Corrections_Today_March_April_2019

March/April 2019 Corrections Engaging Staff Morale p. 32 Today Welcome

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American Correctional Association Corrections Today March/April 2019 Vol. 81, No. 2

Features

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The use of the FBI’s National Data Exchange System in the corrections community By Kasey Wertheim

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ACA Certification and Military Corrections An interview with members of the Navy Consolidated Brig in

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Chesapeake, Virginia By Alexander Carrigan and Arnela Hadzisulejmanovic

Empowering staff: The path to improving morale By John A. Shuford

Cover photo courtesy of the Navy Consolidated Brig

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Mark Your Calendar Now! BOSTON 149TH CONGRESS OF CORRECTION AMERICAN CORRECTIONAL ASSOCIATION’S

AUG. 1–6, 2019

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News&Views

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From Jim’s Desk

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Gary C. Mohr, ACA President

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Lannette C. Linthicum, M.D., FACP, ACA Immediate Past President

9

Correctional Chaplain Perspectives

10

View from the Line

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39 ACA Featured Departments

Welcome New Members

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Milestone Anniversaries

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Certification List

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Bookshelf

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2019 Winter Conference Sneak Peek

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National Correctional Officers and Employees Week Celebrating Greatness — Awards Nomination Forms

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Dual Chapter Spotlight

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Professional Development Update

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Certification Spotlight

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Corrections Calendar

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Index to Advertisers/ Product Index/Job Bank

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OFFICERS President Gary C. Mohr, Ohio Immediate Past President Lannette C. Linthicum, M.D., FACP, Texas Vice President Tony M. Wilkes, Tennessee President-Elect Tony C. Parker, Tennessee Treasurer Denise M. Robinson, Ohio Secretary James A. Gondles Jr., CAE, Virginia

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Statements contained in Corrections Today are the personal views of the authors and do not constitute ACA policy unless so indicated. ACA does not assume responsibility for the content of Corrections Today as submitted by contributors, reserves the right to edit all articles and, if necessary, condense them. The publication of any advertisement by ACA is neither an endorsement of the advertiser nor of the products or services advertised. ACA is not responsible for any claims made in advertisements. Mission statement: The American Correctional Association provides a professional organization for all individuals and groups, both public and private, that share a common goal of improving the justice system. Corrections Today (ISSN 0190-2563, USPS 019-640) is published six times a year in January/February, March/April, May/June, July/August, September/October, November/ December by the American Correctional Association, 206 N. Washington St., Suite 200, Alexandria, VA 22314; 703-224-0000. Periodicals postage paid at Alexandria, VA 22314 and additional mailing offices. Postmaster: Send address changes to Corrections Today, Attn: Membership Department, 206 N. Washington St., Suite 200, Alexandria, VA 22314. Subscriptions are included in annual membership dues. Nonmember subscription rates are $25 per year for Corrections Today ($36 value) or $6 per issue. Send change of address notice and a recent mailing label to Membership and Customer Service Department, ACA, 60 days before the actual change of address. ACA will not replace undelivered copies resulting from an address change. Printed in USA. Vol. 81, No. 2. Copyright 2019 by the American Correctional Association.

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From Jim’s Desk The importance and effect of government on our lives

W hether we like it or not, government is a part of our lives. And guess what? Government has always been a part of Americans’ lives. Think the American Revolution happened by magic? Of course, it did not. The oldest legislative body in the new world, the Virginia House of Dele- gates (then called the Virginia House of Burgesses), voted to oppose the English King, as did countless other colony governments. And a rag- tag government formed a rag-tag army that defeated the British at Yorktown. Sure, it’s easy to gripe about government “intrusion,” I am guilty of that gripe as well. But if we did not have organized government, we would be in a state of chaos. As we brush our teeth every day, the chemi- cals allowed, or not allowed, in our toothpaste are controlled by govern- ment regulations or laws. The water we drink is regulated by government action. The clothes we wear have certain requirements as to content of fabric and dye used in it.

