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Continue to remember those in prison as if you were in prison with them, as well as those who are mistreated, since they also are only mortal. -Hebrews 13:3

Video: Rush of Fools: "Undo" Prison Ministry Testimony

 

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Steps & Timeline for Starting a "Meet Me at the Gate" Program

EXOFFENDER REENTRY RESOURCE

Steps & Timeline for Starting a "Meet Me at the Gate" Program

Adapted and reprinted with permission from Meet Me at the Gate (Koinonia House National Ministries).

 

This document is for those preparing to meet just-released Christian neighbors at the prison gate, and implementing a vital and basic level of post-prison ministry.

 

This “Steps and Timeline” guide provides a listing of the activities necessary for a church to undertake in developing the Koinonia House National Ministries (KHNM) style of post-prison ministry of biblical discipleship for Christian neighbors coming out of prison.

 

1.  Identify the Post-Prison Ministry (PPM) Core Group

 

Persons interested in developing a Meet Me at the Gate post-prison ministry (PPM) assemble and seek the direction of the Holy Spirit.

 

2.  Core group must be connected to local church or collaborative of local churches

 

No PPM will be successful apart from a biblically healthy, local church.  The local church is called to “love their neighbor” with no distinction placed on that.

The local church will be an essential partner in the success of a PPM.  The PPM core groups MUST be tied to one or more committed local churches – these churches should be represented in the core group.

 

3.  PPM group reads all Meet Me at the Gate information on website           (www.koinoniahouse.org)

 

It is vital that all documentation available to equip, assist and train the PPM group to effectively minister in the post-prison environment be read and reviewed.  It will provide a clear picture on the depth and breadth of the ministry being undertaken and begin in the training process.

 

4.  PPM group identifies/appoints a leader or spokesperson

 

When working with KHNM and the local church it is vital to appoint a leader for the PPM group to streamline the communication process, acting as the PPM group point person.  This may very well be the Primary Mentor discussed later.

 

5.  PPM group meets/consults with KHNM to inquire about partnership and steps to follow.

 

Once the PPM group has been established, communication should take place with KHNM to work out the details of partnering together and address the following steps to take in preparation for the receiving of a released Christian neighbor.  At this point the relationship and partnership details between KHNM and the church(es) involved, as well as with the PPM group, will be formalized.

 

6.  PPM group works through KHNM’s “Strategies for Effective Post-Prison Ministry” Seminar documentation

 

The seminar documents can be found on the KHNM website.  The PPM group can work through it together to best determine their level of need for further training. 

 

7.  PPM group consults with KHNM on further training possibilities

 

Depending on need, the PPM group should consult with KHNM on specific details, attend a mini-seminar taught at KHNM offices, attend a regional “Strategies for Effective Post-Prison Ministry” seminar, or request that a KHNM representative come to them to go through the materials.

 

8.  PPM group establishes a Meet Me at the Gate ministry budget

 

KHNM will provide to the core group a sample budget, as a guide, and the PPM group will work to establish a viable budget for the ministry.

 

9.  PPM group established as Meet Me at the Gate committee in submission to the authority of the local church governing board(s)

 

It is imperative that the PPM group is under the umbrella, direction and guidance of the local church board(s) and submitted to their leadership.  This relationship with the local church is vitally important to the success of the post-prison ministry being attempted. 

 

10.  KHNM, the local church(es), and the PPM group sign a partnership covenant together

 

This partnership covenant will establish the relationship between three entities and outline what the role of each will be as they partner together to do post-prison ministry.

 

11.  Primary Mentor, additional spiritual mentor and financial mentor if possible, identified with training beginning

 

The Primary Mentor will be the individual primarily responsible for the discipleship and oversight of the released Christian neighbor.  They will be the one who sets the tone for and direction of the overall post-prison ministry and who the adopted Christian neighbor will be directly accountable to.  The additional spiritual mentor and financial mentor would work alongside the Primary Mentor to give an even greater depth to the discipleship being done.

