Court services plays an integral role in the delivery of services to probationers as well as holding those probationers accountable for compliance with court orders and supervision rules.Cognitive learning theory in the classroom court services refers clients to outside agencies for services but also provides in-house programming (see programming and services). Office visits, urine drug screens, and home visits with searches are an important part of monitoring compliance.Cognitive learning theory in the classroom searches are conducted in partnership with the indiana state police, columbus police department and/or bartholomew county sheriff’s department.Cognitive learning theory in the classroom

Probation officers have two primary functions as defined by statute - to prepare social histories or presentence investigation reports and supervise probationers.Cognitive learning theory in the classroom social histories must be written on all juvenile delinquents awaiting out-of-home placement, while presentence investigation reports are written on all adult defendants who could be imprisoned in excess of 1 year.Cognitive learning theory in the classroom also included in these reports are various documents such as school records and psychiatric reports. The social history is a sentencing tool for the court.Cognitive learning theory in the classroom

The probation officer monitors probationers making sure conditions of probation are followed. If he/she is arrested or fails to follow through on a special condition such as not completing a treatment program, the probation department sets in motion a hearing to determine if a violation has occurred.Cognitive learning theory in the classroom if the probationer is found to be in violation, the probation officer may submit a sentencing recommendation.

In august 2001, the national institute of corrections, the international community corrections association, indiana department of correction, bartholomew county court services and bartholomew county courts sponsored an introductory training for “what works.” the judges, sheriff, prosecuting attorney and the majority of court services staff attended this training that provided information on evidence based empirically validated programs.Cognitive learning theory in the classroom this information has provided direction for the courts and court services. Since that training, the local judiciary, staff and community representatives have continued to meet to evaluate service delivery within the courts, court services, youth services and local/state treatment agencies.Cognitive learning theory in the classroom court services continues to strive to reduce the risk of recidivism and to implement “what works.”

SOC- systems of care (2004) systems of care is not a program — it is a philosophy of how care should be delivered.Cognitive learning theory in the classroom systems of care is an approach to services that recognizes the importance of family, school and community, and seeks to promote the full potential of every child and youth by addressing their physical, emotional, intellectual, cultural and social needs.Cognitive learning theory in the classroom

Moving on- is a 26 session curriculum-based program developed exclusively for women offenders. The primary goal of the program is to provide women with alternatives to criminal activity by assisting them to identify and mobilize both personal and community resources.Cognitive learning theory in the classroom the program is based on an educational and cognitive skills-building approach and can be delivered over 26 weeks in small groups or on an individual basis by trained correctional practitioners.Cognitive learning theory in the classroom in addition, a similar program is offered for adolescent females called girls….Moving on.

Cognitive behavioral interventions for substance abuse (CBI) (2011)- a curriculum that relies on a cognitive-behavioral approach to teach participants strategies for avoiding substance abuse.Cognitive learning theory in the classroom developed by the university of cincinnati corrections institute, it is designed for individuals who are moderate to high need in the area of substance abuse.Cognitive learning theory in the classroom the program places heavy emphasis on skill-building activities to assist with cognitive, social, emotional and coping skills development. The components of the 38 session curriculum include: motivational engagement, cognitive restructuring, emotional regulation, social skills, problem solving, and relapse prevention

cognitive learning theory in the classroom

S.A.F.E. Stopping abuse for everyone (2011)- A 26 to 52 session cognitive behavioral based curriculum focusing on “new beginnings” for male domestic violence abusers.Cognitive learning theory in the classroom focusing on stages of change, students learn specific skills to deal with potentially maladaptive situations in order to promote positive life-change.Cognitive learning theory in the classroom this curriculum utilizes an interactive journal to assist students in developing a roadmap to success as well as conventional journaling in a notebook.Cognitive learning theory in the classroom

The residential component is a long-awaited addition to the local community corrections. This component allows offenders to receive treatment and programming services in a setting that is both therapeutic and correctional.Cognitive learning theory in the classroom the component is designed for those offenders who are of significant risk to reoffend and have needs which require the benefit of a structured residential service-oriented program.Cognitive learning theory in the classroom participants in the residential program work with community partners to address their identified risks and needs. In march 2011, the residential center began operating a female substance abuse program, W.R.A.P. (women recovering with a purpose).Cognitive learning theory in the classroom this program is 4-6 months residential, followed by 6-8 months intensive supervision with continuing care. During the residential component, participants participate in the following program components; seeking safety, texas christian university (TCU) mapping enhanced counseling, and the change companies: residential drug abuse program (RDAP).Cognitive learning theory in the classroom seeking safety is a present-focused therapy to help participants attain safety from post-traumatic stress disorder (PTSD) and substance abuse.Cognitive learning theory in the classroom TCU mapping enhanced counseling is a cognitive strategy shown to be effective in increasing client motivation, engagement, participation, and retention in treatment.Cognitive learning theory in the classroom RDAP is tailored to help participants face criminal justice and drug use issues that are specific to them. During the continuing care portion of the program, participants are on day reporting and are required to attend three (3) to five (5) sessions per week, based on their individual treatment needs.Cognitive learning theory in the classroom weekly sessions include: moving on, RDAP follow-up, case management, and individual/family sessions.

Work release programs allow offenders to serve sentences in a correctional setting but maintain employment by being released to attend work.Cognitive learning theory in the classroom work release was housed in the bartholomew county jail until 2003 when it was suspended due to jail overcrowding. In 2009, work release was again offered as a sentencing option through the residential center.Cognitive learning theory in the classroom