Many “anti-government” individ- uals believe that government should only provide for the national defense and maybe provide infrastructure like bridges and highways. Some even believe that government has no place in education. And certainly, in our system of democracy, persons are allowed those beliefs and the ability to espouse those issues. But realistically, we are far be- yond only providing for the national defense and infrastructure. It would be very difficult to take regulations and laws out of our educational systems as we know them today. Can you imagine what would happen to unregulated medical standards, medicine content and hospital services without gov- ernment? To be sure, there are legitimate arguments about govern- ment intrusion in our lives. At what point is there too much government? We have just returned from a situ- ation in our country where a major section of government was “shut down.” Ironically, the shutdown was basically an argument over the role

of government in border control. Go figure. We shut down a portion of government over what government can or can’t do. (Only in America!) There are plenty of good reasons to debate what government should or should not do in our everyday living. Are helmet laws good or bad for motorcycle riders? Should we have speed limits on interstate highways? Should government privatize any service that it has or will provide for in the future? The list is endless. But think long and hard next time you are angered by a government action, a government employee or the purpose of government itself. Government is not the enemy. Whether we like it or not, govern- ment is us. Government is people. And all people matter. So does our government.

James A. Gondles Jr., CAE ACA Executive Director

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Happy 40 th Birthday Corrections Today!

We would like to thank our valued readership for their continued support and contributions throughout the years.

Informing, educating and enlightening corrections professionals and those involved in corrections-related work around the world. 7

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Gary C. Mohr ACA President

these next two years and help bring them to a tangible reality. Two of the three initiatives are directly focused on supporting our dedicated members. First, I have been so impressed with the great work of the health care committees both at and in between our convenings. They have created workshops, webinars and training materials and have taken policy positions that have supported the delivery of best practices throughout our country and the world. The first initia- tive I am launching is to replicate this approach used by the health care committees and expand it to committees focused on facility op- erations and community supervision. Secondly, it is clear to me that the great work of our professional mem- bers is not limited to the confines of state or national borders. As a result, I am appointing an ad hoc commit- tee to develop an ACA professional registry for our members to commu- nicate their skill sets for jurisdictions throughout this globe. Finally, the terminology and the labels we use to describe people, programs, services and statuses are important. People like myself, or correctional systems use terminol- ogy like “seriously mentally ill,”

“evidenced-based programs” or hundreds of other terms that are not always consistently interpreted by practitioners. I will be appointing an ad hoc committee to build an ACA glossary of terms. Their work will be used to ensure consistent and appropriate language is utilized in the development of our performance measures, our policies, other official documents as well as language used for professional articles published in Corrections Today. We, standing together, will be faced with many challenges dur- ing the next two years. With the foundation of a strong professional membership, the legacies of our past leaders, the great and com- mitted effort and hard work of the staff of the American Correctional Association, with my wife, Linda, by my side, I am committed to serve you and the American Correctional Association humbly and with always a focus on our members and those we serve. Thank You!

Below is an excerpt of Mr. Mohr’s ACAWinter Conference Presidential speech. To view the speech in its entirety, please visit the ACA website at aca.org. I t is a great day to be alive! You will be hearing this often during the next two years. It is so true; today offers all of us the opportunity to make tomorrow better for so many people. That is what you have dedicated your lives and careers to do, and you are making a difference! Because of my respect for what you do and how you do it, it is very humbling to stand in front of you to pledge my service to you, our profes- sion and our great organization, the American Correctional Associa- tion. I have had the opportunity for the past four years as treasurer and president-elect to observe Presidents Livers and Linthicum and witness their unselfish service to ACA and its members. Recently, when in our ACA offices, I took time to view the pictures of our past presidents of this organization, and I realized what a responsibility this office has to serve its members. It is not only humbling and intim- idating, but I have to admit, it is a bit shocking to be standing here. I want to share three initiatives that I am asking you to embrace during

