strategy to evaluate all CIT-Y training activities. The evaluationprocess is described below.Train-the-Trainer EvaluationThe NCYOJ evaluates all CIT-Y Train-the-Trainer sessions to examine the extent to which these sessionssuccessfully prepare trainers to implement the CIT-Y. The data are collected using an evaluation formadministered at the conclusion of the Train-the-Trainer session. The evaluation forms are completed byeach participant at any Train-the-Trainer session. All completed forms are submitted to the NCYOJ foranalysis and a summary of the evaluation results is returned to the site.Site Training Evaluation:After participating in a CIT-Y Train-the-Trainer session, the newly trained site trainers are able to deliverthe CIT-Y in their state. All trainers will have access to the private CIT-Y Trainer’s Portal that contains thefollowing evaluation forms2: A pre-training questionnaire (administered at the beginning of a training)A post-training questionnaire (administered at the conclusion of a training)A general feedback evaluation (administered at the conclusion of a training)Trainers that conduct a CIT-Y training are strongly encouraged to submit these evaluation forms to theNCYOJ for analysis. Forms should be mailed to:National Center for Youth Opportunity and Justice345 Delaware AvenueDelmar, NY 12054If you have questions about any of the evaluation requirements, please contact Aly Feye at the NationalCenter for Youth Opportunity and Justice at 518-439-7415 ext. 5238 or by email at afeye@prainc.com2The training evaluation forms as well as the training curriculum for participants are also provided on Trainer’sPortal of the National Center for Youth Opportunity and Juvenile Justice. Instructions on how to access the portalare located on the Trainer’s Portal handout within your binder.13

Module 2: Understanding Adolescent DevelopmentModule Two:UnderstandingAdolescentDevelopmentTime1 hour 15 minutesSlides32PurposeTo provide participants with a basic understanding of healthy adolescent development and the impactof environmental factors on brain development and psychosocial development.Learning ObjectivesAt the end of this segment, participants will be able to: Name the developmental processes that take place during adolescence Describe the impact of brain research on understanding adolescent behavior Identify specific developmental disruptions often occurring in adolescenceActivities Defining Adolescence Video Activity – The Teen Brain: Under Construction Video Activity – Experiences Build Brain Architecture Video Activity – What fMRI Scans Tell Us About the Adolescent Brain Physical and Emotional Development Cognitive Development Susceptibility to Peer Influence Video Activity – Peer Influence and Adolescent Behavior Putting it All TogetherAdditional Materials Handout: MacArthur Foundation Research Network on Adolescent Development and JuvenileJustice Issue Brief: 3 Less Guilty by Reason of Adolescence13

Crisis Intervention Teams for Youth TrainingModule Outline6. Objectives7. Adolescent Developmenta. Brain Basics8. Physical and Emotional Development9. Cognitive Developmenta. Self-controlb. Short-sightednessc.Susceptibility to Peer Pressure10. Putting It All Togethera. Some Ways to Help14

Module 2: Understanding Adolescent DevelopmentTraining AidsDelivery NotesIn this module, we will talkabout some basics of braindevelopment and how theserelate to core features ofadolescent development.Slide 16Understanding these key brain-behaviorrelationships establishes the foundation forother modules, where we will discuss howmental health, substance use, and traumarelated conditions can disrupt and alter thedevelopmental process.This knowledge can help participants betterunderstand and approach everyday situationswith “normally developing” kids, as well.This module can be presentedby just one person. However, ifyou have a co-presenter who isa family member of a justiceinvolved youth, s/he mayprovide valuable examples of what you will bepresenting. Audience members should beencouraged to provide their own examples aswell.15

Crisis Intervention Teams for Youth TrainingTraining AidsDelivery NotesAsk participants to work withthe people at their table towrite a definition ofadolescence and choose aspokesperson to present theSlide 17definition.Allow 3 minutes to complete this task.After 3 minutes, ask each spokesperson topresent the definition and write down keywords on the board/flip chart.Slide 18Adolescence begins betweenages 10-13 and ends in theearly 20s.Significant changes in thinking, feeling, andphysical appearance occur.Adolescents are gearing up for adulthood, butare not there yet.Cognitive control, a.k.a. “executivefunctioning,” is the last phase of braindevelopment.16

Module 2: Understanding Adolescent DevelopmentTraining AidsDelivery NotesSlide 19The next section explains:17 Adolescent brain development andhow it relates to adolescent behavior. That normal adolescence can be a timeof risk-taking, poor decision-making,and lack of attention to long-termconsequences. These behaviors can be frustrating toadults. However, it is important toremember that these are normalpredictable features of thisdevelopment stage. The majority ofyouth go on to be mature, responsibleadults.

Crisis Intervention Teams for Yout

The essential elements of a specialized law enforcement-based program. Washington, D.C.: U.S. Department of Justice, Office of Justice Programs, Bureau of Justice Assistance. Shufelt, J. & Cocozza, J. (2006). Youth with mental health disorders in the juvenile justice system: Results from a multi-state prevalence study.

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