 

12.  Possible host families, for Christian family mentoring, identified with training beginning

 

The PPM group should begin to identify, cultivate, and train families of the Christian neighbors home church who will rotate the responsibility of hosting the Christian neighbor on each Sunday after the morning service.  The day serves as a “day off” or respite for the Primary Mentor and provides the Christian neighbor with much needed examples of what it means to live and interact in a Christian family environment.

 

13.  PPM group takes advantage of trainings held at various times and locations, if feasible due to proximity

 

Training for the PPM group, Primary Mentors, spiritual and financial mentors, church liaisons and host families is crucial.  KHNM hosts training classes and seminars at various times and locations to assist in this training.

 

14.  KHNM assists PPM group in the selection process of a Christian neighbor being released based on the specific parameters established by the PPM group and local church(es)

 

The process of selecting a resident is a joint effort between the PPM group and the local church and KHNM will be there to assist in this process, through consultation, advice and resources, so as to find the best fit possible between the releasing Christian neighbor and the local church home they are going to.

 

 

15.  PPM groups, and especially Primary Mentor, begin communicating with, visit if possible, selected Christian neighbor    

It is imperative that the discipling process begins prior to the Christian neighbor’s release from prison.  Part of this discipling process is getting to know and trust one another.  Once selected, communication should begin with them and visiting is highly recommended if possible.

 

16.  Residential issues addressed with living arrangements being established

 

One of the crucial pieces early on is what the living arrangements will be for the released Christian neighbor.  KHNM will help the adopting church understand the needs and identify the best options for this so that the PPM group and local church can make the best choice, for them and the Christian neighbor.  Additionally, the adopting church will need to begin to accumulate clothing and personal items that the Christian neighbor will need.  These should both be addressed no less than three months before release if at all possible.

 

17.  Communication with DOC Field Services Officer(s) should begin

 

There are issues and information that the Field Service Officer will need, along with the local DOC Casework Supervisor, prior to the Christian Neighbors release (such as address, phone number, etc.).  KHNM will assist with getting this information into the right hands but it is recommended that the adopting church also be in contact with them. 

 

18.  Meeting the released Christian neighbor at the church gate

 

On the day of release, the Primary Mentor and local church representative(s) must be there to meet the releasing Christian neighbor at the gate and welcome him to their “family.”




Related Books
Meet Me at the Gate

Related Links
Koinonia House National Ministries

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Transition of Prisoners, Inc.

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Checklist for Preparing to Develop a Housing Program for Ex-Offenders

 

EXOFFENDER REENTRY RESOURCE    

Checklist for Preparing to Develop A Housing Program for Ex-Offenders

Excerpted from Guide for Developing Housing for Ex-Offenders, U.S. Dept. of Justice, Office of Justice Programs, 2004, pp. 15-16.

 

Consider the following questions to help you prepare to launch a housing program for ex-offenders:

 

Leadership Issues

 

  • Do the leaders have the commitment to operate and promote the program?
  • Do the leaders have the experience to operate the program successfully?
  • Do the leaders have a proven track record?

 

Stakeholders

 

  • Have the outreach efforts been successful in identifying stakeholders and bringing them together?
  • Have sufficient time and effort been invested in ensuring that stakeholders have a commitment to the program?

 

Financial Issues

 

  • Is there a financial plan that includes an operating budget, an accounting system, and a long-range financial development guide?
  • Has long-term funding been obtained that will sustain the program over time?

 

Replication Issues

 

  • Can this program design be readily replicated in other communities?
  • Would the stakeholders be willing to share operating information and train others interested in replicating the design?

 

Reporting Systems and Monitoring

 

  • Is there a management information system designed to collect relevant data for essential program planning and management use?  Does the system include the following elements?

1)    Monitoring tool for the program.

2)    Evaluation instrument for short- and long-term performance.

3)    Reporting process for stakeholders and funding sources.

4)    Experience-based report: what works and what doesn't.

5)    Communication plan.

 

Built-in Evaluation

Has an evaluation element been included in the program design?


