Update on Applied Project

(images by Nicole Ntourntourekas)


1: Male deodorant (Qty 10)

2: Female deodorant (Qty 10)

3: Soap bars (Qty 21)

4: Maxi pads (Qty 32)

5: Traveling kit of tooth paste/tooth brush (Qty 20)

6: Band aids (Qty 50 count)

7: Tissues (Qty 21)

8: Socks (Qty 21 pairs)

9: Male razors (Qty 10)

10: Female razors (Qty 10)

11: Combs (Qty 24)

12: Cotton Swabs (Qty 250)

13: Nail clippers (Qty 20)

14: Hand bands (for females) (Qty 12)

Male bags received:

Deodorant, soap bar, travel kit of tooth brush/tooth paste, 4 band aids, pack of tissues, pair of socks, razor, comb, 12 cotton swabs, nail clipper and an inspirational quote.

Female bags received:

Deodorant, soap bar, travel kit of tooth brush/ tooth paste, 4 band aids, pack of tissues, pair of socks, razor, comb, 12 cotton swabs, nail clipper, maxi pads, hand band and an inspirational quote.

Total Bags:

10 for males and 10 for females ūüôā

Research Article Outline

(CC BY 2.0 image by Daniel Wehner)

Introduction: Will consist of facts/ statics from early 1990-1999.

Juvenile Court Placement of Adjudicated Youth, 1900-1999;  is a fact sheet from the Office of Juvenile Justice and Delinquency Prevention. There was 639,000 adjudicated delinquency cases in 1999, 24 percent of those resulted in out-of-home placements. This could include placements such as, residential treatment centers, juvenile corrections facility, foster care, or group homes. 62 percent of these cases result in probation. 10 percent of these cases result in some other disposition such as, fines, community service, restitution, or some form of treatment agencies.  There are also 4 percent of these cases that are release with disposition without sanction (a threatened penalty for disobeying a law or rule) (Puzzanchera, 2003).

There are charts that show the different percentages from 1990, 1995 and 1999. These show the total adjudicated delinquency cases; 1990 there was 32 percent, 1995 there were 27 percent and in 1999 there were 24 percent. These are broken down into categories of most serious; person, property, drugs, and public order. These numbers range from 22 percent to 38 percent. There is also gender; ranging from 19 percent to 33 percent. Age at referral going from age 12 until 16 or older; ranging from 15 percent to 33 percent. There is also race; broken down to white, black and other. Lastly, predisposition detention; broken down to detained to not detained (Puzzanchera, 2003).

According to this fact sheet, placement cases grew 24 percent between 1990 to 1999. The number rose from 124,000 in 1990 to 155,200 in 1999. The number of drug offense was the largest percentage at 73 percent (Puzzanchera, 2003).

Juveniles in Residential placement, 2013 by¬†Sarah Hockenberry; is a national survey that details the characteristics of youth held for delinquency and status offenses in public and private residential facilities in every state. According to this document, between 1997 and 1999, youth in confinement increased about 4 percent. By 2013, the number has decreased 50 percent being the lowest level seen. These numbers “relative declines from 1997 to 2013 were the greater for committed youth than for detained youth.” (Hockenberry, 2016)

Interesting facts about placement facilities:

-Males tend to stay in facilities longer than females

-Minority youth accounted for 68 percent of youth in residential placement in 2013.

-The national detention rate for black youth nearly six times the rate for white youth, and their commitment rate was more than four times the rate for white youth.

-Of all juveniles who were detained, 87 percent were in public facilities. For committed juveniles, 59 percent were in public facilities.

-Females account for 14 percent of offenders in residential placement.

-In 2013, 38% of females in residential placement were younger than 16, compared with 30% of males.


Mental Health Services in Juvenile Correctional Facilities: A National Survey of Clinical Staff,  talks about the best practices in providing mental health services to youth with juvenile correctional facilities. This article examines the provision of facilities-wide mental health programming, individual, group, and family counseling, and case management services. This article also examines the staff involvement within these services as well as the evidence-based interventions provided (Swank, 2016).

According to Mental Health Services in Juvenile Correctional Facilities: A National Survey of Clinical Staff, in October of 2013, there were 54,148 youth classified as juvenile offenders who were being held in residential placement (OJJDP). With that being said, compared to the general population, three times more adjudicated youth are being diagnosed with a mental health disorder. 70 percent of youth who are incarcerated met the criteria for at least one mental health diagnosis; 79 percent were met with criteria of multiple counts of a mental health diagnoses; along with 69 percent met the criteria for three or more diagnoses (Swank, 2016).

