My name is Shawn Moore and I have been employed as an educator at the Northwest Ohio Juvenile Detention, Training and Rehabilitation Center since 2005.  I received my Bachelor’s Degree in Middle School Education with concentrations in Social Studies and Science from Bowling Green University.  I was previously employed at Edon Northwest Local Schools where I taught 7th and 8th grade Science.

Here at the center I am in charge of providing instruction in Math, Social Studies, and Science.  Every detainee is started by taking a pretest over each subject area.  Each detainee is then given a schedule based on their pretest to help them in areas pf deficiency.  This type of instruction allows everyone on the class to work at their own pace and at their own level.  Detainees are also allowed to have work from their school brought in for them to work on as well.

General Educational Development (GED)

The Northwest Ohio Juvenile Detention, Training & Rehabilitation Center is a certified fee waiver site by the Ohio Department of Education.  This program allows detained juveniles to enroll in the Detention Center's General Educational Development program with the permission of the juveniles 's parents or guardian and the juveniles 's school of record.  Upon successful completion of the GED curriculum and pre-tests, the juveniles is eligible to register to take the GED test without charge.  Youth assigned to take the GED test are transported to the testing site by the Detention Center's staff, with permission from the juvenile's court of record.

Currently, I am the facility’s Language Arts teacher providing instruction to the juvenile detainees in the areas of language, reading, and writing and it’s my job to make sure students are proficient in these areas.  I do that by giving each juvenile an initial pretest on their first day at the Detention Center in each area of instruction.  The juvenile is then assigned individual lessons according to their test results which will ensure that s/he receives instruction in areas of deficiency.  Each juvenile then works at his/her own pace as well as on his/her own educational level.  It should also be noted that it is admissible for detainees to work on educational materials issued by their school of record.  Transcripts are provided to a juvenile’s school of record automatically after 30 days of incarceration or at any other time it is requested by the school.

Contact me at alisabowsher@nwojdc.org

(419) 428-2322 ext. 219

Mental Health

My name is Christine McVay and I have been working at the Northwest Ohio Juvenile Detention, Training and Rehabilitation Center since January 2008.  I provide mental health services for the juvenile detainees in the four member-county area, as well as outside non-member counties.  I received my Bachelor’s of Art in Psychology from Bowling Green State University in 1990, and my Master’s in Social Science Administration with a concentration in Children, Youth and Families, from Case Western Reserve University in 1997.  I am licensed as an Independent Social Worker in the State of Ohio.  

I have worked with kids and their families upon my graduation from BGSU at The New Connecting Point, as a mental health counselor, developing Connecting Point’s crisis intervention line and providing home based mental health services. I then went to work as a mental health therapist with Children’s Resource Center in Bowling Green, Ohio.  There, I provided therapy for families and kids in an office based setting and in a school based setting.

While working with the detainees here at the Juvenile Detention Center, I will be able to provide counseling services during their detainment, along with assessments for safety, diagnostic assessments and group therapy. Our goals in therapy will be individualized depending on the need of each detainee; however, we will also focus on developing self- esteem, finding support and the impact of family systems on functioning.   Please feel free to contact me if you have questions regarding my program at: 

(419) 428-2322 ext. 225 or email at: mentalhealth@nwojdc.org.

The Mental Health Counselor at the Juvenile Detention Center is provided by Four County Family Center.

Chemical Dependency Services

Additional Education and Prevention Programs

Five County Alcohol & Drug Program provides a Prevention Specialist to conduct programming every other Wednesday from 7:30-10:30 am to all of our detainees. Our topics include the Addiction Process, Conflict resolution, and How We Think Controls our Behavior.

Session 1  The continuum of Addiction and addiction information. 

During this session,  We talk about the process of addiction and the things such as our family, friends, jobs, money, etc... that are most important to us.  We look at what we can loose if we keep using alcohol or drugs.

Session 2  Examining Conflict - What is conflict?

During this session, We describe what a conflict is and ask questions - Is a conflict always bad? What makes a conflict worse? To have them identify how their thoughts and attitudes and how they can influence the conflict either in a positively or negatively.

Session 3    Thinking report and Situation worksheet - How our thoughts control our behavior. 

During this session, the students identify their thoughts and feelings regarding the situation described on the worksheet.  They discuss their thoughts just prior to the act or while committing the act described on the worksheet.  This activity helps them to identify their "high risk" thoughts and behaviors.  We discuss how they might replace these "high risk" thoughts. If used enough how they can lead changes in behavior.