Related Books
Guide for Developing Housing for Ex-Offenders
From Locked Up to Locked Out
Basic Steps in Starting an Ex-Offender Ministry
Related Links
American Correctional Association

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Course 406 - Theology of Work

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Course 419 - Family Issues and Recovery

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Course 415 - Professional Practices

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Juvenile crime: 1996-97 Policy debate topic

Orrick, S. (ed.). (1996, August-September). Juvenile crime: 1996-97 Policy debate topic. Congressional Digest, 75, pp. 8-9.

OVERVIEW

Juvenile crime is increasing. Consequently, youth leaders will be dealing more often with youth who have been or are involved in criminal activity. Therefore, it is necessary for youth leaders to know what teenagers experience, and do anything possible to help youth avoid criminal activity. It is important to know what activities youth are involved in and what can be done to direct youth toward productive activities.

THE HISTORY OF GOVERNMENT INVOLVEMENT

In the past twenty years, since the institution of the Juvenile Justice and Delinquency Act of 1974, the number of criminal acts among teenagers has risen, and the nature of the crimes has become more serious. Yet, since this Act came into existence, there have been improvements in the areas targeted by the Act. But the needs of the juvenile justice system have changed; thus, the goals of the department and legislation within the system need to change. According to findings submitted to the Senate on September 10, 1996,

20 years ago, less than half of our nation’s cities reported gang activity, while a generation later, reasonable estimates indicate that there are now more than 500,000 gang members in more than 16,000 gangs on the streets of our cities, and there were more than 580,000 gang crimes in 1993.

These numbers continue to rise as the population of teenagers in the country increases and the number of two-parent households decreases. The increase in gang activity seems to correlate with the increase of teenage crime; therefore, to clamp teen crime, new laws are being passed, more facilities are being built to house offenders, and more programs are being added to state and local systems. Still, it is argued by many that government efforts (local, state, and federal) are not working. Governments have been cutting funds which support programs and institutions for youth, such as community recreation centers, after-school care, and neighborhood movie houses. However, it is during the time that youth would normally participate in these programs that they are now engaging in crime. According to the article, " ‘The prime time for juvenile crime is during the after-school hours—from 3 p.m. to 7 p.m_.’ " Youth need productive activities during these very hours, yet such programs are being eliminated by many governments. Also, people need to realize that there are no easy answers for youth crime issues. Effective solutions are strategic and gradual; long-term results will most likely be seen in the next generation. Governments and communities must identify and protect youth from risky factors that might lead them into violent and delinquent behaviors. The federal government and other organizations have conducted research studies, but communities also need to actively survey their own problems.

NEW SOLUTIONS

In the fall of 1994, the Coordinating Council on Juvenile Justice and Delinquency Prevention met to create a plan to reduce youth violence and victimization. The result was an action plan that specifies the government’s commitments to combat juvenile crime and calls upon citizens to develop and promote activities to reduce of juvenile violence in this country.

A PRO-ACTIVE GOVERNMENT

With the rising issue of child abuse, the Juvenile Justice Prevention Act has also allocated governmental funds to support agencies to coordinate judicial and the social services’ responses to domestic violence. These agencies help children in such court proceedings and recommend plans that best serve the children.

Finally, it is suggested that the federal Juvenile Justice Program should help communities recognize that problems exist and provide resources to solve challenges as they arise. It is also important that communities know how to acquire and effectively use available resources. It is tragic when a community recognizes a problem and then neither tries to find solutions nor knows where they can find resources to help them handle the problem. During the next several years, the federal government must vigorously combat juvenile crime: effective community-based programs and modified government programs are needed to protect and support the institution of the family.

However, not everyone believes that the federal government should be involved in reducing youth crime. Many believe that the government has a responsibility to establish, regulate, and enforce laws, but not to invent programs to reduce juvenile crime.

