Rand Kannenberg Cultural Diversity Skills In Community Corrections

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Information about Rand Kannenberg Cultural Diversity Skills In Community Corrections
Health & Medicine

Published on November 27, 2008

Author: Kannenberg

Source: slideshare.net

Corrections and Substance Abuse Training By Rand L. Kannenberg Cultural Diversity Skills in Community Corrections

References Bucher, R. (2000). Diversity consciousness: Opening our minds to people, cultures, and opportunities. Upper Saddle River, NJ: Prentice-Hall, Inc. Kannenberg, R. (2002). Deviance and criminal behavior; Using Humor in offender counseling and supervision; Clinical case management and behavioral health; Sociotherapy for Sociopaths. Lakewood, CO: Criminal Justice Addiction Services.

Bucher, R. (2000). Diversity consciousness: Opening our minds to people, cultures, and opportunities. Upper Saddle River, NJ: Prentice-Hall, Inc.

Kannenberg, R. (2002). Deviance and criminal behavior; Using Humor in offender counseling and supervision; Clinical case management and behavioral health; Sociotherapy for Sociopaths. Lakewood, CO: Criminal Justice Addiction Services.

DIVERSITY Differences in... age ethnic/racial status (i.e., “skin color” ) ethnic heritage (or culture : what inherited from other generations) gender (versus sex ) physical abilities (and mental abilities ) sexual orientation (versus preference ) national origin (especially post 9/11) religion (especially post 9/11) politics finances And, with our consumers… legal problems/criminal thinking and acting substance abuse and/or dependence

age

ethnic/racial status (i.e., “skin color” )

ethnic heritage (or culture : what inherited from other generations)

gender (versus sex )

physical abilities (and mental abilities )

sexual orientation (versus preference )

national origin (especially post 9/11)

religion (especially post 9/11)

politics

finances

And, with our consumers…

legal problems/criminal thinking and acting

substance abuse and/or dependence

Diversity Skills “ flexible thinking, communication, teamwork, and leadership skills, as well as the ability to overcome personal and social barriers.” (Bucher, p.21)

“ flexible thinking, communication, teamwork, and leadership skills, as well as the ability to overcome personal and social barriers.”

What’s the difference between: ignorance and hatred? prejudice and discrimination? racism and ethnocentrism?

ignorance and hatred?

prejudice and discrimination?

racism and ethnocentrism?

WHY do staff in community corrections need to have cultural diversity skills ? Write down your answers (3-5 sentences).

If we have cultural diversity skills: 1.) our clients are more likely to be successful and change (i.e., be crime free and drug free) because they like/trust/respect us, will listen to us as we teach them new alternatives and options, and do their homework (practice different ways of solving problems, communicating and making decisions); 2.) we are more likely to be safe at work; and 3.) the public and our other clients are more likely to be safe in the community and in our programs respectively.

1.) our clients are more likely to be successful and change (i.e., be crime free and drug free) because they like/trust/respect us, will listen to us as we teach them new alternatives and options, and do their homework (practice different ways of solving problems, communicating and making decisions);

2.) we are more likely to be safe at work; and

3.) the public and our other clients are more likely to be safe in the community and in our programs respectively.

Agenda Goals/Objectives After participating in this workshop, you will be able to demonstrate an understanding of the following cultural diversity skills in community corrections. “ flexible thinking” “ communication” “ teamwork” “ leadership skills” “ ability to overcome personal and social barriers” (Bucher, p.21)

“ flexible thinking”

“ communication”

“ teamwork”

“ leadership skills”

“ ability to overcome personal and social barriers”

