Welcome to Gulf Coast Youth Services and to the journey to a successful life. This handbook will help you understand what is expected of you and to guide you through the program with the help of the staff.

I. The Positive Peer Culture

At Gulf Coast Youth Services, we have a Positive Peer Culture. The staff will be role models to help you change your lifestyle. There is only one person who can make you change and that is you! You will be helped and pushed by other peers to keep you on the track to success. You did not enter our program knowing how to help yourself and your peers or you wouldn't be here. As staff, we know you will need a great deal of guidance and structure to help push your progress. You are responsible to assure that the peer culture is a positive one, and to see that the group accepts and fulfills its responsibilities.

 

II. Student Responsibilities and Rights

When you are committed to Gulf Coast Youth Services you are guaranteed certain well defined rights and have certain responsibilities. These rights protect you while you are assigned to this program. Your privileges are limited to the degree necessary to protect yourself and others, and to carry out your commitment by the court. This document sets forth your rights and responsibilities under present laws and offers suggestions on how you can protect these rights. The intent of this document is to inform you of them so you can better protect them. When student rights and responsibilities are identified, you and staff are expected to follow them. If your rights are being violated, there is a procedure to address your concerns, the grievance procedure.

A. Responsibilities

You are committed to Gulf Coast Youth Services for the violation of other's rights and the law. Everyone at GCYS has the responsibility to promote safety and security, orderly conduct and behavior, to keep free of fear of insult, injury, harassment and to allow for the maximum opportunity for assessment for each student.

Therefore, at Gulf Coast Youth Services, your responsibilities will be:

1. To help maintain an overall positive atmosphere which promotes change, learning and to respect the principle that no student shall engage in any activity which disrupts or shows clear and convincing evidence of threatening the

institutional program or interfere with others rights.

2. To obey the order of the court to remain in placement and to fully participate in the program and to attempt to meet Individual Performance Plan goals.

3. To protect GCYS's property by caring for it, protecting it from theft, misuse and destruction. At the same time respecting other's property, both staff's and students.

4. To promote the physical safety, sexual integrity and personal security of others through self discipline.

5. To personally refrain and discourage others from possessing or transporting any kind of weapon or object which could be used as a weapon.

6. To personally refrain and discourage others from possessing,

using, buying, selling or otherwise providing alcohol, narcotics or other illegal drugs or abusing any other substance as an intoxicant or stimulant.

7. To practice and encourage honesty in all interactions.

8. To respect the peers and staff by obeying all reasonable requests and avoiding the use of verbal abuse, ethnic slurs, slander, and obscene gestures.

B. Student Rights

All people have rights, and your rights are not terminated because of your temporary status as a committed youth, nor should we deny you the opportunity to learn about and practice your rights every day. Of equal importance are the rights of the staff at Gulf Coast Youth Services to set expectations for you and control the conduct of the program. The differences between the freedoms expected by you and the necessary restrictions of your actions are set down by the norms to maintain order can be minimized by appropriate conduct in the Positive Peer Culture. Whenever any of these rights are taken, it must be done with the knowledge of your Case Manager.

  1. Equal Treatment

You have the right not to be discriminated against because of race, color, sex, language, religion, political or other opinions, national or social origin, property, birth or other status. There is equal access to programs and services for all students. This does not mean that there are not individualized treatment plans. People have different needs and there are different ways to address them.

2. Necessities of Life

You have the right to be provided with the necessities of life (clothing, adequate sleep, shelter, and healthful food) while you are at Gulf Coast Youth Services. This right MAY NOT be denied or reduced as a disciplinary measure.

3. Freedom of Expression

You have a right to express your ideas and opinions. However, THIS RIGHT IS LIMITED. It does not mean you can verbally or in writing abuse another individual without disciplinary procedures being taken. This right will not protect you if you say something you know is untrue about another person with the intent to harm that person. False accusations such as slander or defamation of character also may result in corrective or disciplinary action.

4. Protection from Abuse

You have the right to be protected from acts or threats of harm or mistreatment from your peers or staff. Corporal (physical) punishment is prohibited. You will also have access to the Florida Abuse Hotline.

5. Medical and Dental Care

All students committed to Gulf Coast Youth Services will be provided with adequate medical and dental care as determined by qualified medical personnel.

6. Religious Freedom

You have the right to hold any religious belief and to attend any facility religious services. However, the right to express or exercise these beliefs by work or action is subject to the security of the program and your rehabilitative needs. Religious practices can not jeopardize the secure and orderly management of Gulf Coast Youth Services.

7. Education and Recreation

While in Gulf Coast Youth Services, you will have the opportunity to meet your basic educational and recreational needs. In addition, you will have access to recreational opportunities and equipment, including regular outdoor exercise, unless prohibited by severe weather conditions or security concerns.

8. Access to Courts

You have the right of "access to court." This means you have the right to present any issue by making contact with your attorney. This contact with the attorney includes (but is not limited to) telephone communication, uncensored correspondence and visits and after-hours visits where requested on the basis of special circumstances.

9. Right to Receive Visitors

You have the right to receive visitors from your immediate family as per the Gulf Coast Youth Services Visitation Policy, unless regulated by the court. Any visit from any other person requires direct approval and special permission of the Director. Your right to receive visitors may not be restricted as a disciplinary measure. However, visits may be terminated or denied whenever they become dangerous to the safety and security of the institution or the welfare of a student or other persons.

10. Access to the General Public

You are permitted to communicate with your family, as well as with public officials, the courts, referring worker, and your attorneys. Your rights to send and receive mail and telephone communication is subject to the written rules of Gulf Coast Youth Services. Mail that is not a threat to the safety and security of the program, staff, residents, or public will be approved. When mail is censored and there is an indication of norm violation, obscene language, security issues, etc., the action shall be documented both to sender and recipient.

11. Personal Appearance

You have the right to wear your hear within Gulf Coast Youth Services guidelines, except in individual cases where such restrictions are necessary for reasons of health and safety. You are NOT allowed to shave your head with a razor blade. All of these rights are balanced against the need for safety through institutional guidelines.

12. Right to Vote

You may register to vote if you are eighteen years of age or over. The Gulf Coast Youth Services staff will help you if you desire to exercise your right to vote. To register, you must contact the Registrar of Voters in your home county. If you do register and will be in Gulf Coast Youth Services on an Election Day, you will need to request an absentee ballot if you desire to vote.

13. Right to an Orientation

You will receive an orientation to Gulf Coast Youth Services within 24 hours of admission. Since you are expected to abide by the norms, you are entitled to an opportunity to become thoroughly familiar with these norms.

14. Right to Treatment

You have the right to an individualized treatment program with specific and measurable treatment goals. You have been committed to Gulf Coast Youth Services for training and assessment, not just custodial care or punishment. Your training and assessment will include, at minimum, the opportunity for academic and/or vocational education, physical recreation, medical care, counseling services, supervision by trained staff, and maintenance of ties with relatives in the community. Security requirements or placement may limit your access to some of these aspects of treatment.

15. Right to Compensation for Work

You have the right to be compensated for work assignments, unless the work is related to housekeeping, maintenance of the facility or grounds, personal hygiene needs or the work is part of an approved vocational, training, or apprenticeship program.

