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Case Management and Mentoring in Reentry

Lesson One

Reentry Overview and Foundational Principles

4 Activities
|
1 Assessment
- Quiz
Lesson Two

Foundations of Case Management

4 Activities
|
1 Assessment
- Quiz
Lesson Three

Case Management Models

4 Activities
|
1 Assessment
- Quiz
Lesson Four

TOP Model

4 Activities
|
1 Assessment
- Quiz
Lesson Five

Case Management Skills I

4 Activities
|
1 Assessment
- Quiz
Lesson Six

Case Management Skills II

4 Activities
|
1 Assessment
- Quiz
Lesson Seven

Motivational Interviewing I

4 Activities
|
1 Assessment
- Quiz
Lesson Eight

Motivational Interviewing II

4 Activities
|
1 Assessment
- Quiz
Lesson Nine

Motivational Interviewing III

4 Activities
|
1 Assessment
- Quiz
Lesson Ten

Spiritual Strengths

4 Activities
|
1 Assessment
- Quiz
Lesson Eleven

Establishing a Mentor Program I

4 Activities
|
1 Assessment
- Quiz
Lesson Twelve

Establishing a Mentor Program II

4 Activities
|
2 Assessments
- Quiz
- Midterm Exam
Lesson Thirteen

Laying a Biblical Foundation for Mentoring

4 Activities
|
1 Assessment
- Quiz
Lesson Fourteen

Understanding the Role God’s Fourfold Purpose Plays in the Ministry of Mentoring

4 Activities
|
1 Assessment
- Quiz
Lesson Fifteen

The Role Fellowship with God Plays in the Ministry of Mentoring

4 Activities
|
1 Assessment
- Quiz
Lesson Sixteen

The Role of Character Development in the Ministry of Mentoring

4 Activities
|
1 Assessment
- Quiz
Lesson Seventeen

Understanding the Role the Ministry of Mentoring Plays in Service

4 Activities
|
1 Assessment
- Quiz
Lesson Eighteen

The Ministry of Mentoring: God’s Plan for Reproduction

4 Activities
|
1 Assessment
- Quiz
Lesson Nineteen

The Dynamics of Mentoring: Attraction, Responsiveness, and Accountability

4 Activities
|
1 Assessment
- Quiz
Lesson Twenty

The Levels and Vital Functions within the Mentoring Process

4 Activities
|
1 Assessment
- Quiz
Lesson Twenty-One

Mentoring: A Ministry on the Cutting Edge of Spiritual Warfare

4 Activities
|
1 Assessment
- Quiz
Lesson Twenty-Two

Identifying Strongholds in the Lives of Returning Citizens

4 Activities
|
1 Assessment
- Quiz
Lesson Twenty-Three

Assisting Returning Citizens in Overcoming the Effects of Addiction

4 Activities
|
1 Assessment
- Quiz
Lesson Twenty-Four

Understanding the Department of Corrections, Mentoring Implications and Documentation

4 Activities
|
1 Assessment
- Quiz
Course Wrap-Up

Course Completion

1 Activity
|
1 Assessment
1. Course Evaluation
- Final Exam

Case Management and Mentoring in Reentry Reentry Overview and Foundational Principles Quiz

Assessment 1 of 26

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Quiz

How well did you understand the lesson? You will take a multiple choice and/or true/false quiz at the end of each lecture. The quizzes are automatically graded.

In light of new sentencing guidelines that are intended to reduce penalties for certain nonviolent drug offenders, for what should leaders in Christian ministries be most prepared?
- A 50 percent reduction in the 2.3 million incarcerated Americans in the next two to three years.
- A reduction in halfway houses in the department of corrections.
- An increase in homelessness in major American cities.
- An increase in the need for faith-based reentry programs and services.
Historically, what has been the focus of correctional institutions during the twentieth century?
- Corrections throughout the century have acted upon a “just desserts” approach to sentencing; because criminal sentences cannot change behavior, sentences have operated on clear standards for prisoner populations.
- Corrections focused largely on punishment and incapacitation during the first half of the century; however, beginning in the 1970s, faith in this model waned and corrections focused more on rehabilitation.
- Corrections focused largely on rehabilitation during the first half of the century; however, beginning in the 1970s, corrections focused more on punishment and incapacitation.
- None of the above
Which of the following is not a challenge during reentry that many offenders lack the necessary tools to overcome?
- Children or other dependents
- Parole expectations
- Invalid or missing identification
- Lack of transportation options
One outcome of correctional education is . . .
- Reduced recidivism
- Improved chances of obtaining employment after release
- Improved offender behavior and reduced misconduct
- All of the above
Which is true of the employment barriers facing former prisoners?
- Job skills do not significantly deteriorate during incarceration.
- Vocational training is largely available, but most prisons do not take advantage of the opportunity.
- Former prisoners have intermittent work histories that may deter potential employers.
- All of the above
What is the largest problem facing former prisoners with mental health problems?
- Little healing can take place unless the trauma that has contributed to the mental health problem is addressed.
- Only one in every ten offenders participates in substance abuse programming prior to release.
- Prisoners are not allowed to take prescription drugs during incarceration.
- Substance abuse and antisocial personality disorders are more prevalent among men than women.
For which population of former prisoners is the shortage of housing most dire?
- Violent offenders
- Sex offenders
- Drug offenders
- Arsonists
According to Andrews et al., what are the two types of major risk factors associated with criminal conduct that predict recidivism?
- Static factors, such as age of first arrest, and dynamic factors, such as marital stressors
- Age-related factors, such as age of first arrest, and gender factors, such as male aggression
- Cognitive factors, such as antisocial behavior, and circumstantial factors, such as lack of employment
- Background factors, such as lack of educational achievements, and active factors, such as current age
Which of the following are not types of risk/protective factors for juveniles?
- Individual and family factors
- Peer and school factors
- Cognitive and behavioral factors
- Neighborhood and community factors
What is an example of a family protective factor?
- High IQ
- Healthy and safe activities with peers during leisure time
- Enrollment in schools that address social and emotional learning
- The presence of a positive adult (ally) to mentor and be supportive
Because risk and protective factors are complex, one must remember what?
- When a youth’s risk factors cross multiple domains, the likelihood of delinquency increases at an even greater rate.
- Each type of risk factor is equally important during each stage of the juvenile’s development.
- A single risk factor can lead a young person to delinquency.
- Risk and protective factors are static in nature, so service providers and agencies administer one-time assessments of these conditions.
Trauma-informed care involves recognizing which of the following?
- Most justice-involved juveniles and women have experienced trauma, though most justice-involved men have not.
- The question to ask is not “What is wrong with this person?” but “What has happened to this person?”
- Trauma is correctly defined as an event or series of events that was physically life threatening to the individual.
- Triggering or not triggering traumatic memories is never within the caretaker’s power.
Which of the following are not key principles for trauma-informed care?
- Safety and trustworthiness
- Peer support and collaboration
- Training and goal-setting
- Empowerment and identity sensitivity