diy feather tattoo | Trauma Informed Care Training Requirements for Juvenile Probation and Supervision Officers

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The Juvenile Justice Training Academy (JJTA) has moved forward with the final steps of implementing Human Resources Code Section 221.006, created via Senate Bill 1356, which was passed during the 83rd Texas Legislative Session (2013). The statute requires all juvenile probation and supervision officers to have Trauma Informed Care training prior to certification or renewal (for existing officers).Currently, this course is required for officers to take only once.  In July 2015, the JJTA sent an email to all departments advising staff that effective September 1, 2015, all new certification requests or renewals submitted would be required to identify the Trauma Informed Care training as part of the application process.  Since Trauma Informed Care has not yet been added to the mandatory topics identified in ICIS, this training will need to be manually entered in on the Trainings Page of the Application and Diane Laffoon, Certification Officer, will be reviewing them.  If you need assistance with this, you may contact her directly at 512.490.7782 or Diane.Laffoon@tjjd.texas.gov.

TJJD’s JJTA continues to assist departments with meeting the requirements of Section 221.006 and provide adequate opportunities for departments across the state to get their staff trained.

• If your department is utilizing the curriculum developed by TJJD, the trainer should have attended one of the Trauma Informed Care Training for Trainers offered.  We want to ensure that staff training this material are adequately trained.  TJJD has hosted a number of Trauma Informed Care Training for Trainers over the last couple of years in an effort to train as many people as possible.
• If your department needs to get trainers qualified to teach this curriculum, TJJD has scheduled another Trauma Informed Care Training for Trainers for December 7-8, 2015.  Additional information can be found here.
• Your department can submit a Training Technical Assistance Request or assist in coordinating a Regional Training effort in which either can contain the Trauma Informed Care Training.  To date, all of the regional trainings across the state have offered the TIC training.

How To Go About Receiving Approval For Utilizing Existing Trauma Informed Care Curriculum

Some departments have advised us that you are being approached by various companies offering their services in regards to Section 221.006 or that you were already using some form of existing curriculum. Many of these companies are offering training courses targeting verbal interventions which, while important, do not meet the intent of this bill. To clarify, the intent of Section 221.006 is to improve our approach with traumatized youth, which comprises a significant majority of the population we serve. When we approach traumatized youth with traditional or generalized approaches, we often contribute to the “trauma-incarceration-trauma cycle”. The difference is not just knowing how to de-escalate a youth in general, but recognizing the impetus of a behavior or response as trauma related. This spurs a more individualized approach. So, while one may use some of the skills learned in a verbal interventions course, staff must also  be able to acknowledge when these strategies are not appropriate and distinguish the unique relation between the behavior and the traumatic experiences and impact those experiences have had for a particular child. In addition to staff learning to recognize trauma related behaviors, a trauma informed care approach also involves helping youth recognize his/her trauma triggers and reactions and assisting them in finding alternative approaches.

The topics required by Section 221.006include:

• The impact of trauma on childhood development;
• The relationship between trauma and behavioral problems, including delinquency;
• How to recognize the effects of trauma in a youth’s behavior;
• How to respond appropriately to a traumatized youth’s reactions; and
• How to manage stress caused by working with a traumatized population (sometimes referred to as vicarious trauma.)

In addition, the nine essential elements of Trauma Informed Care to be established in the curriculum include:

1. Maximize the child’s sense of safety.
2. Assist children in reducing overwhelming emotion.
3. Help children make new meaning of their trauma history and current experiences.
4. Address the impact of trauma and subsequent changes in the child’s behavior, development, and relationships.
5. Coordinate services with other agencies.
6. Utilize comprehensive assessment of the child’s trauma experiences and their impact on the child’s development and behavior to guide services.
7. Support and promote positive and stable relationships in the life of the child.
8. Provide support and guidance to the child’s family and caregivers.
9. Manage professional and personal stress.

The curriculum developed by TJJD contains all of the specific elements described above, however, if your department is already training staff using another curriculum, we will need to approve the curriculum (prior to its use) to ensure that the curriculum covered will be adequate in order to meet the Section 221.006 mandate as outlined above.  Any courses not meeting information outlined above will not be approved.  If you would like to submit the curriculum for approval, please forward the request to Kristy Almager at Kristy.Almager@tjjd.texas.gov and include all related training materials for review.

Please contact Kristy Almager at 512.490.7125 or Chris Ellison at 512.490.7245 if you have any questions or would like to discuss this legislative mandate.

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diy glitter tattoo kit | Van Zandt County Uses Pet Therapy

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Republished from the July 30, 2015 Grand Saline Sun
Kids and Dogs Part of County’s Youth Education InitiativeBy Vy Townsend Malik
Staff Writer

What does a compassionate, gentle, professional youth officer have in common with a slobbering, lumbering, disciplined bloodhound?