16. Grievance Rights

You have the right to grieve the actions of staff, peers, or conditions, or circumstances in the program which violate the above listed rights. This does not mean you have the right to file frivolous grievances on program decisions, etc.

III. Grievance Procedure

Phase 1: The youth will indicate to the staff involved a desire to complete a grievance form. The staff member receiving the grievance will make every effort to resolve it within 24 hours. If it cannot be resolved to the satisfaction of the complainant, it will be forwarded to the Shift Supervisor.

Phase 2: The Shift Supervisor will interview all parties concerned and attempt to resolve the complaint within three (3) working days. If it is not resolved to the satisfaction of the complainant, it will be forwarded to the Program Director.

Phase 3: The Program Director will interview all parties concerned. If it cannot be resolved at this level within (3) working days, it will be forwarded to the CEO for final decision within five (5) working days.

Phase 4: If the complaint is resolved at any level, it need not be forwarded for further action. The complaint will be filed with the PI Chairman for tracking purposes immediately after resolution.

*** In cases of abuse/neglect, the standard procedure will be by-passed and the resident (and/or program staff) shall report the incident to the Abuse Registry at 1-800-96-ABUSE.

IV. Norms and Expectations

A. GROUP ETIQUETTE:

1. Proper Dress

Do not wear hats.

Be clean and well-groomed (clothing and person)

PT uniform is to be worn correctly with T-shirt tucked into the PT shorts and no underwear showing

Slippers are to be worn while in the housing unit

Shoes are to be worn when outside of the housing unit

Jumpsuits must be worn correctly, completely buttoned at all times.

Collars must not be flipped up; all collars must be folded appropriately.

Pant legs and shirt sleeves must never be rolled up.

No flops or shower slides may be worn during PT; TENNIS SHOES ONLY DURING PT.

Shoes must be tied in a bow knot; shoes not tied correctly will be confiscated.

T-shirts must not have sleeves cut off; cutting sleeves off will be considered property destruction.

PT uniform will be worn only during PT and shower time.

Youth will not attend school, group, or meals without a properly worn jumpsuit.

2. Proper Hygiene

All youth must shave on Monday, Wednesday, and Friday during PM shift.

All existing shaving waivers are now revoked. Future shaving waivers must be approved by the Program Director.

Fingernails are to be kept trimmed and short. Fingernails will be clipped on the 1st and 3rd Sunday of each month during PM shift.

All youth must take one 5-minute shower every day.

Failure to maintain appropriate hygiene will result in special hygiene accountability.

Laundry rules:

Laundry starts at 6:00 AM.

No load of laundry will be started after 7:00 PM.

There will be no admittance into the laundry room after 8:00 PM.

No laundry will remain in the laundry room overnight.

Laundry will be done only on your assigned day.

Shoes will not be dried in the dryers.

Youth will not enter the laundry room without staff supervision.

3. Proper Language

No profanity will be used

No gang terminology

Address all staff as Mr. or Ms.

Address all peers by first name (birth names are used, not street or nick-names)

Answer all staff, teachers, and other contracted persons with "Yes, Sir," "No, Sir," "Yes, Ma'am," or "No, Ma'am"

4. Group Etiquette

Maintain eye contact with the speaker, but do not stare or "mean-mug".

Sit with your feet on the floor.

Sit with all four legs of the chair on the floor.

Sit upright and do not slouch.

No distracting mannerisms are allowed.

There will be no sleeping in group.

There will be no getting up or using the bathroom during group.

Talk to people, not about them (using "you," not "he").

Speak only for yourselves, not for the group (using "I," not "we").

Never interrupt someone who is speaking.

Raise your hands and wait to be acknowledged to speak.

Respect the opinions of others and do not laugh at them.

Maintain confidentiality; what is said in the group will not be discussed outside of the group.

Own your own feelings (using "I feel" rather than "you make me feel"). Use "I-you" statements ("I feel (something) when you do (something)") rather than blaming others for your feelings ("You made me feel (something).")

Participate in group both by listening and by sharing.

Deal as a group with any members who disrupt group.

Look for opportunities to give others positive feedback.

5. Learn to Listen

Listen for Content

Listen for Style, Topic, Theme, Agenda, Wording, Volume, Tone, Rate, Feeling

6. Learn to Respond

Respond with respect, for the purpose of helping, not hurting.

Ask questions for depth of understanding, not to prove points or point out humiliating facts.

Do not argue

B. NORMS FOR DAILY LIVING

  1. We are aware of our group peers at all times.
  1. We support all positive behavior.
  2. We are quiet in line, speaking only when spoken to by a staff member.
  3. We don't use slang or gang terminology.
  4. We do not swear or use profanity.
  5. We take care of our personal hygiene, including our hair and our body odor.
  6. We do not touch each other in any way.
  7. We do not use gang signs.
  8. We do not go into other peers' rooms.
  9. We do not lean on walls.
  10. We will not spit on the sidewalk or in the grass.
  11. We do not tag or graffiti walls, clothing, beds, papers, school books, floors, our body, etc.
  12. We do not wear hats.
  13. We do not leave personal items lying around outside of our rooms.
  14. We introduce ourselves to all new peers coming into our group.
  15. We introduce ourselves to visitors by giving our first name only and shaking hands.
  16. We do not look inside windows when we are outside.
  17. We do not stare out of windows when we are inside.
  18. We do not use, attempt to make, or otherwise have in our possession to use or give to others, any form of alcohol, tobacco, or other drugs.
  19. We do not intimidate.
  20. We do not horseplay.
  21. We have respect for one another.
  22. We take pride in our group.
  23. We take pride in our unit, in our classroom, in our sleeping areas, and in our entire facility.
  24. We demonstrate this by keeping all areas neat and clean, whether it is an assigned chore or not.
  25. We do not steal.
  26. We respect others' property and do not damage it.
  27. We turn lights off when they are not in use.
  28. We do not leave our bunk areas without having on the proper clothing (includes slippers for housing units only).
  29. We never leave our room without being properly dressed or without staff permission.
  30. We do not have or hang pictures that are demeaning to any race, sex, or religion.
  31. We keep our noise level down.
  32. We walk on the right side of the sidewalk and hallways.
  33. We do not go behind any buildings or any other unauthorized areas.
  34. We must remain at least 10 feet away from any perimeter fence, unless given specific staff instruction to do so.
  35. We must remain in sight and sound supervision of staff at all times.
  36. We will answer all staff questions honestly and without hesitation.
  37. We will not answer a staff member's question with another question (eg., "Why do you want to know...?")

C. CAFETERIA NORMS

  1. We do not talk or make excessive noise while in the cafeteria.
  2. We use good table manners, asking politely for things.
  3. We do not leave the table without staff permission.
  4. We do not take food items, eating utensils, condiments, etc. out of the cafeteria.
  5. We do not trade, swap, or steal items of food from one another.
  6. We do not straddle the seats, we sit forward.
  7. We do not throw food or spit food.
  8. We do not complain about the food, and we occasionally compliment the kitchen staff for all the hard work they do.
  9. We do not throw trays or other utensils/items when dumping them.
  10. We do not speak to the kitchen workers when dumping our trays, unless to thank them.
  11. We do not talk while in line in the kitchen area except to designate which item of food we want.
  12. We sit up straight at the table.
  13. We respect peers who pray prior to eating.
  14. We do not engage in any negative behaviors being shown by any other group in the cafeteria while we are present.
  15. We eat our meals within our allotted time, not creating a time lag for groups coming to the cafeteria behind us.
  16. We will sit in order, as directed by staff.