The RIDGE Project

Reality Instruction, Developing Generations of Excellence.  The RIDGE Project serves 17 counties in NW Ohio and targets youth ages 13-19, as well as their families, caregivers, social service providers, schools, and the juvenile justice system.  The Ridge project exists to work with youth to provide abstinence education related to pre- and extra-marital sexuality, alcohol, tobacco, other drugs, and violence, with the goal of producing a generation of young adults who model responsible behavior personally, socially, and culturally.  Their goal is to empower the youth to rise up and take a stand for their generation.  To rise above the struggles they may face in everyday life and become young men and women of integrity against the odds of society.

Life Skills

The specific objective or goal of the “Life Skills” curriculum is to help students to effect significant improvement in their performance of basic life skills.  These lessons provide for real gains, as their environment will give the students plenty of opportunity to practice the skills that they have learned.  Many students have a serious need for a more effective way of coping with events or situations.  This curriculum was designed for those individuals that need further training in personal and interpersonal competencies –life skills will help them get along better with others and deal more effectively with life events.

Topics:

• Lesson 1 Self Concept

• Lesson 2 & 3 Self- Esteem / Self Confidence

• Lesson 4 Emotions

• Lesson 5 Conflict

• Lesson 6 Stress

• Lesson 7 Priorities

• Lesson 8 Setting Goals

• Lesson 9 Decision Making

• Lesson 10 Solving Problems

• Lesson 11 & 12 Planning and Managing time

• Lesson 13 Dealing with Criticism

• Lesson 14 Clear Thinking

• Lessons 15, 16, & 17 Identifying Interests, Work Styles & Why We Work

• Lesson 18 Educational Opportunities

• Lesson 19 Dealing with Failure

• Lesson 20 Effective Listening

• Lesson 21 Assertiveness

• Lesson 22 Relating to People

• Lesson 23 Thinking Systems

• Lesson 24 Giving Directions

• Lesson 25 Following Directions

Girls Circle

The Girls Circle is a model of structured support groups for girls 9-18 years of age.  It is designed to foster self-esteem, help girls maintain authentic connection with peers and adult women in their community, counter trends towards self-doubt, and allow for genuine self expression through verbal sharing and creative activity.  Groups are facilitated through a trained staff member.

During the Girls Circle group, the female juveniles express themselves through creative or focused activities such as: role playing, drama, journaling, poetry, movement, drawing, collage, computer, etc.  Oftentimes, themes are introduced which relate to the girls' lives--such as being a girl, trusting ourselves, friendships, body image, goals, competition, and decision making.  Through listening, respect for themselves and others, participants can reflect on and express their own thoughts and feelings with peers.  The Girls Circle does not aim to provide advice, but encourages girls to share experiences that are helpful to one another.

When girls voice their ideas and opinions in a safe environment, it strengthens their confidence and encourages them to express themselves more fully.  By examining cultural expectations in a safe and supportive setting, girls gain greater awareness of their options and strengthen their ability to make choices that are consistent with their values, interests, and talents.

Girls Circle is a strengths-based, skill building approach which creates a safe space for girls to address risky behaviors, build on protective factors, and improve relationships in a format that interests and engages girls.

Expressing My Individuality.

8-week program.  Explores topics such as celebrating individuality, diversity, getting along with others, and addresses goals, conflict styles, feeling good about ourselves, and taking time to relax. Activities include values exploration, "How Others See Me," making dream catchers, potting a plant to symbolize personal growth, and finally culminates with a girls'' compliment circle. A variety of topics and activities for middle and high school girls!

Relationships with Peers.

10-week program.  Enhances girls' awareness of their relationships with themselves and others. Themes include "Expressing Myself," "Accepting Different Parts of Myself," "Giving Voice to Feelings,” Romantic Relationships,” “Girlfights or Girlfriends” and are complimented by activities such as journaling, role-play, sculpting, and more.

Who I Am.

8-week program.  Works with girls to examine identity, assertiveness, skills, and goal setting through role-play, mandala-making, relationship to music, and more. Themes include "Journaling and Self-Disclosure," "Song about Me-Who I Am," "Personal Growth/Assertiveness," and "Life Goals/Personal Goals."

Paths to the Future.

12-week program.  A skills-building support circle for use with at-risk or court- involved girls. Examines thoughts, beliefs, and actions about friendships, trust, authority figures, mother/daughter relationships, sexuality, dating violence, HIV, drug abuse, stress and goal-setting. Opens up girls to important exploration regarding their choices and behaviors and examines ways to promote self-care and healthy decision-making through lively, prepared discussions and activities. Creative activities include assertiveness role-plays, collage, progressive relaxation, writing, creating "Lifemaps" and more.

Boys Council

Boys Council is a strengths-based group approach to promote boys’ and young men’s safe, strong and healthy passage through pre-teen and adolescent years

Growing Healthy, Going Strong.