Gary C. Mohr ACA President

8 — March/April 2019 Corrections Today

Guest Editorial

Lannette Linthicum, M.D., FACP ACA Immediate Past President

institutions and facilities. When this initiative first started, a survey was sent out to the field, and the re- sponse was overwhelmingly positive from participating jurisdictions. A good deal of work has been complet- ed in the past two years. Presently, a legal review is being conducted. Once that review is complete, data collection will begin. Several states have agreed to participate in the pilot. President-elect Gary Mohr has also agreed to continue this initiative. The second initiative I would like to highlight is the Continuing Medical Education Committee. This committee is composed of correctional physicians, who are all members of ACA’s coalition of correctional health authorities and/or the ACA Health Care Com- mittee. As a result of the work of this group and the staff of the ACA Office of Correctional Health, ACA was deemed eligible by the ACCME to begin the initial ac- creditation process to become an accredited provider. This is vitally important to ACA and the correc- tional medicine field. ACA’s services in this endeavor will be unprec- edented. ACA will be a trailblazer equivalent to national, medical soci- eties and professional organizations

as a bona fide provider of CME, examined by the ACCME in the July 2020 cohort. Other highlights of the past two years include: the landmark restric- tive housing standards and expected practices were adopted and passed by the ACA Performance-Based Standards Committee; the 18 golden eagle states including the departments of navy and army and private corrections had an initial two-day training at ACA headquarters in December; training was also offered at this conference on Friday and Sunday; training will continue and be ongoing through- out 2019. All training sessions have been at zero cost to the field. Other accomplishments include: the ACI 5 th edition manual was made performance-based in its entirety; the ACI 5 th edition was released in an electronic format. These are some of the major highlights of the last two years of my presidency. Once again, thank you all for your support, prayers and service during my tenure. May God continue to bless our correctional profession and each and every one of you!

Below is an excerpt of Dr. Linthicum’s Presidential overview speech. To view the speech in its entirety, please visit the ACA website at aca.org. I t has been an honor and a privilege to serve as the 105 th president of the American Cor- rectional Association. I am privileged to be the first physician and correc- tional health professional to serve in this capacity. The journey has been extraordinary! During my tenure as president, I established five new ad hoc committees: the Database Steering Committee; the Information Technology Committee; the Internal Affairs/Compliance and Monitoring Oversight Committee; the Correc- tional Nurses Committee; and the Correctional Dental Committee. I also established a continuing medical education committee. I would like to briefly highlight the Database Steering Committee and Continuing Medical Educa- tional Accreditation Committee. I will begin first with the Database Steering Committee. The purpose of this committee is to establish a data warehouse for corrections. A dashboard of correctional indicators that will provide meaningful bench marks for the field, ultimately lead- ing to better outcomes and quality in the management of correctional

Lannette C. Linthicum, M.D., FACP ACA Immediate Past President

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Correctional Chaplain Perspectives

Inmate peer ministry: The chaplain’s role

By Kristi B. Miller, Ph.D. and Vance L. Drum, D.Min.

I n a necessary, security-driven world trained to perceive decep- tion and risk, the prison may develop into an “us versus them” culture between inmates and staff. The very nature of custody, control and security often negates much expression of individuality on the part of inmates. Key features of the prison environment — lack of pri- vacy, loss of free choice, frequent fear of violence, overcrowding, stigma, paranoia and distrust — are known to lead to personality chang- es. In fact, prisoners describe this process of prisonization as “emotional numbing.” 1 Even the World Health Organization (WHO) reported that “prisons are bad for mental health.” 2 Fostering spiritual growth The correctional chaplain is a voice calling out to a population in a jail or prison. Chaplains, attempting to address the soul sickness of in- mates, make intentional efforts to see the God-given potential best in each inmate. Chaplains know that spiritual needs must be addressed in order to realize genuine rehabilitation and positive transformation. Moreover, the chapel itself often is the place where inmates feel the least marginalized and rejected.

perspectives for living, and an expression of empathy to many who may not have experienced much grace nor forgiveness in life. Every experienced prison chaplain knows, however, that manipulation and danger can find its way into a chapel program. A regular diet of this can lead to the chaplain becoming cynical in his or her at- titude toward inmates. We’ve seen it and, unfortunately, lived it at times.