D. NORMS FOR CLASSROOM

  1. We raise our hands for permission to talk.
  2. We don't chew gum or other objects.
  3. We do not "lounge" on desk (put our head down or feet up).
  4. We use the restroom before coming to school or with staff permission.
  5. We don't leave anything on the floor or desk when we leave the classroom.
  6. We bring all necessary materials to class.
  7. We turn our work in on time and completed.
  8. We pay attention and do not gaze out the window or fall asleep.
  9. We stay in our seats, unless we have permission to get up.
  10. We must stay on task and working. Failure to do any work MUST result in disciplinary action.
  11. We must not speak out of turn- We must raise hands to speak or ask questions.
  12. We must not get out of seats without permission.
  13. We may not wander around rooms.
  14. We must not talk with each other unless given permission by a teacher.
  15. We must sit correctly (no feet in chairs or leaning back in chairs).
  16. We must not be rude or disrespectful to teachers (or anyone else).
  17. We are REQUIRED to clean up before leaving class.
  18. We must line up quietly and quickly when directed
  19. Being ejected from class for the day by a teacher will result in a zero day.
  20. We must not sit on tables.
  21. We must not sleep in class.
  22. We must not curse in class.
  23. We must not horseplay in class.
  24. We will NOT use the restroom during school (except with a valid medical pass).
  25. We should stand by our desk when entering the classroom until asked to be seated.
  26. We should not bring any non-school materials (personal books, etc.) to class.
  27. All pencils, tools, etc. must be accounted for before class is dismissed.

E. NORMS FOR INTERVENTION

  1. We are accountable for our own behavior.
  2. We intervene to help, not to hurt.
  3. We accept all intervention the first time - without argument.
  4. We respect each other.
  5. We treat everyone with respect.
  6. We do not lie.
  7. We do not support negative behavior(s).
  8. We do not use profanity.
  9. We do not refer to one another by gang names, nicknames, or use gang language.
  10. We do not take a victim stance.
  11. We do not pretend to agree with others.
  12. We do not intimidate.
  13. We do not minimize problem behavior.
  14. We do not justify problem behavior.
  15. We do not reverse intervention.
  16. We do not assume or mind-read, we ask for the facts.

Norms are the expected behavior of a group of people. Here at Gulf Coast Youth Services, this means that staff and students must act appropriately for our setting and for what the group (administration, staff, and students) expect.

Norms are "informal" - people do what is expected and appropriate in different settings so that they can fit in. If they do not maintain the norms, they will be confronted and expected to change their behavior so that they will be accepted into the group once again.

There are literally thousands of norms that are informal; you should know that if you are confronted, you should take it as helpful feedback, accept the confrontation, and learn from the experience. Also, just because a norm is not listed above does not mean that it will not be enforced by staff and students.

V. Discipline & 8 Levels of Intervention

Many of you do not like taking directions from anyone. This may be a factor that has lead to your placement here. You will be expected to intervene with other "peers" when they are not following the norms. The system that you will be taught is called the "Eight Levels of Intervention".

The most likely consequence for negative behavior is what is called intervention. The intervention process is structured and well controlled so that it is done constructively and with respect. The process has eight graduated levels:

Level 1-Friendly non-verbal- When an individual observes a student violating a norm, he will give that youth a friendly non-verbal gesture, typically with his eyes, hands, or head. These gestures are intended to change the behavior immediately. If the behavior does not change, then level 2 starts.

Level 2-Concerned Non-verbal- The concerned non-verbal involves stern and forceful facial gestures, hand gestures, and other non-verbal signals. If the behavior does not change, then level 3 starts.

Level 3-Friendly Verbal- The person intervening verbally communicates in a cordial manner their concern with the current behavior of the student involved. The phrases used are, "Could you please..." or "Would you please..." If the behavior does not change, then level 4 starts.

Level 4-Concerned Verbal- The concerned verbal informs the youth that his actions are fast becoming a major problem. The person intervening accomplishes this by using different voice levels, facial expressions or other gestures not involving physical contact. If the behavior does not change, then level 5 starts.

Level 5-Request for student and/or staff support- Verbal support is requested of other youth and staff when the concerned verbal is ignored by the youth. This is used to alert the youth that their actions have reached a high level of concern and to enlist the peer group pressure to help alleviate the situation. If the behavior does not change and/or the youth becomes verbally or physically abusive, then level 6 starts.

**Youth can not go beyond level 5 when intervening, only staff may.

Level 6-Staff Intervention- If at this point the youth has not accepted any of the non-verbal or verbal interventions, the staff member may then begin intervening on the youth's behalf to demonstrate that the present behaviors are extremely concerning and must desist. At this level the staff may place their hand on the triceps area of the youth to emphasize the seriousness. This is the last level where the youth has an opportunity to desist and not lose face or peer group status. If the behavior does not change, then level 7 or 8 start.

Level 7-Time Out- The purpose of this level is to remove the peer from the group temporarily in order to help them regain control over their thoughts. If the youth is still showing abusive action, this level is not an option. Once the youth has regained self-control, the peer support will be re-convened for the youth to accept appropriately.

Level 8-Physical Restraint- After all other levels of intervention have failed, it is the staff's responsibility to stay with the youth until they calm down. If the youth at any time attempts to harm himself or others, destroys property, attempts to go truant (AWOL), or attempts to incite a major disturbance, he will be restrained. The intervening staff will use the least amount of force necessary to prevent harm to the youth or others.

VI. Confinement Procedures

All confinement procedures follow the necessary policy set forth by Department of Juvenile Justice.

At times youth will be so violent and threatening that they must be temporarily removed from the peer culture for their protection and the peer cultures. This makes it clear that everyone has to make a personal choice whether or not to be a responsible individual. If youths choose to be irresponsible and harm others, every effort will be made to convince them that it is in their interest to change. If they keep it up, they must be temporarily secluded from others.

Confinement is the second most restrictive method of dealing with youth while they are at Gulf Coast Youth Services. As a last resort, if less restrictive measures have not been successful (such as Intervention, Time-Out or Disciplinary Confinement) mechanical restraints may be issued.

a. The youth has been physically assaultive and continues to be uncontrollable.

b. The youth persists in leading, directing, or inciting others to riot or escape.

c. The youth has been uncontrollable to the extent that they have been assaultive, committed significant damage to property, or has used physical force in attempting to escape.

d. In consideration for protective care or temporarily housing.

A. Basic Rights in Confinement

In disciplinary confinement, the youth remains in his room with the following rights:

  1. All rights from Youth Rights and Responsibilities.
  2. Communication with staff at a minimum of every 30 minutes.
  3. The provision of educational services in room (when approved by Program Director).
  4. Daily hygiene (including showers).
  5. Being informed by staff of the specific rules violated and the reason that justifies confinement, along with being informed of your right to appeal.
  6. Five (5) minute room checks will be conducted.

VII. Leadership Traits

1. Integrity: When you give your word, keep it. If you know that you cannot make good on a statement, keep it to yourself. Do not be inconsiderate of others. The easiest way to lose the confidence of others is not following through on agreements and promises.