The Honorable Don Sundquist discusses different methods of prevention and rehabilitation that Tennessee has implemented to reduce juvenile crime. One suggestion is for state and federal governments to actively enforce current laws to get the criminals off the streets. This protects law-abiding citizens and provides opportunities to rehabilitate youth. Sundquist also notes problems that state governments have with acquiring and allocating federal funds for dealing with youth. State governments appreciate the money they receive, but they are unsatisfied with the "red tape" that comes with receiving the funds.

Patrick Fagan agrees with Sundquist to a point. He believes that the government needs to enforce the laws already in place. However, he also thinks that governments need to know all the facts before making any decisions. Fagan addresses numerous factors that influence teenagers to commit crimes. Fagan notes that the rise in juvenile criminal activity has paralleled the rise in the lack of parental attachment that youth receive. He also states that many families today have only one parent in the home, usually the mother. Fagan states,

‘State-by-State analysis by the Heritage scholars indicated that a 10 percent increase in the percentage of children living in single-parent homes leads typically to a 17 percent increase in juvenile crime.’

A PRO-FAMILY SOLUTION

According to Fagan, to reduce juvenile crime, efforts need to focus on strengthening families. He does not believe that more or stricter laws, or federal or state programs can truly save troubled youth:

‘Neighborhoods with a high degree of religious practice are not high-crime neighborhoods.’

Fagan comments that this is even true in inner-city neighborhoods: children in safe, stable homes are more likely to avoid crime. He believes that Americans have a responsibility to raise children in stable homes. In doing so, juvenile crime will decrease. Fagan states that economic problems or racial tensions are are not culprits of criminal activity. He lists five general stages that troubled youth go through before participating in criminal activity. The digression can be halted at any stage, but most effectively if the family structure is kept intact. At the first stage, the family structure crumbles; the parents are divorced or get divorced, and the child begins to exhibit aggression. In the second stage, the child is rejected by his or her peers because of the child’s rowdy behavior. The third stage results from the second: the child replaces the family structure with children of the same age and similar problems. In the fourth stage, this new family unit begins to commit serious crimes, as a consequence of the rising crime situation in their community. In the fourth stage, young girls get involved in prostitution and young men become involved in criminal gangs. In the last stage, the girls get pregnant. There is usually no consideration of marriage, and the man disappears before the child is born. Thus the cycle continues.

Fagan asserts that this process occurs in most juvenile delinquents’ lives. He believes it is vital for someone or a group of people to inspire today’s youth, to rebuild America’s families and communities. This is not—and cannot be—the work of the government; instead, it must be the work of the family, church, and school. The federal government cannot solve the problems of youth crime without strong families.

CONCLUSION

Arguments for and against the renewing of the Juvenile Justice and Prevention Act recognize the need for community activism in addressing problems in their neighborhoods. Regardless of the federal government’s role in reducing juvenile crime, both sides agree that the nation needs to become motivated to help youth, and individuals need to get involved in the lives of the youth around them.

QUESTIONS FOR REFLECTION AND DISCUSSION

  1. What has this article shown you about current government discussions on juvenile crime?
  2. What role should the government play in raising the nation’s children?
  3. Do today’s churches need to be involved in reducing juvenile crime? What can churches do?
  4. How can you personally prevent a young person from becoming involved in crime? How can you help a young person already entrenched in criminal behavior?
  5. What can your church or organization provide for youth to help them be productive during the prime criminal hours for youth?

IMPLICATIONS

  1. Because of the growing number of crimes committed by today’s youth, youth workers need to be prepared for dealing with troubled and criminal youth.
  2. No governmental laws or programs can help youth unless the communities get involved. One way to ensure community involvement is to encourage churches to actively help troubled youth.
  3. A cited factor for juvenile crime is a lack of morals and religious affiliation among today’s youth.
  4. One sign of a growing church is the number of young people in its congregation. It is important to get these young people into the churches and youth organizations and out of the juvenile delinquent centers and prisons.
Catharine Lepic cCYS


To discuss Freedom Ministries, a ministry outreach program serving families of youth incarcerated by the Massachusetts Department of Youth Services

To discuss Freedom Ministries, a ministry outreach program serving families of youth incarcerated by the Massachusetts Department of Youth Services.
(Download this program as a PDF)

OVERVIEW

The vision statement of the Department of Youth Services (DYS) is to promote the ideals of self-respect, individual responsibility, and respect for others. There are approximately 21,000 youth arraigned in Massachusetts courts each year; almost 1,100 will eventually be committed to DYS.