The chaplain works with inmates to foster spiritual growth and the free exercise of the inmates’ faith, as guaranteed in the First Amendment of the United States Constitution, and as codified in the Religious Land Use and Institutionalized Persons Act of 2000. 3,4 In addition, this atmosphere of spiritual growth in prison is sup- ported by caring volunteers who offer new, morally rehabilitative

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Correctional Chaplain Perspectives

Moral rehabilitation Having served in various prison chaplaincy roles, we both now dedicate our efforts to the develop- ment of moral rehabilitation through the work of peer ministers within the prison setting. One proven way of in- vesting in the peer ministry model is by embedding a seminary within the prison by which long-term inmates can be trained to serve their peers. This was first modeled at Angola (Louisiana State Penitentiary) under the leadership of Warden Burl Cain. The results of that 23-year program have been documented in evidence-based research conducted by Baylor University. 6 The findings of that research have encouraged many other states to follow the peer ministry model of Angola. In 2016, Burl Cain established the Global Prison Seminaries Foundation (GPSF) to work with correctional systems throughout the country. 7 GPSF believes that one of the greatest assets to any department of corrections system is the morally rehabilitated inmate who has been given the opportunity to influence his or her peers for good. What, then, is the chaplain’s role in the peer minis- try model? The chaplain’s role in inmate peer ministry There are at least four ways in which dedicated chaplains are es- sential to the effective functioning of inmate peer ministers: 1. Nurturing a prosocial path.

Chaplains realize that, in gen- eral, they are working with some of the most broken, wounded and dysfunctional people in society. Inmates represent those who have experienced the greatest measure of emotional and physical deprivation, sexual abuse and various other types of violence, trauma, abandonment and loss. And in the environment that they are placed in, we are not sur- prised when deceptive, destructive or self-serving behaviors manifest themselves. Can a bad inmate become good? Can one who once exhibited the most destructive and dangerous behavior then become the one who exhibits wholeness and peace, even to the point of desiring to impart healing to others? Even the most skeptical of chaplains will admit that genuine rehabilitation may happen. They have seen inmates who are living a life of fullness and serenity, who are modeling good behavior from a sincerely changed heart — a new life direction. We know inmates who have accepted responsibility for their actions, who have experienced true remorse and have embraced forgiveness. They have decided not to be defined by their past mistakes. Inmates are takers in part be- cause they have been wounded in their lives — broken minds, injured bodies and shattered souls. They are operating from a place of serious de- ficiency and need. People who have experienced substantial mental, emo- tional and spiritual healing relate to others on the basis of wholeness and health. They may no longer become takers but givers. They find personal

value in helping others because they understand that someone helped them find healing. By serving others, morally rehabilitated inmates know that they add worth to their own lives as they help their peers find a better path, they become “wounded healers.” 5 By serving others, morally rehabilitated inmates know that they add worth to their own lives as they help their peers find a better path, they become “wounded healers.” Here is a question for chaplains: What are you doing with potential human resources for ministry in your prison? Your mission to tend to the spiritual needs of the inmate popula- tion is more than what you may be able to successfully manage. One option is to recruit volunteer as- sistance from the outside. This is helpful and important. An additional option, which has been demonstrated to be not only workable and legal but also critical, is to develop resources from within the inmate population itself.

Chaplains, with the assis- tance of quality community volunteers, offer inmates new perspectives on how to live their life. When an inmate

Corrections Today March/April 2019 — 11

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makes a decision to try a new path, the chaplain is there, providing encouragement to do the right thing, to learn how to live a different life in prison, and to be introduced to re-entry resources which will continue to help upon release. The chap- lain is visible and available, providing in-prison leadership for inmates willing to make a change. Those who practice a changed life may become agents of change for others. 2. Encourage the ministry ac- tivities of peer ministers. The use of trained peer ministers will multiply the chaplain’s ef- forts exponentially. Moreover, peer ministers themselves are uniquely equipped to speak into the mental, emotional and spiritual needs of the prison population. Often, they have come from their own place of deep woundedness and defeat. The peer minister’s own story of overcoming, coupled with specific training to counsel and comfort, makes him or her a

powerful voice of healing in an environment marked by constant stressors and trauma. The fact that they live among the very ones they are serving — their peers — gives them a unique “ministry-in-place” that no free person could hold. Additionally, peer-led ministry activity allows for an authentic setting in that the inmate leading those types of activities knows firsthand the difficulties of the incarcerated population. The participant has the benefit of knowing his or her peer minister on a personal level, living with him or her 24/7, and can evaluate the mo- tives of that minister and the ministry. 3. Selection of peer ministers. The chaplain usually knows the inmates who would make the best peer ministers. Such inmates are already modeling moral rehabilitation, and are likely already a participant in chapel events and other pro- social activities. The chaplain