2. Knowledge: Know your assigned information and seek more. You cannot lead where you cannot go, you cannot teach what you do not know. Others can have confidence in you when they know that you know what you're talking about.

3. Courage: This comes in two forms: physical and moral. When you are being challenged in PT or by other youth, don't give up. A leader keeps themselves both physically and mentally fit. Don't let a little fear cause you to panic inside. Know what's right and stand up for it. When you're wrong, say so. Everybody makes a mistake now and then. The trick is not to make the same mistake twice. Fix your mind on your mission and the youth. Courage grows with action. When things go wrong as they sometimes will, take some action. Positive action on a poor decision is better than a half-hearted attempt on the best possible one.

4. Decisiveness: Say what you mean and mean what you say. Get all of the facts and issues in order. The order must be clear, confident terms. Don't confuse the youth by debating with yourself out loud. If you're not completely sure about the situation, ask higher ups, but if the decision is yours to make, don't pass the buck.

5. Dependability: If you are leading youth they want to be able to depend on you. Being dependable means always being on time, no excuses and staying hot on the job until it's done. You are there when needed and let no obstacles stand in your way.

6. Initiative: Think ahead. Stay mentally alert and physically awake. If you see a job needs to be done, don't wait to be told. If the bay is a mess, straighten it up and square it away. Haste makes waste. Think ahead and stay ahead.

7. Tact: The right thing at the right time. A tactful leader is fair, firm and friendly. Don't make a spectacle of yourself or other youth by being less than sensitive in your approach. Approach them in the manner that you'd want to be approached were you in their position with their responsibilities. Don't abuse authority.

8. Justice: Don't play favorites. Get rid of narrow views that you may have about a particular race, creed, or section of a city. Unconditional treatment is very important in motivating others.

9. Enthusiasm: Enthusiasm is more contagious than measles. It's a fact that the more you know about something, the greater your interest and enthusiasm. Show knowledge and enthusiastic behavior. Don't let others take your thunder. You are the captain of your ship.

10. Bearing: Military bearing is synonymous with pride. If you look good and feel good, you will probably have a good day and vice versa. Being sharp on top of it is part of military bearing. A leader with bearing will stay cool, calm and collective a majority of the time. You have to be able to pull it in even when you're tired. This is one of the most important qualities of a leader. You must master yourself and your mind before you can master others.

11. Endurance: Keep yourself fit mentally and physically. Learn to stand punishment by undertaking the hard task. Force yourself to study and to think when you're tired. Get plenty of rest daily. Cut out the horseplay, it uses up valuable energy needed for more constructive activities. "If there is no struggle, there is no progress." "No pain, no gain. No gain, no fame."

12. Unselfishness: One cannot lead if they cannot look out for others. If you must always have the most or best of everything, you are not a leader. A leader will make personal sacrifices so that his peers may have what they need. A leader gives credit where credit is due. A leader will not try to grab all of the glory for bragging rights. Recognize the hard work of others and not frown upon their contribution to the group.

13. Loyalty: Back your men when they're right and correct them when they are wrong. Don't mislead others about others in attempts to make yourself look good. Lying and deceiving others will do nothing for your reputation other than ruin it. Your reputation is much easier kept than recovered. If a peer shares confidential information with you, keep it confidential.

14. Judgment: This comes with experience. Sound judgment is a must if you are going to lead others. If you are not sure about a situation, seek help. Do not allow your peers to view you as someone of poor judgment.

15. Disciplined: A good leader is disciplined throughout the day. He is consistent. He does not have to be counseled about the same issue more than once. He accepts the confrontation and makes an adjustment for the better.

16. Cooperation: A leader is an excellent team player. He knows how to work with others and others enjoy working with him. A leader knows that ten heads are better than one.

17. Dedication: In order to complete or reach a goal, one must be dedicated. He will not allow for anything to stand in his way in achieving the sought after. It may mean changing the plan to reach the goal, but the goal will be accomplished.

18. Motivation: Motivation is similar to enthusiasm. You have to have it to help you get through the rough times. Motivation starts from within and works its way out. It is also contagious. If you are excited about what you are doing, others will become excited too.

19. Focused: A definite quality of a leader of others is the ability to stay focused. Staying focused means the ability to block out distractions that could prevent you from reaching the goal and giving it your all.

20. Balance: A wishy-washy youth will never be able to lead others. To be a leader you must be well balanced and have some guts and backbone about yourself. You must be flexible, fair, firm, friendly and for the youth.

VIII. Reflection Logs

You cannot change your behavior unless you think that it is in your best interest to do it. Most people don't think much about what they are thinking, but the truth is that you can't change your behavior unless you learn how to change your thinking. One way to do this is to keep a log of what you are thinking. This will particularly help you learn "self talk" to change your behavior. You will turn in your Reflection Log at night and in the morning you will receive written notes from staff to help you confront such things as thinking errors; antisocial values; how your thinking patterns affect others; how power struggles are handled; self-defeating patterns in your life; and things you are learning to handle well. The logs are saved so that you can review it frequently to see your personal growth. If you wish to show the log to your parents during your visits, you may do so.

IX. MAIL PROCEDURE

You may write or receive letters from anyone on your approved communication list that is maintained by your Case Manager. The approved communication list is a list of people that you may communicate with in person, writing, or telephone. This list is established based on a treatment team's recommendation to the Case Manager and with the agreement of the placing agency.

A. INCOMING MAIL

Your mail is picked up from the reception area by a team representative. A team member will distribute and observe you while you open and shake out any contents. The staff member will scan the letter/mail for unauthorized communication and not for subject matter or content. Cash, checks, or money will be removed from the incoming mail and you will be given a student fund account receipt, which you will need to sign. Mail found not in accordance with GCYS policies will be returned to sender.

Team members can read the contents of your mail if they have reason to believe the mail is a threat to the security and orderly management of Gulf Coast Youth Services. The Shift Supervisor will make this decision. Only incoming mail from people on the approved communication list will be allowed. If contraband is found incoming, the letter/package will be confiscated and disciplinary action will be taken.

B. OUTGOING MAIL

You are permitted to post and send letters by giving them to a staff member. If there is a specific reason to believe the letter/mail contains contraband or unauthorized communication, it will be brought to the attention of the Shift Supervisor. If the Shift Supervisor concurs with the opinion of the staff member the letter/mail may be confiscated, returned, etc. depending on the nature of the unauthorized communication, contraband, etc.

All outgoing mail is taken to the Post Office within 24 hours of the deposit in the mail drop box, excluding weekends and holidays. Gulf Coast Youth Services will provide two (2) stamps per week if you are not able to provide your own.

X. Phone Privileges

At Gulf Coast Youth Services you will be allowed one ten (10) minute phone call per week to family only. Staff will dial all calls and they will be documented. The calls will be made on the collect telephone. If you have a collect call block on your home phone, GCYS will provide you with one five (5) minute call per week at the program's expense. Three way calls are not allowed. Telephone communication with anyone other than the pre-approved parties entered into the collect phone database will not be permitted.