Service availability increased in juvenile residential placement facilities; is a snapshot of multiple charts that tell us different data about facilities. The first chart is the percentage of facilities screening all youth for service needs has increased since 2000. Suicide risk in 2000 was 61 percent compared to 2016 with an increase to 93 percent. Education needs in 2000 was 78 percent compared to 2016 which increased to 88 percent. Substance abuse in 2000 was at 59 percent and in 2016 was 74 percent. Along with mental health needs, in 2000 was 47 percent and in 2016 was 60 percent (“Service availability increased in juvenile residential placement facilities“).

There are also charts for facilities that are more likely to screen youth for services needs within one week of admission in 2016 than in 2000; the general, the proportion of facilities offering onsite residential treatment services that have increased since 2000; etc. (“Service availability increased in juvenile residential placement facilities“).

Systemic Self-Regulation: A Framework for Trauma-Informed Services in Residential Juvenile Justice Programs, addresses trauma-informed services within juvenile justice residential programs. According to the article, most youth detained in juvenile justice facilities have history of exposure to psychological trauma (Ford, 2013).

-92 percent of a sample of detained youth had experienced at one type of psychological trauma at point in their lives.

-50 percent (averaging at age 14) had been exposed to six or more potentially traumatic adversities by the time of detention.

-Juvenile justice programs have long struggled with the best practices for addressing the needs of detained youth.

Conclusion: Will consist of wrapping up statics and giving an overall of the topic ūüôā



Update on Research Paper and Applied Project

Research Paper:

(CC BY-NC-ND 2.0 image by Earl)

My original plan for my Research Paper was going to be looking into organizations such as, DCYF, ACS, and DCF. After further research I have decided to actually look into the rates of Juvenile Justice within the years. This is looking into residential placements and the rates throughout the years. After doing a bunch of research, I have realized that the rates have gone down of youth within placements but have also noticed that numbers have increased according to the level of the crime committed in-order to get placed. This could of been stealing, drug use, etc. I’ve also decided to look into other states instead of just looking in New Hampshire.

Applied Project:

(CC BY-NC-ND 2.0 image by Direct Relief)

By the end of this week I will begin making Care Kits for homeless people in-order to donate them to the Bridge House. I have talked to one of my students that I work with at Becket and he seemed very interested to be involved with the process. He even suggested that he would like to be apart of the buying process as well. To get this rolling, I will be making a list of things that would go in each individual Kit. The next step will be buying the products (which will be happening on Friday) and start the process of making the kits. Next week, I will be donating them to the Bridge House and then follow up with them to see if they have been helpful.


# 1:

Puzzanchera, C.M. (2003, Spetember). Juvenile Court Placement of Adjudicated Youth, 1900-1999. Retrieved from

In this fact sheet from the¬†Office of Juvenile Justice¬†and Delinquency Prevention (1990-1999),¬†Charles M. Puzzanchera talks about the one in four adjudicated delinquency cases resulting in out-of-home placement. Puzzanchera states that there were 639,000 adjudicated delinquency cases in 1999, 24 percent of those resulted in out-of-home placements. The purpose of this fact sheet is to bring awareness on the percentages delinquent cases. The tone of the author is very professional and not biased, it’s simply stating facts.


Hockenberry, S. (2016, May). Juveniles in Residential Placements, 2013. Retrieved from

This is a national survey that details the characteristics of youth held for delinquency and status offenses in public and private residential facilities in every state. Hockenberry goes detail about the characteristics of youth held for delinquency and status offenses in the private and public residential facilities in every state. The purpose of this national survey is to compare the differences in each state. This is to show whether or not the numbers are increasing to decreasing depending on public vs. private. The tone of the author is very professional and well informed.


Swank, J., & Gagnon, J. (2016). Mental Health Services in Juvenile Correctional Facilities: A National Survey of Clinical Staff.¬†Journal of Child & Family Studies,¬†25(9), 2862‚Äď2872.

This article talks about the best practices in providing mental health services to youth with juvenile correctional facilities. Swank and Gagnon examines the provision of facilities-wide mental health programming, individual, group, and family counseling, and case management services. The purpose of the article is to state what is working within juvenile correctional facilities and what’s not working. The tone of the authors is professional and unbiased with lots of informal sources.