should encourage those inmates to pursue the training necessary to become a peer minister. In doing so, the chaplain is build- ing his or her future team by which to best meet the spiritual needs of the population. Selected inmates must be humble and teachable, respect- ed by their peers, and selected without favoritism. They must understand that they will ex- ercise no material or coercive authority over their peers, nor receive any special benefits or privileges for their service. All service is voluntary. Seminary-selected inmates have long sentences to allow for four years of accredited schooling, and must have enough time to continue to minister after graduation. Selections are made without regard to one’s faith or no faith preference. 4. Supervision. Chaplains exer- cise supervision over the peer ministers in the prison. They meet regularly with the peer ministers, providing guidance and direction. Though a peer minister may have received a top-quality training and educa- tion, he or she will continue to need mentorship. The degree itself does not determine an in- mate’s suitability to be a moral leader among his or her peers. The transformation of one’s character — as evidenced by prosocial activity, wisdom, integrity and selfless servant- hood — is the determining factor. The chaplain can be

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Correctional Chaplain Perspectives

5 Nouwen, H. J. M. (1979). The Wounded Healer . New York: Random House. 6 Hallett, M., Hays, J., Johnson, B., Jang, S. J., & Duwe, G. (2017). The Angola Prison seminary: Effects of faith-based ministry on identity transformation, desistance, and rehabilitation . New York and London: Routledge. 7 See www.globalprisonseminaries.org 8 Johnson, B. The Angola Prison seminary , p. 205. Kristi B. Miller, Ph.D. is the former warden and former chaplain at the Louisiana Correctional Institute for Women, and is currently the chief operating officer of the Global Prison Seminaries Foundation. Vance L. Drum, D.Min. is the former director of chaplains at the Texas Department of Criminal Justice, and is currently the peer ministry coordinator at the Global Prison Seminaries Foundation.

the one who encourages, and one to whom the peer minister is accountable, as he or she continues on the road toward spiritual maturity.

Reintegration into society is fa- cilitated and recidivism rates are reduced, as Johnson et. al have headlined in their research. 8 Chap- laincy management and supervision provide necessary guidance and direction for the program. Endnotes 1 Jarrett, C. (2018). How prison changes people. London, United Kingdom: British Broadcasting Corporation (BBC). May 1. Retrieved from http:// www.bbc.com/future/story/20180430-the-unex- pected-ways-prison-time-changes-people 2 Mental health and prisons . Geneva, World Health Organization, 2005 (Information Sheet). Retrieved from http://www.who.int/mental_health/policy/ mh_in_prison.pdf 3 Constitution of the United States. First Amendment 4 Religious Land Use and Institutionalized Persons Act, 42 U.S.C. $$ 2000cc, et seq. Retrieved from justice.gov/crt/title-42-public-health-and-welfare

Effective chaplain supervision

Chaplains have a vital role to play in the effective management of a successful peer ministry program. Inmate life directions are changed in a positive manner as moral reha- bilitation is practiced by greater numbers of inmates. Peer ministers’ respected and prosocial influence affects the entire culture of the prison. Use of force and inci- dents of inmate violence decline.

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View from the Line

HOPE: A statewide re-entry mentoring program for youth in correctional confinement

By Theresa A. Ochoa, Sarah D. Swank, Helena Flores, Susan Lockwood, Niki Weller and Monica Solinas-Saunders

A lthough there are fewer youth in confinement now than in the past, recidivism contin- ues to be a problem, both nationally and at the state levels. Approximately 55 percent of youth who leave long- term correctional confinement return to incarceration within one year (Rand Corporation, 2014). Youth in Indiana, just as with those in the rest of the United States, struggle with community re-entry after correctional confinement. In 2013, there were 54,148 youth in long-term residential confinement in the U.S. compared to 61,000 in 2011 (Office of Justice Programs, 2016). In Indiana, a study of individuals released from state- level juvenile correctional facilities in 2012 revealed an overall recidivism rate of 35.3 percent. While Indiana’s rate of recidivism is lower than the national level of 55 percent, a study conducted by the Indiana Department of Correction revealed that there was a significant increase in overall re- cidivism from 16.7 percent in the first year post re-entry, to 35.3 percent in the third year of re-entry (Schelle, 2015). Research has consistently