XI. Visitation Policy

You may receive visits from your immediate family and they must be scheduled prior to visitation with your Case Manager. You will only be allowed visitation from your biological parents, legal guardians, and any currently married step-parents, siblings age 18 or over, and grandparents. You may also be allowed visitation with clergy members or legal representatives by arrangement with your Case Manager. Visitation will be for 1 hour on either Saturday or Sunday. Only 2 visitors will be allowed to visit at a time. Visitors are not allowed to bring food or drinks into the facility. Any visitors who arrive without a picture ID or without an appointment will not be granted visitation. Visitation privileges may be limited or suspended in the event that a youth's behavior has necessitated Special Management Protocol or as outlined in section II. (B)(9).

XII. Access to Medical Services Policy & Procedures

Nursing sick call is held Monday through Friday after school hours. Sign up for sick call upon arising in the morning by telling your Youth Care Worker that you are ill and want sick call. The nurse will evaluate you that same day. There is no formal sick call on Saturday or Sunday. Only medical emergencies are handled on weekends.

A. Medical Emergencies

If you are injured or are acutely ill (develops suddenly) you must report to your Youth Care Worker that you have a medical emergency. A medical emergency is any injury or any condition/illness that requires immediate attention by the nurse and cannot wait for the next sick call. The Youth Care Worker will contact the nurse for you.

B. PRN Medications

You may sign up for medications on an "as needed" basis for resolution of minor complaints. For example, you may request Tylenol for a headache or Sudafed for sinus/cold symptoms, etc. Medication passes are routinely at 8:00 AM, 2:00 PM, and 8:00 PM every day. You must sign up by 6:30 AM, 1:30 PM, or 6:30 PM to receive PRN medications as requested. An evaluation of your complaint may be made by the nurse at any time to validate your request for PRN medication. If a PRN medication sheet is not posted, you may request medication via your Youth Care Worker.

C. IMPORTANT POINTS TO REMEMBER

Points may be deducted from your daily total if you abuse medical services for secondary gain. For example, if you declare a medical emergency to avoid attending group or to avoid physical training, you may receive point deductions. Abuse and manipulation of medical services will not be tolerated.

XIII. Thinking Errors

1. Power Thrust:

a.) Inflated self-image, feels superior vs. realistic self-image (knows personal strengths and weaknesses), and treats others as equals.

b.) False pride, wrong (antisocial) concept of success: unrealistic expectations (No. 1 overnight) vs. pride in being a responsible person with positive values, goal setting and planning.

c.) Must "win" always, even in trivial things vs. open to disagreement, good sport, and able to lose gracefully.

d.) Fear of a put-down, refuses to admit mistakes, is offended by criticism vs. can listen to criticism, admit mistakes and learn from them.

2. Inability to Empathize:

a.) No concept of injury to others, harms others to get own desires met vs. feels remorse, acknowledges victims' and other people's feelings and rights.

b.) Withdraws, isolates from others, uncaring attitude vs. interested in others, participates in peer culture.

c.) Negatively influences others vs. good role model, is able to care for and confront others.

d.) Attitude of ownership of people and their possessions, steals, destroys property, rude, demanding, impatient and inconsiderate vs. polite, patient (withstands frustration), respects people's personal space, privacy and possessions.

3. Victim Stance:

a.) Refuses to "own" behaviors, minimizes, denies, and lies vs. is truthful and admits wrongdoing.

b.) Feels sorry for self, plays "poor me" vs. copes with troubles that arise with strength and perseverance.

c.) Seeks rescue to avoid consequences vs. accepts consequences and learns from them.

d.) Says "I can't" when asked to do something difficult vs. responds to a challenge with strong effort.

4. Impulsivity:

a.) Irresponsible decision-making, failure to plan ahead (acts first, thinks later) vs. responsible decision making, thinks before acting.

b.) Impatient (wants what he wants when he wants it) vs. patient, can withstand frustration.

c.) Short attention span, excessive horseplay vs. calm, pays attention, knows when to play and when to get serious.

d.) Hooked on criminal excitement vs. excited by legal risks (like accomplishing difficult things).

5. Failure to Accept Obligations:

a.) Resists authority, stalls, refuses, argues vs. respectful, prompt compliance with requests.

b.) Procrastinates, shows lack of effort or energy; does a poor quality job vs. works hard, does a good job and does it on time.

c.) Uncooperative, unable to work with others as a team vs. works well with others, can be trusted by them.

d.) Lack of self-discipline, undependable vs. is able to discipline self to do what needs to be done without being directed, reminded, and supervised.

6. Anger:

a.) Uses non-verbal trigger behaviors like glaring, sulking and mumbling under breath vs. expresses conflicts directly, appropriately and assertively.

b.) Is controlled by "should" trigger thoughts (such as: fallacies of entitlement, fairness and change) vs. accepts personal responsibility for anger and uses calming thoughts.

c.) Controlled by "blaming" trigger thoughts (such as: good-bad, assuming, magnifying, and global labeling vs. calming thought and consideration of another's position.

d.) Chooses to physically or verbally attack others vs. chooses responsible strategies to manage anger and deal with stress.

7. Problem Solving Skills:

a.) Ignores or denies that a problem exists vs. recognizes that a problem exists.

b.) Makes assumptions and jumps to conclusions vs. states the problem and gets the facts.

c.) Uses unrealistic planning vs. plans and selects best alternative.

d.) Takes no action to solve problems or takes irresponsible actions vs. takes appropriate action in problem solving.

XIV. Problem Statements

When you fail to perform in any of the above thinking errors, your irresponsible thinking translates to a problem statement.

The problem statements are as follows:

1. Low Self-Image:

Has a poor opinion of self; often feels put down or of little worth.

a.) Feels unlucky, a loser, rejected, mistreated, feels sorry for self, and has no confidence you can be of value to others.

b.) Worries that something is wrong with you, feels inadequate, thinks you are good for nothing, is afraid others will find out "how bad I really am."

c.) Distrusts others, feels they are against you and want to hurt you, feels you must defend self from others.

d.) Is uncomfortable when people look at you or speak to you, can't face up to people confidently and look them in the eyes.

e.) Is insecure with "superior" people, doesn't feel good enough to be accepted by others except those who also feel poorly about themselves.

2. Inconsiderate of Others:

Does things that are damaging to others.

a.) Does things that hurt people, enjoys putting people down.

b.) Acts selfishly, doesn't care about the needs or feelings of others.

c.) Seeks to build self up by manipulating others for your own purposes.

d.) Takes advantage of weaker persons and those with problems.

e.) Won't help other people, except possibly, if they are members of his own family or circle of friends.

3. Inconsiderate of Self:

Does things that are damaging to self.

a.) Puts self down, brings anger and ridicule on self, does things that hurt self.

b.) Acts as though he doesn't want to improve self or solve problems.

c.) Tries to explain away his problems, or blames them on somebody else.

d.) Denies problems, hides from problems, runs away from problems.

e.) Doesn't want others to point out his problems or talk about them, but resists help with problems.

4. Authority Problem:

Does not want to be managed by anyone.

a.) Views authority as an enemy camp "out to get him."

b.) Resents anybody telling him what to do, does not readily accept advice from either adults or peers.

c.) Can't get along with those in authority, gets into confrontations with authority figures, often over minor matters.

d.) Does not respond well to parental control or supervision.

e.) Tries to outmaneuver authority figures, circumventing or manipulating them if possible.