Juvenile Justice System there are 3,000 juvenile courts in the country 55% of juveniles who are arrested are prosecuted (up from 45%)(17,500 juveniles a year are prosecuted in Colorado) only 33% of juveniles who are prosecuted are convicted (only up from 31%)(By contrast, more than 90% of adult defendants plead guilty in plea agreements.) only 9% of all juveniles who are arrested are incarcerated (141,300) National Center for Juvenile Justice “ Dr. Charles Frazier, Professor of Sociology at the University of Florida studied 5,476 juvenile criminals in Florida (for seven years). He concluded that those juveniles tried as adults committed new crimes sooner after their release from prison than the other juveniles. He noted that their crimes were also more serious and violent than their peers who were tried as juveniles. He recommends keeping juveniles in the juvenile justice system because most juvenile institutions provide education and treatment that is age appropriate for the younger inmates needing rehabilitation.”

there are 3,000 juvenile courts in the country

55% of juveniles who are arrested are prosecuted (up from 45%)(17,500 juveniles a year are prosecuted in Colorado)

only 33% of juveniles who are prosecuted are convicted (only up from 31%)(By contrast, more than 90% of adult defendants plead guilty in plea agreements.)

only 9% of all juveniles who are arrested are incarcerated

(141,300)

National Center for Juvenile Justice

Social Characteristics of Gangs Leadership Membership Recruitment and initiation Names Colors Designs Hand signs Coded messages Clothing Wanting to leave (Kannenberg) 3 most obvious indicators of gang affiliation in community corrections.

Leadership

Membership

Recruitment and initiation

Names

Colors

Designs

Hand signs

Coded messages

Clothing

Wanting to leave

U.S. Jails United States Justice Department, Bureau of Justice Statistics looked at 431 jails interviewed 6,000 inmates randomly selected about 90% were male/10% were female 37% were Anglo (71% of population) 41% were Black (13% of population) 19% were Hispanic (11% of population) 3% other groups (5% of population) 36% of the inmates said they were unemployed before their most recent arrest 50% of the inmates grew up in single parent homes 12% had lived in households without either parent 33% said their parents or guardians abused alcohol and drugs 48% of the female inmates and 13% of the male inmates have been sexually and/or physically abused at least once in their lives 27% of the women and 3% of the men have been raped in the past 50% said a relative had spent time in jail or prison 39% spent some part of their childhood in households that had received welfare or public housing assistance

looked at 431 jails

interviewed 6,000 inmates randomly selected

about 90% were male/10% were female

37% were Anglo (71% of population)

41% were Black (13% of population)

19% were Hispanic (11% of population)

3% other groups (5% of population)

36% of the inmates said they were unemployed before their most recent arrest

50% of the inmates grew up in single parent homes

12% had lived in households without either parent

33% said their parents or guardians abused alcohol and drugs

48% of the female inmates and 13% of the male inmates have been sexually and/or physically abused at least once in their lives

27% of the women and 3% of the men have been raped in the past

50% said a relative had spent time in jail or prison

39% spent some part of their childhood in households that had received welfare or public housing assistance

Accommodating Disabled Inmates From 2 Options to 1 Option Reasonable accommodation on a case-by-case basis and/or segregation . 2. All living units and educational and vocational programs reasonably accessible by any and all disabled inmates. #1 no longer allowed per U.S. Supreme Court/ADA of 1990.

Reasonable accommodation on a case-by-case basis and/or segregation .

2. All living units and educational and vocational programs reasonably accessible by any and all disabled inmates.

Persistence-Beyond-Childhood Model of Socialization stresses the importance of early learning and the implication is that the patterns of behavior and attitudes are lifelong goal is to transmit culture and written and unwritten rules of conduct (laws and customs) to the younger members of our society and that the culture and conduct are maintained beyond childhood objectives include respecting and obeying authority, conforming to rules, being a dedicated worker and responsible citizen (either learned or not learned) family and peer groups are informal/primary socializing agents (and person is unaware of process) (positive and negative) schools and churches are formal/secondary socializing agents (and process is obvious to person) (positive and negative) (Kannenberg)

stresses the importance of early learning and the implication is that the patterns of behavior and attitudes are lifelong

goal is to transmit culture and written and unwritten rules of conduct (laws and customs) to the younger members of our society and that the culture and conduct are maintained beyond childhood

objectives include respecting and obeying authority, conforming to rules, being a dedicated worker and responsible citizen (either learned or not learned)

family and peer groups are informal/primary socializing agents (and person is unaware of process) (positive and negative)

schools and churches are formal/secondary socializing agents (and process is obvious to person) (positive and negative)

