Juvenile Justice

Our Juvenile Justice programs focus on helping teenagers to get their lives back on the track of becoming responsible adults.

We work cooperatively with families and caregivers to provide education, training and resources to help bring structure and hope for the future. 

Child and Family Team (CFT)

Child and Family Team (CFT) is a part of .

In partnership with Yuba County CAPS (Child and Adult Protective Services), this program plans and facilitates Child and Family Team (CFT) Meetings for families whose children are detained or at risk of removal.

Co-occuring Disorder Groups

Co-occuring Disorder Groups is a part of .

This program is for juvenile justice involved adolescents ages 12-18 suffering from co-occurring disorders (substance abuse and mental health disorders) that can best be served by the provision of a highly individualized, comprehensive, compassionate program.

The program is based upon a treatment collaborative, following a harm reduction model, and ensuring that all stakeholders are involved in the process. Through this process the needs of these adolescents can be met and teens can be empowered, families restored, and lifelong recoveries initiated and sustained.

Cognitive Behavior Intervention

Cognitive Behavior Intervention is a part of .

Cognitive-Behavior Interventions (CBIs) refer to a number of different but related interventions used to change behavior by teaching individuals to understand and modify thoughts and behaviors. Problem solving, anger control, self-instruction, and self-control are examples of interventions under the umbrella of CBI. Typically, students learn to recognize difficult situations that have produced inappropriate/violent responses, then identify and implement an acceptable response. Students also learn to restrain aggressive behavior using covert speech. Through various teaching and role-playing activities, students will more consistently engage in appropriate behavior when faced with the various situations that have caused problems in the past.

Cognitive-Behavioral Interventions have shown effectiveness across educational environments, disability types, ethnicity, and gender. For example, positive effects were demonstrated in large urban high schools, private schools with enrollments of over 200 children, and residential facilities. They have also demonstrated positive effects on adolescents who have emotional and/or behavioral disorders, learning disabilities, mental retardation, depression, and other problems associated with dropping out. They have been shown effective in studies that involved male and female African-American and Caucasian students.

Gang Prevention (NEXT)

Gang Prevention (NEXT) is a part of .

In partnership with the Yuba County Office of Education, this program provides counseling and mentorship to youth who are gang-involved and assists them in identifying alternative pathways.

Hall to Home Program

Hall to Home Program is a part of .

In partnership with the Yuba County of Education, this program assists youth who are transitioning out of incarceration and follows them back into their communities in order to help secure and ensure success and reduce the risk of recidivism in Juvenile Hall.

Thinking for Change

Thinking for Change is a part of .

Thinking for a Change (T4C) is a cognitive–behavioral curriculum developed by the National Institute of Corrections that concentrates on changing the criminogenic thinking of offenders. T4C is a cognitive–behavioral therapy (CBT) program that includes cognitive restructuring, social skills development, and the development of problem-solving skills.

T4C combines cognitive restructuring theory and cognitive skills theory to help individuals take control of their lives by taking control of their thinking (Bush, et al. 2011). The foundation of T4C is the utilization of CBT principles throughout the group sessions. There is an extensive body of research that shows cognitive–behavioral programming significantly reduces recidivism of offenders (Landenberger and Lipsey 2005).

T4C stresses interpersonal communication skills development and confronts thought patterns that can lead to problematic behaviors. The program has three components: cognitive self-change, social skills, and problem-solving skills. Lessons on cognitive self-change provide participants with a thorough process for self-reflection concentrated on uncovering antisocial thoughts, feelings, attitudes, and beliefs. Social skills lessons prepare participants to engage in prosocial interactions based on self-understanding and awareness of the impact that their actions may have on others. Finally, problem-solving skills integrate the two other components and provide participants with a step-by-step process to address challenges and stressful situations they may encounter.