5. Misleads Others:

Draws others into negative behavior.

a.) Seeks status by being a negative or delinquent leader.

b.) Gives support to the negative or delinquent actions of others.

c.) Misuses others to achieve his own goals, getting them to do his "dirty work."

d.) Wants others to be in trouble with him, afraid of being separate.

e.) If others follow him and get in trouble, feels that it is their problem and not his responsibility.

6. Easily Misled:

Is drawn into negative behavior by others.

a.) Can't make his own decisions and is easily controlled by stronger persons.

b.) Can't stand up for what he believes, even when he knows he is right.

c.) Is easily talked into committing delinquent acts in order to please or impress others.

d.) Behavior varies from good to bad, according to influence from those with whom he associates.

e.) Lets people misuse him, is willing to be somebody else's flunky.

7. Aggravates Others:

Treats people in negative, hostile ways.

a.) Makes fun of others, tries to embarrass them and make them feel low.

b.) Seeks attention in negative ways, irritates or annoys people.

c.) Makes subtle threats in word or manner.

d.) Challenges, provokes, or hassles others.

e.) Intimidates, bullies, pushes people around.

8. Easily Angered:

Is often irritated or provoked, or has tantrums.

a.) Frequently becomes upset or explosive but may try to excuse such behavior as naturally "having a bad temper."

b.) Easily frustrated, unable to accept failure or disappointments.

c.) Responds to the slightest challenge or provocation, thus making other people's problems his own.

d.) So sensitive about himself that he cannot stand criticism or disagreement with his ideas.

e.) Easily upset if someone shouts at him, points a finger at him, touches him, or shows any negative feelings towards him.

9. Stealing:

Takes things that belong to others.

a.) Thinks it is all right to steal if you are sneaky enough to not get caught.

b.) Doesn't respect others and is willing to hurt another person to get what he wants.

c.) Steals to prove he is big and important, or to prove he is "slick" enough to get away with it.

d.) Steals because he is afraid peers will think he is weak or chicken if he doesn't.

e.) Doesn't have confidence that he could get things by his own effort.

10. Alcohol or Drug Problem:

Misused substances that could hurt self.

a.) Afraid he won't have friends if he doesn't join with them in drugs or drinking.

b.) Thinks drugs are cool, tries to impress others with his drug knowledge or experience.

c.) Uses the fact that many adults abuse drugs (such as alcohol) as an excuse for his involvement.

d.) Can't really be happy without being high, can't face his problems without a crutch.

e.) Acts as though he doesn't care about damaging or destroying self.

11. Lying:

Cannot be trusted to tell the truth.

a.) Tells stories because he thinks others will like him better.

b.) Likes to live in a make-believe, fantasy world.

c.) Is afraid of having his mistakes discovered and so lies to cover up. May even make up false problems to hide real ones.

d.) Has told so many lies that he may lie even when there is no apparent need to lie.

e.) Twists the truth to create a false impression but doesn't see this as lying.

12. Fronting:

Puts on an act rather than being real.

a.) Needs to appear big in the eyes of others, always needs to try to prove himself.

b.) Bluffs and cons people, thinks loudness and slick talk are better than reason.

c.) Acts superior, always has to be right, argues, needs to be best in everything, resents being beaten.

d.) Clowns or shows off to get attention.

e.) Plays a role to keep from having to show his real feelings to others.

XV. Behavior Offense Cycle

1. Triggering Phase:

Allowing one's cycle to begin without using skills to interrupt.

a.) Taking a 'poor me' stance.

b.) Feeling sorry for oneself.

c.) Helpless/hopeless thinking.

d.) Expecting the worse, thinking there is no way out.

e.) Avoiding the situation/withdrawing/isolating.

2. Power/Control Phase:

Misuse of Power.

a.) Attempting to dominate or control others.

b.) Attempting to intimidate others.

c.) Trying to force others to get your own way.

d.) Manipulating others to get your own way.

e.) Retaliation or "get backs".

3. Offense Phase:

Includes behaviors and distortions leading up to and including the actual offense.

a.) Inappropriate fantasies and arousal.

b.) Grooming, stalking, targeting the victim, and setting-up the offense.

c.) Overt signs may take several forms, i.e.,...inappropriate conversations, inappropriate touching, giving favors, abusive horseplay, and many others.

d.) The actual "offense" may be an approximation or subtle substitute for a more overt act/offense.

e.) The actual offense itself, sexual/violent offense, or any other delinquent offense.

4. Justification Phase:

Making excuses for committing any offense.

a.) Justifying or excusing one's behavior.

b.) Minimizing the effect of one's behavior on others.

c.) Having more interest in what is going to happen to oneself rather than the impact on the victim/transitory guilt.

d.) Thinking you were "slick" enough to not get caught or victim will not tell.

e.) Pretending one does not have a problem.

XVI. The GCYS Level Advancement System:

ADOLESCENT BEHAVIORAL/DEVELOPMENTAL INCENTIVE PROGRAM (ABDIP)

By Donald D. Baines Ph.D.

Below are the 8 behaviors that form the basis of the ABDIP level advancement program. Each of the behaviors are defined and criteria are given for the assignment of points.

1. Cleanliness: Defined as socially acceptable care of self, clothing, possessions, living space, and commonly shared areas. The youth should bathe, practice regular and healthful hygiene, and demonstrate concern for personal appearance. Evaluation should consider timely handling of soiled towels, frequent changes of bedding, management of laundry, and care and organization of toilet items. Socially acceptable care does not allow for "short cuts" such as sleeping fully dressed in uniforms, failure to use sheets as a part of bedding, sleeping on the floor to avoid making the bed, hiding and hoarding soiled towels, etc. Unauthorized food and drink in rooms may be considered a cleanliness and health item. Youth should clean up after self in the cafeteria to a degree that others using the facility are not inconvenienced.

Acceptable (2): The youth, possessions, room, are reasonably neat and clean. Routinely picks up after self and does not require cleanliness cues.

Needs

Improvement (1): Sloppy appearance, somewhat messy living areas, failure to completely clean up after self, or projects "I really don't care about the image I have". Requires minor reminders, but responds to staff or peer first requests. A "needs improvement" area today may become a "grossly inappropriate" area if repeated tomorrow.

Grossly

Inappropriate (0): No effort to accept responsibility of meeting reasonable expectations. Fails to respond to first redirection request. Repeatedly "needs improvement" or becomes antagonistic when challenged.

Exceptional (3): Role model cleanliness and neatness. Keeps room in display order. Evident that the youth puts forth extra effort and takes pride in appearance and surroundings. Goes beyond expectations. Straightens or cleans common areas in a cheerful and willing manner

2. Time Management: Defined as accepting the concepts that "people are where they are supposed to be when it is time to be there" and "successful people put the time they have available to the best possible use". Consider the youth's response to event notifications and respect of time limits.

Acceptable (2): Youth responds willingly to first notifications and/or is ready to go on time. Participates in scheduled activities, uses time constructively, and observes time limits.

Needs

Improvement (1): Any problems responding to notification calls (such as wake up, bedtime, mealtime, and school time). Youth demonstrates poor or flippant participation in unit activities. Failure to use time constructively (such as wasting study time or refusing assignments during school) or pushing time limits (such as phone use or visitation).

Grossly

Inappropriate (0): Refuses to attend or participate in scheduled activities, requires repeated peer supports, fakes illness or injury, is disruptive or acts out during an activity, ignores redirection by staff, or engages in power struggles with staff.