Service availability increased in juvenile residential placement facilities. Retrieved from

This is a snapshot of multiple charts that tell us different data about facilities. This snap shot shows us multiple different charts with different percentages that range from suicide risk to substance abuse. The purpose of this snapshot is to being us awareness of the differences in many years and the many different issues that are involved with delinquency. The tone of this is professional and informative.

#5:¬†Ford, J., & Blaustein, M. (2013). Systemic Self-Regulation: A Framework for Trauma-Informed Services in Residential Juvenile Justice Programs.¬†Journal of Family Violence,¬†28(7), 665‚Äď677.

This article addresses trauma-informed services within juvenile justice residential programs. Ford and Blaustein do a good job at exampling how most youth detained in juvenile justice facilities have history of exposure to psychological trauma. The purpose of this article is to inform people of the percentages of differences in trauma among many different ages. The tone of this article is professional and informative.


When Neglected Children Become Adolescents

(CC BY-NC-ND 2.0 image by Misha Maslennikov)

I came across this article when I was doing research for another class. The reason I stopped to read it was because of my job. I’ve heard many stories about how the kids I work with are neglected or the idea that they don’t talk to their families.¬†When Neglected Children Become Adolescents,¬†is an article from the Boston Children’s Hospital and it talks about a study that was done with children in Romanian orphanages and their story about how they were separated by their family. This article also speaks of the idea of when children are their parents are separated (usually when migrating at the U.S. border), because the children are very young, they usually end up in shelters. While in these shelters, the children go through stress, a sense of neglect and minimal social and cognitive stimulation. The children often feel a sense of abandonment. This article talks about the long-tern deprivation and separation anxiety from childhood to adolescence.

APA Citation:

Boston Children’s Hospital. (2018, September 27). When neglected children become adolescents: Study of children in Romanian orphanages tells cautionary tale about family separation.¬†ScienceDaily. Retrieved October 11, 2018 from

Link to article:

Applied Project

For the pass couple of weeks, I’ve been thinking closely about what exactly I would like to do for my applied project. I’ve finally decided to do a “Care Kit” for the homeless shelter (Bridge House) here in Plymouth. This Kit would include things that are necessary in everyday life that isn’t accessible easily by people that are homeless.

This kit will include:

  • Water bottle
  • Socks
  • Granola bar
  • Hand wipes
  • Personal grooming products
  • Deodorant
  • Toothbrush/pasta
  • Combs/brushes
  • Tissues
  • Feminine hygiene products (including Maxi pads)
  • Soap
  • Shampoo
  • Band aids
  • Nail clippers (or kit)
  • Chap-stick
  • Inspirational Quote
    • “Everyday may not be good day but there is good in everyday”

      (CC BY 2.0 image by Karunakar Rayker)
    • “With the new day comes new strength and new thoughts”~Eleanor Roosevelt
    • “The best and most beautiful things in the world cannot be seen or even touched-they must be felt with the heart”~Helen Keller
    • “We may encounter many defeats but we must not be defeated” ~Maya Angelou
    • “If I cannot do great things, I can so call things in a great way”~Martin Luther King JR.
    • “A person who never made a mistake, never tried anything new”~Albert Einstein


Some information about the Bridge House:

The Bridge House is a homeless shelter and provides support for Veterans. There mission is to provide emergency services to those in need.

For more information or ways to help, here is the website below:



Research Paper Prospectus

For my research paper, I will be working on the topic of DCYF (NH Social Service), ACS (NYC Social Service), DCF (MA Social Service), and placement statistics because I want to find out more about these programs and what they do as a whole in order help out our youth in need. I want to get a better understanding how DCYF, ACS, DCF work, along with statistics on that success rates and possibly rates of returns, in terms of talking about placements.

My reasoning for being interested in this topic is because of my job. Working at Becket Family Services, I’m curious to understanding more on how other programs, including DCYF, work. I threw in that I wanted to see the rates of success and the rates of returns because that is another thing I want to learn about. I want to know if programs, like Becket, actually do help our youth. In the four or so months that I’ve been working, I have seen a few of the kids come back. This is also interesting to me because when people ask me questions the overall work I want to do, I can example to them this type of research because I would have better knowledge on the topic.

I want to start my research as soon as possible. I plan to look up articles on these topics and see what I find from there.