DYS runs numerous programs: long-term group care, short-term group care, "boot camp," the Homeward Bound program, and foster care. Other DYS programs include case management, outreach and tracking, day reporting centers, and electronic monitoring. Addressing so many kids with so many needs, sufficient funding is lacking. This often reduces the effectiveness of DYS programs. One young man monitored by electronics was able to work days and while being monitored at night by the electronic bracelet. However, one night, another youth committed a crime; yet, there were no more devices left, so the first young man was set free, and his device was given to the newer delinquent. The boy who was released from the electronic device soon drifted back into drugs, and within weeks, returned to a long-term institution.

During a visit to the Plymouth House of Corrections, one learns that Plymouth has an area reserved for serious youth offenders. Here, youngsters as young as 13 are housed with men up to 21 years of age. The younger offenders are not necessarily serious criminals, but shortage of space forced them to be housed with the more dangerous criminals.

PROGRAM GOALS

Freedom Ministries seeks to serve the families of youth incarcerated by DYS. Many of the state''''s youth institutions are far away from the youths'''' hometowns. Most institutions are not accessible to public transportation. Many poorer, urban families do not have private transportation, and therefore, cannot visit their young, incarcerated relative.

The average incarcerated DYS youth is 16 years old, lives in an urban area, comes from a single-parent family, is poorly educated, and lacks a healthy male role model. Each week that these young people are separated from family, their likelihood of forming criminal alliances grows. Many of these young offenders are previous or current gang members. If the families of these youth are not cemented at this critical point, the youth are likely lost forever.

Freedom Ministries works closely with two other prison ministries: Straight Ahead, which leads Bible studies for DYS youth, and Match Point, which connects released youth with Christian mentors. While many believe that DYS youth are a lost cause, these three ministries seek to redeem them from further destruction.

Freedom Ministries ministers to families on the trips back and forth from the visits. One mother who had been given rides to visit her child for several years is now a driver for Freedom Ministries. Freedom Ministries also connects families to churches and other support groups. Several Bible studies have also formed from the rides. Highlights of Freedom Ministries are the family get-togethers. Several times a year the families, board of directors, and drivers dine together to share food and fellowship.

PROGRAM METHODS

Freedom Ministries serves families who have relatives incarcerated in DYS institutions. On one trip, three families were scheduled to be picked up; two families failed to show. We picked up Tasha and her three-month-old daughter, who were going to visit the baby''''s father. Tasha is only eighteen; her boyfriend is just seventeen. Damien''''s mom could not make it this week, so Maaza, Peter, and I visited with him.

Plymouth, an adult corrections facility, has an area specified for juvenile offenders; these youth are the most serious offenders. They are usually jailed for murder or for another serious offense. Freedom Ministries travels to the Plymouth facility every other week. So, if a family misses a visit, they are limited to one visit a month.

In addition to the time spent with relatives, there are two and a half hours in travel and check-in time for Freedom Ministries staff to minister to families. Freedom Ministries shares compassion by chaufeurring families who would otherwise be unable to visit their incarcerated relatives and by helping to unite families.

PROGRAM OPERATION

DYS youth desperately need family visits and support. This vision of Freedom Ministries was gleaned by David Spencer in 1988. Dick Mann, of Boston''''s Park Street Church, and several others responded and the institutional support and growth for the organization blossomed. Freedom Ministries is now led by Dick Mann and a board of directors.

PROGRAM TESTIMONY

 

He was a big, tough kid. He stood all alone. It was visiting day, but he stood all alone. The other kids smiled, hugged, and kissed loved ones; his face was turned down. ''''Be a man,'''' he told himself, ''''you''''re almost sixteen.''''