Exceptional (3): Leads activities, encourages others, assists staff, works diligently and accomplishes more than is expected. Is a role model for peers.

3. Attitude: Attitude is defined as overall cooperation, effort, demeanor, and motivation. Responsiveness to authority, observance of rules, mores, and standards are easily observable. Also easily seen is effort put forth working and playing with others, resolving issues, and attempting to improve quality of life.

Acceptable (2): Pleasant, cooperative, polite, patient, and compliant when interacting with others. Mostly responsive and accepting when confronted with structure, rules, or expectations.

Needs

Improvement (1): Reflects reluctance, somewhat disruptive, displays mild oppositional or defiant behavior, projects an angry image when interacting with others, prone to give others a "hard time", unconcerned with progress or program and "could really care less" about anything.

Grossly

Inappropriate (0): Episodes of "acting out" requiring repeated peer supports or physical intervention by staff. Repeatedly profane, abusive, disruptive, and/or oppositional to the point of interfering with progress or harmony of others.

Exceptional (3): Seeks or accepts leadership roles. Assists staff with unit responsibilities (such as leading exercise groups, presiding over discussions or special topic groups). Helps or offers support to others. Demonstrates sincere interest in resolving personal issues and displays role model behavior.

4. Interactive Behavior: Defined as the degree to which an individual attempts to relate successfully to others. Normal and healthy relationships are the result of demonstrable efforts of an individual to interact positively with others. There should be no attempt to manipulate relationships to selfish ends. In simple terms, this is a measure of how well the youth "works and plays" with others.

Acceptable (2): Displays age appropriate relationship effort consistent with positive communicative and social skills. Expends reasonable energy attempting to get along with peers, staff, treatment team, and other concerned people.

Needs

Improvement (1): Often behaves in an immature, self-centered fashion. Energy expended is sometimes directed toward negative attention seeking, or for personal gain. Tends to ignore certain peers or isolate during free time. Displays poor sportsmanship in activities.

Grossly

Inappropriate (0): Displaying a loss of behavioral control or a violent outburst. Recruiting support for a negative personal agenda including anti-staff activity. Attempting to manipulate a relationship for personal gain or to create a "we against them" situation. Verbally "baiting", "picking on", or purposely attempting to anger peers or staff. Requires repeated peer supports or staff physical intervention.

Exceptional (3): Role model behavior; leads, encourages, and helps others in activities or with personal issues; displays outstanding sportsmanship and support during unit activities.

5. Respect: Defined as care, concern, and consideration for self, others, property, authority, and for the environment. Easily visible are the displays of respect for others through sharing, listening, interacting, and supporting. There should be visible evidence of caring for property and resources by turning off lights and minimizing waste. Violent demonstrations (such as serious verbal threats, hitting or kicking inanimate items or throwing objects) are never acceptable.

Acceptable (2): Age appropriate, no displays or verbalizations of harmful thoughts, feelings, or projections beyond those of acceptable discussion topics in developmental group settings. Actions during activities and interaction with others are consistently socially acceptable.

Needs

Improvement (1): Controlled demonstrations of abuse, anger, lack of respect directed toward self, others, authority, or property.

Grossly

Inappropriate (0): Actual incidents of behavioral control loss, acting out requiring physical intervention by staff. Any physical act or serious threat of harm to self, others, or property. Any action which carries a potential or high risk of harm to self, others, or property (such as possessing a lighter, a weapon or possible weapon, or plans of elopement).

Exceptional (3): Goes out of way to make self or others feel good. Displays an unusually high degree of motivation or interest in developmental or program efforts. Role model behavior in displaying respect.

6. Communication: Defined as the process of expressing needs, feelings, and thoughts to others. Includes non-verbal and emotional efforts and expressions. Consider how an idea is communicated as well as the content of the communication. Is the youth able to express self without resorting to sensationalism, negative attention seeking methods, emotional loading, or game playing? Is there a need to rely upon threats, excessive volume, sarcasm, or profanity to express ideas or feelings? Are non-verbal expressions positive and consistent with verbal expressions?

Acceptable (2): Is able to communicate in an age appropriate, respectful manner without resorting to negative attention seeking.

Needs

Improvement (1): Isolated use of poor communicative techniques, any use of profanity, feeding into improper communications of others, minor attempt to anger or cause an inappropriate response in others.

Grossly

Inappropriate (0): Verbal acting out or unloading on others. Repeated use of profanity, threats, yelling, gestures, or improper body language. Any improper or suggestive sexual reference. Use of gang sign language or gang glamorization in any format. Requires repeated peer supports.

Exceptional (3): Impressive observable efforts of self-improvement or efforts to help others improve communicative skills and/or techniques.

7. Social Skills: Defined as the basic process of living, working, and playing with others. Youth should make effort in attempting to successfully adapt to the environment and show skill in getting along with peers and practicing acceptable social standards, courteousness, manners, sharing, patience and consideration.

Acceptable (2): Youth is making a positive personal effort to adapt to the environment and to get along with others in an age appropriate and socially acceptable manner.

Needs

Improvement (1): Displays periods of self-centered, demanding behavior. Less than reasonable adaptive effort reflected in rudeness, impatience, and overly critical comments. Displays poor manners and/or eating habits, wastes food and resources. Is reluctant to clean up after self.

Grossly

Inappropriate (0): Demanding, abusive toward others, or requiring repeated peer support or staff physical intervention. Attempting to lead others away from acceptable social behavior.

Exceptional (3): Role model skills, attempts to influence or lead others, puts others needs before or on and even plain with his own.

8. Acceptance of Responsibility: Defined as recognizing right from wrong, adhering to the right and avoiding the wrong. Society expects people to do what is right because it is the right thing to do. With proper emphasis and frequent encouragement, most youth are capable of accepting responsibility for self-care, avoiding danger and/or high-risk practices, and directing own efforts toward survival. The youth should recognize and relate to own shortcomings and weaknesses. The youth should take the initiative of meeting routine expectations without being reminded. Youth recognizes the impact on others if he supports or fails to report an unsafe/dangerous situation or condition

Acceptable (2): Meets acceptance of responsibility standards specified above. Is able and willing to adhere to the right without pressure and a minimum of staff supervision.

Needs Improvement (1): Looks over shoulder to see what is possible to get away with while staff is not looking. Manipulates or splits staff for self-serving motives. Often requires prompting to be on time, be appropriate, participate, or care for self.

Grossly Inappropriate (0): Oppositional, defiant, commits major rule infractions, shows little regard for safety of others. Fails to accept responsibility for own actions, own success, or own happiness. Youth requires repeated peer supports or is uncooperative with staff or others trying to help.

Exceptional (3): Role model behavior, high motivation for resolving issues, works hard to correct wrongs, and does more than is required.

Based upon the above criteria, ABDIP mechanics consist of a single scoring form for the recording of the eight behaviors (cleanliness, time management, attitude, interactive skills, respect, communication, social skills, and acceptance of responsibility). Weight and ownership are set at one third input from day staff, one third input from evening staff, and one third input from night shift. A realistic expectation, objective, and performance would be a score of 2 in each of the eight specific behaviors. This would then yield an expected 16 points during day shift, an additional 16 points during evening shift, and 16 more from night shift. Total expectation for an "acceptable" day of behavioral performance would then be 48 points.