(CC BY-NC-ND 2.0 image by Chris Devers)

I also plan to contact DCYF, ACS, DCF, and even talk to Becket to possible interview someone that can give me an overall about their companies. My hope is to gather statistics while I talk to them as well, I can also do this by looking through their websites.


Library Sources:

Baker, H. (2013). Child Welfare Demonstration Projects: New Approaches to Improving Outcomes for Children and Families.¬†Policy & Practice (19426828),¬†71(6), 32‚Äď33. Retrieved from


News Paper Article:


Direct Links to Social Services Websites:


September 24th: Start research; Library sources, ILL, News articles, etc.

October 1st: Gather numbers to call, make a plan (outline of questions I want to ask), and schedule personal time for this.

October 8th: Make calls and set up appointments for interviews (if needed).

October 15th: Start an outline of the research paper (gather thoughts).

October 22nd: My goal for this day is to have a couple of pages started.

October 29th: Continue with the paper.

November 5th: Seek out a peer or go to the writing lab to edit my paper.

Others days to be continued…

Applied Project Prospectus

(CC BY-SA 2.0 image by Eva Rinaldi)

For my applied project, I plan to do something along the lines of a community service that involved youth. I want to be able to either hold a drive that would include; clothing, can foods, hygiene products, etc. and be able to make bags or baskets and donate them to either the youth center or the homeless shelter here in Plymouth, NH. I would be doing this by asking for donations of companies/ businesses within the community. I’ve even spoken to someone within my own company that does community service all the time, and she recommended that I read a proposal to Becket, asking for donations to help with the cause.

I wanted to involve youth, mainly boys within my company that I work with, to get them involved. This would be a good way to show them community service skills and doing something within the community they live in. I would also like to be awareness to the stigma that not all Becket kids are “bad”.



October 1st: Make a solid plan on how to processed with gather sources for applied project

October 8th: Make fliers to bring awareness to the cause

October 15th:¬†Contact local companies/business. Also, contact the local community center, homeless shelter and possibly the youth center. This is to gather information on things that might be needed besides what I’m thinking about doing.

October 22nd: Develop a plan (maybe having Becket be apart of it) and ask for permission to have student involvement.

October 29th: Have the plan set in place and start working…

Others days to be continued…



Research Topic and Applied Project Ideas

Possible Research Topics:

  1. I’m working on looking into DCYF (New Hampshire), ACS (New York City), or DCF (Massachusetts) because I want to see how these organizations operate in-order to better my understanding of my field.
    1. This is interesting to me because I can not only, understand how these organization operate but I can also example to people when they ask for advice on maybe something they have seen or heard that arises concern.
  2. I’m working on looking into rates in success in placements programs along with the rate of returns because it will be helpful to know what works and what doesn’t.
    1. This is interesting to me because I work for Becket Family Services and I would like to look into what the rate our success have been.
(CC BY 2.0 image by Rebecca Siegel)

Possible Ideas for Applied Project:

  1. Sponsoring a drive for necessary products such as, clothing, hygiene products, blankets etc.
    1. This is interesting and important to me because working with young men, I know how hard it is for them to ask or even tell us that they may be in need of things.
    2. This can be done be getting a hold of different members in the community and ask for donations, maybe even get people from different communities involved.
  2. Work Shop for Youth
    1. Get youth engaged with different programs such as, reading club, wood shop, etc.
    2. Use the work shop as a job fair by giving youth ideas of what they want to do in the future.

Intellectual Journey

(CC BY-NC 2.0 created by Scrappy Annie)

I always start my “story” by telling people that I grew up in New York City and I moved to New Hampshire when I started High School freshmen year. Living in New York City has definitely influenced the road to my career. When I first looked into what I wanted to do for a career, I was looking into Social Work because I wanted to be able to help young children that were living in bad environments. Personally, I’ve known people in situations that weren’t the healthiest and because of that reason I knew (at the time) I wanted to become a Social Worker or something along that field.

My first year of college was a game changer for me because what I thought Social Work was going to be, was different from what I was learning in my classes. Then I started to take Psychology and Criminal Justice classes and I was hooked to the idea of working in those fields. I’ve said in one of my other post that the reason I was interested in Juvenile Justice was because of a professor at NHTI, that I took three classes with. This professor introduced me to Criminal Justice and the background of the field. Along with introducing me to Juvenile Delinquency, which she had personal experiences with because she worked in the field.