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shown that the lack of employment is the top predictor of recidivism (Lockwood & Nally, 2017). In fact,

Lockwood and Nally concluded that individuals who are young, unem- ployed and without a high school

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View from the Line

credential are the most likely to return to correctional confinement. Mentoring can interrupt the cycle of incarceration (Lowe & Nisbett, 2013; Matz et al., 2014; Youth Re- entry Task Force, 2009). The Helping Offenders Prosper through Employ- ment (HOPE) Mentoring program is a university-based program at Indiana University (IU). HOPE’s mission is to provide mentoring to youth who are incarcerated. HOPE provides opportunities to develop employability skills while supporting the application of those skills. HOPE mentors provide support throughout confinement and upon re-entry into the community. Mentor recruitment and training procedures The HOPE mentoring program began in 2013 at the Madison Juve- nile Correctional Facility (MJCF). By the summer of 2017, all three state-level juvenile correctional facilities (LaPorte Juvenile Correc- tional Facility, Logansport Juvenile Correctional Facility and Pendleton Juvenile Correctional Facility) ad- opted the HOPE mentoring program, making HOPE a statewide mentor- ing program in long-term juvenile correctional facilities. HOPE recruits and trains undergraduate volunteers from multiple academic disciplines, including criminal justice, sociol- ogy, psychology and education, to serve as mentors to youth involved with the criminal justice system. To date, 18 undergraduates have served as HOPE mentors. HOPE requests a minimum one-year commitment from the undergraduate students, who also submit background checks, complete four online training

modules and undertake two visits to one of the state juvenile correctional facilities prior to mentoring a youth. HOPE mentors are matched with a youth at the point of intake to the correctional facility. Correctional staff make the referrals for youth to be placed in the mentoring program. The average length of incarceration is five months for females and eight months for males. Mentors pro- vide weekly mentoring throughout confinement and in the community upon release. Mentors are provided supervision by correctional facility staff and ongoing supervision from HOPE staff.

for an interview and providing mo- tivational support as the youth goes through the process of looking for and maintaining employment. The mentor supports the youth in the community for a minimum of one year. Once trained and matched to a youth, HOPE mentors receive weekly guidance and support by a university- level professor who serves as the site coordinator. HOPE mentors at the LaPorte Juvenile Facility are super- vised and supported by an associate professor at the IU Northwest cam- pus. HOPE mentors at the Logansport Juvenile Correctional Facility are supervised and supported by an as- sociate professor at the IU Kokomo campus. HOPE mentors at the Pend- leton Juvenile Correctional Facility are supervised and supported by an associate professor at the IU Bloom- ington campus. Regular meetings between site level coordinators are held to ensure mentoring at each site is consistent with HOPE principles. HOPE principles The HOPE mentoring program adheres to three basic principles: 1. Exit begins at entry 2. Positivity and responsiveness 3. Collaboration These three principles, described below, are grounded in best practice recommendations. Principle 1: Exit begins at entry By establishing mentoring during the initial phase of confinement, stronger relationships between mentors and youth can develop, increasing the probability that the mentoring relationship will be

HOPE provides opportunities to develop employability skills while supporting the application of those skills.

Weekly mentoring sessions with the youth include activities to explore career options, resumé building, cover letter writing, mock interviews and practicing pre-employment skills including shaking hands, appropri- ate attire and punctuality. Mentoring in the community includes activities such as submitting applications for employment, following up with a phone call, helping the youth dress

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nEWS & vIEWS

sustained when the youth re-enters the community. Additionally, the mentor supports the youth with individualized guidance focused on employment under the direction of the facility’s transition coordina- tor (TC). Throughout the youth’s confinement, HOPE mentors and the facility’s TC meet with the youth to develop a comprehensive transition plan. This includes a discussion of career interests, education needs, personal needs and problem solving skills. The TC and mentor help the youth confirm the address where he or she will be released and connect the youth with the local repre- sentative from the Department of Workforce Development, who is able to assist the youth with re-enrollment in traditional school, an adult educa- tion program or job training. At the time of release, the youth and mentor meet in person on a weekly basis, with daily contact via text mes- saging, phone calls or emails. The mentor serves as a bridge between the facility and the community by providing a continuity of services from adjudication through re-entry. Principle 2: Positivity and responsiveness HOPE mentors are encouraged to create an environment of hopeful- ness and positivity, inspiring and encouraging youth to achieve their goals. This non-punitive approach to interactions with youth is based on empirical evidence that shows that positive or humane approaches are better than harsh treatment (Ochoa, Otero, Levy, & Deskalo, 2013). A HOPE mentor rewards the socially adaptive behavior of the youth, remaining positive, consistent,