They bring J.K. H.O.P.E. – Just Kids Hands On Pet Education – to the youth of Van Zandt County.  The unique intervention program provides those ages 6-18 an opportunity to share respect, responsibility and care for animals through hands-on experiences.

Primary Prevention and Supervision Officer Venetia Stanley works at the county’s Youth Multi Service Center, taking her 120-pound, red bloodhound Big Mac to youth in the Juvenile Probation Department, to school groups and to the Canton Animal Shelter where she helps young people develop skills using the natural relationships and unique bonds that develop when kids become responsible for caring for animals.

School Programs
The J.K. H.O.P.E. Program works daily in the Canton Animal Shelter and on special occasions for Citizens League for Animal Welfare (C.L.A.W.) and the Humane Society, in adoption clinics and in small groups at schools.  She and Big Mac are weekly visitors at Grand Saline schools, and in the fall she hopes they will become regulars with the fifth-graders of Fruitvale Elementary School.  Stanley hopes to work also in the Canton school.

Big Mac shows off his obedience training and special tricks to students in a small group setting, they get to pet him and learn not to be afraid.  They also learn the safe way to approach a dog and ask their owner if they can pet it.

Stanley says one of the purposes of the program is to address the truancy problem by giving students an opportunity to be responsible for an animal.  “They gain self-esteem and learn responsibility.  If they like themselves because they are helping someone and if they know someone believes in them, they are more likely to stay in school,” Stanley said.

Stanley’s overall goal for the program is to help youth to develop a sense of responsibility – to animals, to other people and to themselves in completing tasks.  Through this creative approach the goal is to allow youth the opportunity to experience success and become more socially adjusted and productive members of the community.

“I want them to learn social skills and to learn to do something really well.  I try to make a difference in their lives by teaching them the satisfaction and joy of working with animals.”

Canton Shelter
During the summer from 9:00 AM until noon, Monday through Friday, kids in the program get to spend quality time at the Canton shelter being with animals.  The program pays the shelter for the “use” of their dogs.

Although the shelter is a “kill shelter” Stanley has seen very few animals that had to be put down.  People seem to come every day to find a new pet for their home.  And, Stanley admits she does take lots of kittens home to be her “barn cats.” “I want to give them at least a chance at a good life,” she says.

Kennels, which are immaculate, need cleaning every day.  The participants feed the dogs first and then take a break so the dogs can eat in a calm environment.  It is rare that the shelter has a dog that cannot be trusted to interact with the program participants.

Then the kids go to work – moving dogs from kennels that need cleaning to those already clean.  They remove the leftover food, and someone takes on the task of washing all the food dishes.  Others remove the waste on the kennel floors, wet the floors with hoses and scrub with detergent and a long-handled brush.

After rinsing the floor with the hose, the next step is to squeegee the floor to get rid of most of the water, and then use towels to dry it more so a dog will not slip and fall.

Once those tasks are done, the kids get leashes and take the animals outside in the enclosed yard for running and playing on agility equipment, teaching them tricks and being together in a social situation.

The kids work on obedience training with their animals, and Stanley reminds them that success comes in baby steps, and giving the dogs a soft “cheerleading praise.” After the outside time, the kids bring the dogs back in, put them in their individual kennel and usually sit down to pet and talk to their charges.

Building trust is a two-way process that can happen in such situations. The students learn the importance of responsible pet ownership and can feel good about having a part in getting a dog ready to be adopted.

Food, clean environment, exercise, disciplines and love . . . that is probably a winning combination not just for dogs but for humans as well.

It is three hours of hard work, but the rewards are great when a kid and a dog get to snuggle up together.

Stanley’s Mission
Stanley grew up in Houston and has lived in Wood County for 30 years.  Her husband Kevin is a paramedic, and they have three daughters, two grandsons and one granddaughter – and lots of animals.

Though her education was in journalism at San Jacinto Junior College and the University of Houston, she said, “I have always been around kids, and I want to make a difference in their lives.
“My parents were always there for us, their kids.  Even if both parents have to work, they still have a responsibility to build a family and to be a parent.

“I believe that a tired kid is a good kid, so I keep them busy.  Kids cannot handle a continuous lack of supervision, so I concentrate on being present with them, staying positive.  I remind myself that baby steps of responsibility and care aren’t only for gaining the trust of dogs but that approach also works for gaining the trust of kids and teaching them to be responsible.”

So many good character traits that parents want for their children are experienced and learned in the J.K. H.O.P.E. program – patience, compassion, motivation, problem-solving, self-discipline, nurturing and healthy grieving.  And much of it comes from loving a dog and being loved in return.

Thanks, Big Mac.

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