10-week program.  Boys will identify social-emotional messages, experiences, attitudes, and smart options for growing up male in our culture. Competition, bullying, recognizing and expressing emotions, male and female role expectations, self confidence, and teamwork are highlighted through games and team challenges. Boys develop vocabulary and skills to expect and enact fairness, healthy competition, and respect for self and others.

Standing Together- A Boys Council Journey Into Respect.

10-week program.  This guide provides engaging ways to address common themes which pre-teens and early adolescents encounter, including breaking down social-cultural barriers, motives and actions around put-downs, knowing their personal rights, defining assumptions about male power, respecting others' physical boundaries, understanding and using the energy of strong emotions, and standing up for each other in community.

Living A Legacy: A Boys Council Rite of Passage.

10-week program.  Young men gain skills and knowledge to navigate growing up male in today’s society through the introduction of topics and experiential activities that address a myriad of relevant challenges - safely, powerfully, and within a spirit of “council” connection. Boys will explore: relationships, conflict resolution, education, leadership, community service, diversity, mass media messages, personal values, integrity, and future goals.

Artistic Expressions

This activity enables teens to express themselves artistically.  It allows them time to become creative and explore artistic challenges.  This group is held in a relaxing environment with relaxation music to help them explore their creative sides.  During this group they can draw, color, paint or use oil pastels for projects.  All projects made in groups may be taken home by each individual.  

A Guide to Character Building

The goal of this curriculum is to help participant understand themselves better, to figure out what they stand for - and what they won’t stand for.  Then, they will become more confident and accepting of themselves and others.  They will be able to share their talents, abilities, skills and interests.  In doing so, they will become a stronger, more complete and happier person. Each chapter describes several dilemmas to use for journaling, writing essays, discussion, debate, role-playing, and/or reflection.  The dilemmas usually don’t have one right answer.   Instead, they will make participants think.  

Topics:

• Getting to Know You

• Positive attitudes

• Caring

• Choice and accountability

• Citizenship

• Cleanliness

• Communication

• Conservation

• Courage

• Empathy

• Endurance

• Forgiveness

• Health

• Honesty

• Imagination

• Integrity

• Justice

• Leadership

• Loyalty

• Peacefulness

• Problem solving

• Purpose

• Relationships

• Respect

• Responsibility

Each chapter also suggests activities in various categories including language, science, technology, math, social studies, history, family studies, social studies or service to others, the arts, popular culture, sports and/or games.  These activities help to develop a character trait by connecting it to something that is learned in school; their interests; their learning styles; and/or their life at home, with their friends, in their neighborhood, and in their community.  Some chapters include checklists, quizzes and questionnaires that help participants, think about, question and clarify their own feelings and beliefs.

Conflict Resolution

“Conflict Resolution from the Inside Out” contains activities designed promote mastery of conflict resolution skills.  This curriculum examines some of the root causes of conflict, typical styles of handling disputes and some of the consequences associated with responding to disagreements in various ways.  It also aims to help participants gain control over their emotions and thoughts.  

To maximize options when entering a charged situation, participants must not respond reactively.  Deep-seated anxiety and dread, feelings of insignificance, humiliation and rejection-these all create a corrosive brew of feelings that will that can undermine a person’s ability to respond to a conflict effectively.  Only when such feelings are compassionately recognized and addressed can participants begin to handle difficult interpersonal moments more appropriately.  

Strategies for Anger Management

“Strategies for Anger Management” focuses on helping people cope with anger in healthier ways.  This curriculum is dedicated to helping people understand their attitudes and beliefs about anger, and identify the emotions and situations at its root.  Anger management challenges individuals to examine their responses to emotional ‘triggers.’  It offers a range of activities to help people learn and practice new, more effective ways of responding to anger and the emotions that cause it.

This curriculum is divided into three sections.  They were all developed with the goal of helping people to gain insight into their behavior and develop conscious strategies for coping with anger in ways that meet their needs without being destructive.  Worksheets, open discussions or essays are implemented with each lesson.

Sections:

• Understanding Anger Management

• Interventions for Anger management

• Understanding the Difference Between Anger and Abuse

In Search of Character

This curriculum focuses on the ten virtues most commonly named by parents, educators and community groups concerned with character education.  “In Search of Character” is not about teaching individual virtues, it’s about helping young people construct a vision of themselves as good people and then live up to that vision.  It’s about showing them that, in a world where poor character is so commonplace, they can choose to be better than that.  This curriculum includes a DVD on each topic followed by writing assignments and discussion.  

Topics:

• Trustworthiness                                                                      

• Respect

• Responsibility

• Fairness

• Caring

• Citizenship

• Honesty

• Courage

• Diligence

• Integrity