1. Every youth will be evaluated every day and scores recorded whether or not the youth is eligible or ineligible to earn points toward level advancement or purchase of rewards. The entire motivational program is dependent upon complete and accurate recording. In the event that a youth is off campus an entire shift, day, or extended period, that youth will be awarded a 2 in every behavior during that shift or period. The points will be considered toward level advancement (if the youth meets advancement eligibility), but will not be counted toward purchase points. In the event that, for one reason or another, a shift's point assignment is overlooked or not accomplished, the next shift must exercise one of three options:

2. For the behavioral points to apply for purchase power or level advancement the youth should be on normal observation status. An exception to this practice would be when the youth's behavior is acceptable and they have been placed on special observation because they feel unsafe. This is an action sometimes taken if a youth reveals self harm thoughts to a Doctor, Staff, Therapist, or Case Manager.

3. In order for an otherwise qualified youth's points to count towards incentives, at least 40 points must be earned during the day; 39 or less points will be considered the same as 0 for the day. (NOTE: This guideline may be taken to the treatment team for alteration once the program has reached an advanced level of task maturity.)

4. Bonus points are available as incentives at staff discretion.

5. Points and levels earned can be taken away. An example of this policy is RECEIVING ADDITIONAL CRIMINAL CHARGES, which may result in the loss of all purchase and level advancement points. Privileges must be earned and protected every day, and can be revoked based on behavior; points, levels, and privileges are earned and enjoyed only by youths in good behavioral standing. Another instance when point/level loss may occur is when a youth has been suspended more than 3 times (see suspension reinstatement criteria). Once a youth is suspended from the program, all program privileges are suspended with him. No level advancement or purchase points are earned during suspension; points will be assigned as usual, but will only count toward reinstatement. Since discharge from Gulf Coast Youth Services depends on completion of the level advancement program, any time spent on suspension DOES NOT COUNT TOWARD YOUR TIME. The program suspension, when cleared, results in the restoration of points, levels, and privileges. When should suspensions be employed?

6. Criteria for Suspension

7. Any suspended youth may earn his way back on the program by complying with the following reinstatement criteria:

The decision and responsibility are placed with the youth. But the costs of suspensions and reinstatements increase with advancement. The alternative to being on ABDIP is a delayed discharge date, limited or no access to incentives, and no access to level privileges. Points earned during suspension reinstatement periods will not be credited toward point accumulation. In the event of property damage, purchase points may be forfeited as a token payment of damages.

8. The standard for acceptable behavior is a score of 2. Care must be given to maintain the value of the program by ensuring that scores do not become inflated. A score of 3 is given only for exceptional performance. For example, it is appropriate for anyone who puts in extra effort to clean his or her room to "Room of the Day" standards to receive a 3 in "cleanliness" from morning staff. It is not appropriate for that same individual to be scored a 3 in "cleanliness" from the evening staff or night staff unless something else of significance was accomplished.

9. Guidelines for level advancement: Level advancement points are not taken away or reduced. Points, and thus level advancement, are earned when on normal observation (or "safety" status and 40 or more earned daily) which bonds this aspect of the program to "good behavior only". An average youth stay of six months should have a level advancement rate of approximately one level per six weeks. Employing the point system of ABDIP, the recommended Level System is as follows:

O through 550 points Level One Step One

551 " 1100 " " " " Two

1101 " 1650 " " " " Three

1651 " 2200 " " " " Four

O through 550 points Level Two Step One

551 " 1100 " " " " Two

1101 " 1650 " " " " Three

1651 " 2200 " " " " Four

And so on through Level 3 and 4. At each major level change the points will be adjusted back to zero for level advancement and the purchase points will be carried over from the previous level so that the youth will not experience any loss from their advancement.

10. Gold Card Option: Youth who are extremely dedicated to maintaining high points will have the opportunity to receive a special privilege called a "Gold Card." If a youth progresses through the end of step 3 on each level with NO SINGLE DAY OF LESS THAN 45 POINTS, he will be eligible for a 336-point bonus toward level advancement on step 4. This will reduce your length of stay by approximately one week. If less than 45 points are earned during any one day of steps 1 - 3 the Gold Card is lost for that level, but can be earned during the next level if criteria are met during that level.

11. Property Items: Below is a list of suggested property items. These are not to become totally hard and fast privileges but should remain flexible in the event they are subject to youth abuse, prove not to be incentives, or are otherwise ineffective. Level privileges and approved property items, as well as other incentives are periodically reviewed and updated, revised, or replaced as necessary.

Level 1 & 2 Property Items

One (1) pillow

One (1) mattress

Two (2) sheets

One (1) blanket

One (1) pillow case

One (1) pair of Tennis Shoes

One (1) pair of Shower Slides/Flops

Two (2) Jumpsuits

Two (2) Gym Shorts

Five (5) pair of solid white tube socks (GCYS or Personal)

Five (5) solid white briefs (GCYS or Personal)

Five (5) solid white crew neck T-shirts (GCYS or Personal)

One (1) bar of GCYS Soap

One (1) GCYS Soap Dish

One (1) GCYS Toothbrush

One (1) GCYS Toothbrush Holder

One (1) Bible (GCYS or Personal)

One (1) GCYS Handbook

One (1) small bundle/stack of collected letters/awards/Treatment Team Notes

One (1) GCYS Deodorant

One (1) Towel

One (1) Wash Cloth

Level 3 Property Items

Same as Level 1 & 2 but with the following exceptions:

One (1) personal bar of soap

One (1) personal deodorant

One (1) personal shampoo

One (1) personal lotion

One (1) properly checked out soft-back library book

One (1) small photo album

One (1) writing tablet/pad or five (5) pages of loose leaf paper

One (1) pencil

Level 4 Property Items

Same as Level 3 but with the following exceptions:

One (1) GPX Walkman Radio (value $10 or less- no tape players or speaker radios)

One (1) watch (value $15 or less)

Ten (10) personal stamps allowed in room (at parents' expense)

Four (4) magazines from approved list or approved personal books

Five (5) pair boxer underwear (instead of briefs, if desired)

Five (5) pair ankle socks (instead of tube socks, if desired)

 

Level 3 & 4 Privileges

One (1) extra 10-minute call on weekend

Two (2) extra letters per week (at Gulf Coast Youth Services's expense)

Apprenticeship jobs (or paid work in community if available)

Tutoring / mentoring program participation

Use of weights

Unstructured outdoor time (see schedule)

Sony Playstation (see schedule)

Social outings

12. Eligibility Criteria for Outside Activities

Outside Work Detail

Social Outings

Community Work Projects

Home Visits

NOTE: A copy of the above applicable privileges including the youth's name should be presented to the youth for posting in a conspicuous place. This will assist staff and youths in understanding who is entitled to what, and that level privileges are not being abused.

"If you don't know where you are going, any road will take you there."

This program, including concepts and support areas, forms and instructional materials are the sole possession of the author. All rights are exclusively reserved and any use of the materials without the explicit written consent of the author is prohibited.

The author has granted usage rights for this program to Gulf Coast Youth Services, Ft. Walton Beach, Florida. Copies of this guide and other supporting printed materials may be reproduced as required. Donald D. Baines Ph.D.