Flexible Thinking being open to a variety of different points of view or perspectives (versus being closed-minded, dogmatic or rigid in how we see things) depending on the social situation or setting (flexibility required at work, but only optional at home) SKILL #1

being open to a variety of

different points of view or

perspectives (versus being closed-minded, dogmatic or rigid in how we see things)

depending on the social

situation or setting (flexibility required at work, but only optional at home)

Exercise 1 Do individually. Write down your answers. Blanks (no answers) must be explained. “ Famous person” must have positively influenced society in past or present.

Communication being able to relate to others by sharing thoughts and feelings by speaking or writing SKILL #2 At work talking on the phone or face-to-face, in e-mail messages, writing reports or office memorandum, etc.

Sexual Harassment (United States Equal Employment Opportunity Commission) 3 conditions: Unwanted by you; Repeated (2 or more times); and Known to others. “ Hostile work environment” unlawful.

(United States Equal Employment Opportunity Commission)

3 conditions:

Unwanted by you;

Repeated (2 or more times); and

Known to others.

“ Hostile work environment” unlawful.

Discrimination illegal per federal law based on: Age (40 years or older) Sex Race Mental or physical disability

Age (40 years or older)

Sex

Race

Mental or physical disability

Exercise 2 Work in small groups addressing one to two problems each. Be very specific with your plan to be assertive. Talk about time, place and agenda. Discuss what you will do if the initial intervention is not successful.

Teamwork cooperating with different people to achieve the same goals SKILL #3 What happens in community corrections if we don’t cooperate with others? What happens in community corrections if we don’t have the same goals?

What happens in community corrections if we don’t cooperate with others?

What happens in community corrections if we don’t have the same goals?

Exercise 3 No talking or walking once the puzzle pieces are dumped out of the envelopes. What worked? What didn’t work?

Leadership Skills guiding and supporting people who are different to cooperate and achieve their goals (goals of all customers: clients, families, staff, referral sources, governing agencies, neighbors of program, etc.) SKILL #4

Exercise 4 Teams of 2 people. Must work together at the same office location and see the same clients/type of clients. Using page 20, create a position statement: What do you believe is the problem and why? How are you going to correct the problem? How will you be able to determine if it is fixed? Turning it in to your supervisor is required. Notify me if the change is incorporated in your P&P and you will be sent a framed “Cultural Diversity Awareness Award” by CJAS.

Teams of 2 people.

Must work together at the same office location and see the same clients/type of clients.

Using page 20, create a position statement:

What do you believe is the problem and why?

How are you going to correct the problem?

How will you be able to determine if it is fixed?

Turning it in to your supervisor is required.

Notify me if the change is incorporated in your P&P and you will be sent a framed “Cultural Diversity Awareness Award” by CJAS.

Ability to Overcome Personal and Social Barriers understanding and appreciating where we came from, as well as our own strengths and weaknesses makes it easier for us to value treating people with differences the way they want to be treated SKILL #5 In business and human services, referred to as the “Platinum Rule.”

understanding and appreciating where we came from, as well as our own strengths and weaknesses

makes it easier for us to value treating people with differences the way they want to be treated

Exercise 5 Work individually. Answer all 4 questions (about the neighborhood you grew up in, your parents’ education and employment, your race/ethnicity and religion, and a culture different than your own that influenced you). However, you will not be required to talk about anything that you think is too private or personal. The goal is to determine what personal and social barriers we have been able to overcome and how this makes us more effective with our culturally diverse customers.

Post Test What are the five cultural diversity skills that an individual should be able to demonstrate before being hired for a position in community corrections? 1._______________________ 2._______________________ 3._______________________ 4._______________________ 5._______________________ If these five skills are not in your current job description, please ask that they be added as soon as possible. In addition, request that they be part of your ongoing performance appraisal to improve cultural diversity in community corrections.

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