communication and collaboration between the youth, staff and parents. The mentoring program is embed- ded in the activities and programs within the correctional facility to allow mentors to assist each youth with behavioral and programmatic goals. If the student has a diagnosed disability under the Individuals with Disabilities Education Improvement Act (IDEA), the goals are established in the individual learning plan (ILP) and/or individual education pro- gram (IEP). As such, mentors can be liaisons between the youth’s teachers and the facility TC when the youth is confined, and can be the liaison among the facility, parents and com- munity at the time of release. In the community, the mentor supports and assists the youth with connecting to the local Department of Work- force Development representative, who can guide the youth to access existing education and employment resources. Correctional facility superin- tendents, school principals, mental health treatment staff and security personnel all indicate that the HOPE mentoring program is a positive and valuable experience for the youth and staff. After almost five years, the state-wide infrastructure is in place to achieve the vision of pairing every youth in confinement with a HOPE mentor, who can work in collaboration with facility personnel and the family to support the youth in making academic gains and de- veloping pre-employment skills. As these tasks are successfully complet- ed during the youth’s confinement, the mentor’s role in supporting the youth in the community at the time of release can be the key component

patient and respectful, regardless of the youth’s behavior. HOPE mentors do not use threats or con- sequences when a youth cannot, or will not participate in the mentoring activity. On occasions in which the mentoring activities are not com- pleted, mentors are reminded that sitting quietly with the youth is a meaningful and adequate response. In an attempt to create positive and supportive relationships, HOPE mentors do not force youth to participate in mentoring activities, reducing the likelihood of straining the mentoring relationship. The men- tor relationship is a curative and healing experience. In addition to positivity, HOPE mentors use a responsive approach by individual- izing activities to fit each youth’s needs. For example, mentoring activities for older youth might focus on earning a high school equiva- lency certification or practicing for a job interview, while younger youth might explore different career interests or receive help with school assignments. For example, if the youth has a specific reading dis- ability, the mentor designs activities at the appropriate reading level or assists the youth with reading assignments under the supervision of a special education teacher. The first and second authors supervise HOPE mentors to ensure they individual- ize activities to match each youth’s educational needs and employment goals, as indicated in the youth’s learning plan developed at the facility’s school. Principle 3: Collaboration The HOPE mentoring pro- gram functions as a conduit for

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to successful re-entry and recidivism reduction. Endnotes Schelle, S. (2015). (2015). Juvenile Recidivism 2015. Indiana Department of Correction (IDOC). Indianapolis, IN. Available online https://www. in.gov/idoc/files/2015.JuvRecidivismRpt.pdf [last retrieved 2018-04-11. Lockwood, S. K., & Nally, J. M. (2017). Exploring the Importance of the Workforce Innovation and Opportunity Act (2014) to Correctional Education Programs for Incarcerated Young Adults. Justice Policy Journal, 14 (1), 1-24. Lowe, M., & Nisbett, N. (2013). Mentoring Incarcerated Youth: A Community-Based Learning Experience. Journal of Community Engagement and Higher Education , 5 (1), 82–90. Matz, A. K., Martin, K. D. S., & DeMichele, M. T. (2014). Barriers to Effective Gang-Member Re-entry: An Examination of Street Gang Affiliated Probationer Revocation in a Southwestern State. Journal of Gang Research, 21 (2), 33-50.