After three years at NHTI, I graduated with my Associates in General Studies and went to pursue a Bachelors degree in Psychology with a minor in Criminal Justice at Plymouth State University. Because I was a transfer student, working full time and taking full time classes, I felt that my first semester at Plymouth State was hard for me to balance. I didn’t think that Psychology was going to be the best fit for me at the end of my first semester.

Thanks to a good friend who told me about Interdisciplinary Studies, here I am, almost finished with my degree. Since I’ve taken mostly Psychology and Criminal Justice courses, those were the disciplines that made up my degree of Juvenile Justice and Mental Health. Personally, if my friend didn’t introduce me to the idea of Interdisciplinary Studies, I probably would have consider taking a semester off.

(CC BY-SA 2.0 created by Kai Schreiber)

At the time, I felt overwhelmed and felt that I didn’t have the support I would have liked. Talking to Robin during winter break definitely made me excited to continue my college experience and opened up my mind to the idea of Interdisciplinary. Taking Introduction to Interdisciplinary Studies also helped with that process of opening up my mind to the different disciplines that could be incorporated into ones personal program. This also branches off to the idea of taking charge of your own degree and creating something that is more suited to my interest.

Moving along to this upcoming semester, I’m excited to take the classes that I’ve been signed for. Each class has a reason as to why I’m taking it and the idea that I’m learning what I want to learn is important to me. All the classes I’m taking this semester are ones that fit perfectly with my career choice and helps me understand and furthers my education in my current job now. Since I switched into Interdisciplinary, I had the opportunity to fit in my schedule a Internship at the Mount Prospect Academy (where since I’ve been fully employed when my Internship ended).

My intellectual journey will continue to develop throughout my time here at Plymouth State University and even when I’m not. My goal for my last semester here would be to gain enough knowledge that would help with me my current job or even other jobs I pursue in the future. I hope to educate myself further by taking classes like Community Mental Health, Adolescent Psychology, Juvenile Delinquency and even Interdisciplinary Studies Senior Seminar.

When One Door Closes, Another One Opens

(CC BY-SA 2.0 image by T.Kiya)

When I signed up for Introduction to Interdisciplinary Studies (IDS) course, I thought it was going to be an easy class. I thought only thing you did was create your personal major, read some articles that relates to the course, and maybe write essays reflecting on what I learned. But that is nothing to what I learned in the course. People would even ask me what my major was and I would tell them “it’s basically creating your own major and taking classes of your choice”. When I think about Interdisciplinary now, I think about the way that I projected myself to my education. I underestimated this course because it’s way more than just creating an major, it more about your education as a whole and what your interest are and create a major that fits best for you.

I had no idea what interdisciplinary was before I took this class. All I knew what that this was a program that would change my view on education for the better. Now I know that interdisciplinary is like a smoothie, creating your major with multiple disciplines (for me; criminal justice, psychology, social work, and sociology are a part of that smoothie).

My experience with interdisciplinary learning has been very mind opening. I like the idea that I have the freedom to create my own curriculum and choice classes that are best suited for my program. I also like that I can gather knowledge from multiple disciplines and this will help me in my future career. Interdisciplinary learning as changed my perception of learning. It’s opened my mind to be able to create a major that has many different disciplines (listed above) that interest me. Over the course, I’ve leaned how important it is to relevance in education in-order to succeed, not only in this course but as a whole. I’ve learned about that benefits of OER and how not to pay for books that I’m barely going to use.

(CC BY-NC-ND 2.0 image by Luca Ferri)

Interdisciplinary matters to universities because it allows students to not be tied down to one discipline.¬† Students can be more focused on what interest them and they won’t have to be “bored” because they are in a class that doesn’t interest them. Without interdisciplinary, education would be the same for everyone. There wouldn’t be programs that shape an individual to their own personal interest. I feel that interdisciplinary is very important and should be offered in every school. Interdisciplinary give students the opportunity to get the most out of their education and be more involved with their learning.

I’m very thankful that I found about IDS because now I can graduate early and I can also do an internship that’s going to get me the experience I need for jobs in the future. My hope for the future is to, of course, graduate and get a job that is reliable to my program.

(CC BY-NC-ND 2.0 image by Dianne Lacourciere)

My hope for the future of IDS is that more students become aware of the opportunities that IDS has to offer them. I can see many students, in future, switching over to IDS because they can take charge of their education.