What are some emerging findings regarding successful transition?

Transcript: Heather Griller Clark, PhD

I think that the most beneficial transition component that we have found in our work in Arizona has been actually having a transition specialist on staff. Having a transition specialist specifically for those kids with disabilities has been a tremendous benefit. The person that we have in that position is very well versed in both counseling and mentoring and data-management and managing behavior and goal-setting. So that has been probably the strongest component that we’ve seen improve outcomes.

We had a previous project with a juvenile detention center. We had those transition specialists create a transition portfolio for all of the youth with disabilities that they worked with, and what we found was that there was no single component of the portfolio that had an impact on successful outcomes. It was the amount of time that the transition specialists spent with the individuals that had a positive outcome on transition success. So it wasn’t whether you had a resume or not. It wasn’t whether they got a GED or not. It was really that amount of time that that person spent talking about transition and supporting transition activities and encouraging contact after release and supporting in the community. That was really what made the impact.

Transcript: Jean K. Echternacht, EdD

In our Check-and-Connect model, which is the key component of the MAP Project, it’s really important who your hire to be a MAP mentor. And it’s really best if you have somebody that you hire that’s been in the community, maybe even experienced the same experiences that the youth have had and really know what it’s all about and sticks with them as a reliable, consistent adult. A consistent relationship most always has a positive result.

Transcript: Leslie LaCroix, MAT

I will say one thing that I hear from the kids a lot is that they feel like I don’t judge them. And I have kids tell me about their crime, and I try not to let it phase me, and I try not to show emotion about it. They will catch onto that immediately if they feel like you’re trying to be better than them, if they feel like you’re trying to be smarter than them. These are street-smart kids, and they don’t want to have any of it, so you really need to have humility and still conduct yourself like a professional but be approachable. I would say that’s what’s really important. You need to be sure that if they are having a moment of stress that they will pick up the phone and call you because they value your opinion. They don’t want to be lectured. They get that from their parole officer. They don’t need it from me. It’s important to be able to separate the child from the crime and still want what’s best for them. Really good kids can do really bad things, and it doesn’t mean that you turn your back on them or throw them away. They still deserve the help and the assistance that people can give them.

Transcript: Robert White

Ms. White didn’t allow people to quit on themselves. It was times where she’d have hard conversations, like, “You’re going to do this. Even if you don’t like it, you’re going to do this. You’ve got this. Stop trying to find the easy way out.” Ms. White’s approach of, “Look, you’re going to do this. I know you can do this,” and she had a hopeful view of every individual. And she saw the best in every single individual, and she made you see the best in yourself, and she provided that support and that comfort. I can tell you numerous occasions where me and her sat down and we literally cried because it would be math that I couldn’t get, I couldn’t wrap my mind, around until we broke it down into small sections, and we did it. We got it done.

There was another teacher who challenged me every single day. And he didn’t care if I pouted. He didn’t care if I got upset. He would be there. He would be in your face. And he’s, like, “Look, you have potential. You’re not going to waste it on my watch. You’re going to do something with your life. You’re going to do this.” So he would always allow me to read. I’d be, like, “What you’re teaching isn’t interesting.” He’s, like, “Okay, if that’s what you want to learn, I will get the books for you. What tools do you need to better yourself?” And if he was able to get it, he would get it for me.

My superintendent of my last transitional facility, he’s only an hour away from me, so he will call me and be, like, “Hey, we’re having this event at the facility. Come by. We want to see you.” And he’ll often call me at those moments where I really need it. It’s weird how he knows. It’s eerie, but he’ll call and be, like, “Hey, just thinking about you. Don’t do what you’re about to do.” “What are you talking about? I’m not going to do anything stupid.” And he’s, like, “I know. But I just want to reassure you don’t do anything stupid.” I’m, like, “All right.” And he’s, like, “We’re rooting for you. We’re behind you.”