Ochoa, T. A. (2016). Improving Transition Support for Juvenile Offenders With Disabilities Through a Collaborative Approach. Intervention in School and Clinic ,  52 (1), 44–50. Ochoa, T.A., Otero, T. L., Levy, L. J., & Deskalo, A. Y. (2013). Integration of the School Resource Officer as Liaison Between Law Enforcement and School Administration in the Discipline of Students. Law Enforcement Executive Forum, 13 (2), 129-136. Office of Justice Programs. (2016). Juveniles in Residential Placement, 2013. Laurel, MD: Sarah Hockenberry. Rand Corporation. (2014). How Effective Is Correctional Education, and Where Do We Go from Here? Washington, DC: Davis, L. M., Steele, J. L., Bozick, R., Williams, M., Turner, S., Miles, J. N. V., Steinberg, P. S. Youth Re-entry Task Force. (2009). Back on Track: Supporting Youth Re-entry from Out-of-Home Placement to the Community . Washington, DC: Nellis, A., & Wayman, R. A. H.

Theresa Ochoa is an associate professor at Indiana University. Sarah Swank is the juvenile mentoring director at Indiana University. Helena Flores is a doctoral student at Indiana University. Susan Lockwood is a retired member of the Department of Corrections. Niki Weller is an associate professor at Indiana University, Kokomo. Monica Solinas-Saunders is an associate professor at Indiana University, Northwest.

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Corrections Today March/April 2019 — 17

n Certification and Military

ACA Certification and Military Corrections

An interview with members of the

Navy Consolidated Brig in Chesapeake, Virginia

By Alexander Carrigan and Arnela Hadzisulejmanovic

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C O M M I S S I O N O N C O R R E C T I O N A L C E R T I F I C A T I O N S E A L O F A C H I E V E M E N T

Q&A

T he ACA Certification Program is designed to help develop and deliver the highest quality certification programs that validate mastery in the field of corrections and contribute to the continued improvement of individual and organizational performance. Our team works closely with correctional professionals to ensure that our programs are up-to-date and relevant for today’s advances and challenges in the field of corrections. Recently, Navy Consolidated Brig (also known as Joint Regional Correctional Facility Mid-Atlantic or NAVCONBRIG) in Chesapeake, Virginia be- came one of the first facilities accredited by ACA to have 100 percent of their staff members certified through our program. The facility, which handles both pre- and post-trial prisoners and is used by all four branches of the Armed Forces and the Coast Guard, committed to following their facility’s standards of “safety, security and accountability” to ensure their facility is run properly and to its highest standards. NAVCONBRIG is a facility that has de- cided to commit to ACA’s professional development and to promote the highest standard of excellence through the certification program. Corrections Today traveled to Chesapeake to interview members of NAVCONBRIG about the ACA certification process and how it has changed their daily operations at the facility. We would like to thank MSgt. Mark K. Archambeau, FC1 Michael Barnhill, AO1 Shanta Brown, EO2 Rebekah Gumm, YN2 John R. LeBaron, CWO2 Christopher Neuen- dorff and QMC Cynthia Penrod, as well as U.S. Air Force SSgt. Daniel Gauer and U.S. Army SSgt. Eloy Huertas for their responses and for taking the time to discuss ACA certification.

CT: How did you first hear about ACA and our certification program? MSgt. Archambeau: I’ve known about ACA since the mid-1990’s when my facility down in Camp Lejeune, North Carolina went through our first ACA accreditation for the facility. I did not know about the personal certifi- cation program until I got here in Chesapeake in 2012. FC1 Barnhill: I actually heard about it in high school. I went through criminal justice for three years, and once I came here it was brought up again. I told them I wanted to get that qualification to elevate myself and stand out from everyone. EO2 Gumm: I actually didn’t find out about it until I came to corrections. Corrections is not my field of work; I’m a heavy equipment operator, so I deal mostly with heavy equipment like bulldozers, tractor trailers and load- ers. When I found out this was my duty station and came here, one of the first things they told me was that I’d be certified as a corrections officer through the ACA pro- gram. They gave us the option, but for the most part it’s one of those things everyone jumps on board with, and they give us the opportunity, so everyone takes it. YN2 LeBaron: I heard about [ACA certification] last year when I first checked on board the brig. I’ve only been here for a year and a half, it’s approaching two years now come March. Of course, when I checked on board last year, they were pushing for everyone to get it. It was more or less that they wanted people to get it but if you didn’t want to get it, you didn’t have to, until our current CO came out earlier this year and stated that he wanted us to do it. I didn’t mind because I was going to take it anyways. →

Photo opposite page courtesy of the Navy Consolidated Brig; ribbon: istock/Nerthuz

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