Re-Mediating Narratives

This chapter draws from the experiences of a veteran educator teaching and learning with youths in a public high school located within a juvenile detention center between 2014-2018. Integrating the discourse of five young people who graduated from high school while in the juvenile detention center, the author demonstrates how the young people confront and re-mediate deficit-based narratives laden with the stereotypes that often surround students with exceptionalities in simultaneous, intersectional ways. Research specifically focused on young people who manage to graduate from high school while attending schools in JDCs (especially youth who identify as disabled or have been identified as having a disability) is significantly sparse. Furthermore, disability is often missing during analyses of incarceration and resistance. This chapter seeks to contribute to this understudied domain.

Implementing Response to Intervention (RtI) in a Juvenile Detention Center Using Action Research

While proponents claimed Response to Intervention (RtI) improved student learning and prevented failure, there was an absence of research in effectiveness. Applying action research within a case study, there was an investigation into the process of reforming and improving RtI within a short-term juvenile detention center in the Midwest of the United States for students in grades 5-12. Using the conceptual framework of adaptive leadership, there was an analysis of policies and procedures, observations, interviews, and student work. RtI as a stand-alone program revealed many teachers lacked evidence-based instructional methods and alternative teachers lacked content knowledge, making implementation difficult. Within the action research method, role ambiguity caused problems with fidelity, with the need to infuse strategic leadership with action research when teachers’ sense of self and professional were challenged.

Implementing Response to Intervention (RtI) in a Juvenile Detention Center Using Action Research

While proponents claimed Response to Intervention (RtI) improved student learning and prevented failure, there was an absence of research in effectiveness. Applying action research within a case study, there was an investigation into the process of reforming and improving RtI within a short-term juvenile detention center in the Midwest of the United States for students in grades 5-12. Using the conceptual framework of adaptive leadership, there was an analysis of policies and procedures, observations, interviews, and student work. RtI as a stand-alone program revealed many teachers lacked evidence-based instructional methods and alternative teachers lacked content knowledge, making implementation difficult. Within the action research method, role ambiguity caused problems with fidelity, with the need to infuse strategic leadership with action research when teachers’ sense of self and professional were challenged.

Beta Rasa: Emotion Regulation Program to Reduce Young Offenders Anxiety in LPKA Kupang

. Anxiety is one of the emotional problems experienced by young offenders in LPKA (Lembaga Pembinaan Khusus Anak/Juvenile Detention Center) Kupang and this condition has a negative impact on their rehabilitation process. The condition requires psychological intervention. This research aimed to understand the impact of the Beta Rasa Program in reducing anxiety. Beta Rasa Program focuses on improving young offender’s emotional regulation ability. This research was a quasi-experiment with one group pretest-posttest design. In total, there were 20 young offenders participating in this program for 4 sessions. Paired sample t-test was used to analyze data in this research. Young offender’s anxiety was measured by Beck Anxiety Inventory (BAI). The research showed a significant decrease in young offenders’ anxiety (t = 2.116, p = 0.02) after they joined Beta Rasa Program. The effect size of this program was 0.41. The result indicates that Beta Rasa Program has a moderate effect to reduce anxiety.