As more visitors arrived, he felt even more alone. His brave smile had started to disappear. David Spencer, a worker at the detention center, watched the young man from across the room. David''''s heart was touched; he approached the young man and began a simple conversation with him. The young man was not feeling so tough at this moment. He told David that he had not seen his mom for some time and that she lived quite a distance away and had no way to visit. David promised the young man that next week, he would bring the young man''''s mom to visit.

The next Saturday, David brought the boy''''s mom for a visit. This was the first visitng day that the young man did not stand alone. It was the young man''''s turn to smile, be hugged, and receive his mom''''s kisses. It was a great visit. As his mom left, the young man ran alongside the car, tears streaming down his face, and hollered, ''''I love you, mom.''''

That night, the young man''''s mother was killed. There would be no more visits: this is urban life. But for one visit, for one young man, there was a ray of sunshine. That day in 1988, David Spencer promised to God that he would find a way for other young incarcerated men to receive visits from their parents, guardians, relatives, and friends. Freedom Ministries was born. One man had a vision; today, thousands of people have visited thousands of young men. Hundreds of thousands of miles have been driven by hundreds of volunteers. One man with a vision, committed to God, can surely do anything.

HOW TO GET INVOLVED

Many people refrain from getting involved with organizations such as Freedom Ministries for several reasons:

  • Have never worked with youth before.
  • Do not have much time to offer.
  • Never attended college.
  • Afraid of young people.
  • Do not drive.
  • It''''s the government''''s responsibility.
  • Not qualified.

Fortunately, most organizations, including Freedom Ministries, can still use individuals who have those concerns. Consider the following:

  • Almost no one with Freedom Ministries had previously worked with young people.
  • The average volunteer gives about five hours a month.
  • David Spencer, the founder of Freedom Ministries, had not been to college and was a drug dealer shortly before forming Freedom Ministries.
  • Many are afraid of young people, but moving beyond the fear allows one see how vulnerable young people are. They need love.
  • There are many ways to help that don''''t require driving.
  • Massachusetts does not offer any transportation for families to visit.
  • Minimal training is required; there is a need for almost anyone to help.

IMPLICATIONS

Without support organizations, such as Freedom Ministries,

  • Separated families become more separated.
  • Young people become alienated from positive support systems and extremely vulnerable to negative peer groups.
  • If brothers and sisters of incarcerated youth do not visit, they are more likely to follow in their sibling''''s footsteps.
  • Families become isolated; they are rejected by much of society.
  • What kind of environment will the youth come home to? Will the young person return to a

repaired family or to a gang?

Will the young person become an asset to society and himself or a liability?

If you would like to know more about Freedom Ministries, contact P.O. Box 1847, Boston, MA 02205 (617) 643-2620.

Bob Egan cCYS

HAI’s Youth Leadership and Violence Prevention Program

HAI’s Youth Leadership and Violence Prevention Program.

(Download this program as a PDF)


OVERVIEW

Modeled after an HIV/AIDS Prevention approach two and a half years ago, HAI’s Youth Leadership and Violence Prevention Program has educated over 8,000 youths across New York City. While HAI works somewhat with public high schools, its main thrust has been with teens who have already entered the juvenile and/or criminal justice systems. Last fall, HAI contracted with the New York City Department of Youth and Community Development to build a program of multi-cultural education, conflict resolution training, peer counseling, and special youth projects for youths in Community District #4.

PROGRAM GOALS

The primary goals of the program are to help urban youths look at potentially violent situations, to realize how they may depend on violence to boost their self images, to understand how this can be self-destructive and to examine alternatives through developing leadership skills.

PROGRAM METHODS

Each program series includes about 15 sessions conducted by one of HAI’s professional facilitators and two peer educators, all trained in the use of interactive theater techniques which educate youths on issues like conflict resolution, cultural diversity, and leadership skills. Near the end of the series, youth participants take on more responsibility through creating their own final leadership presentation performed for their peers.

PROGRAM TESTIMONIES

Writes one youth participant:

 

Your working with us over the eight week period brought out real hidden talents in many of us and gave us a chance to tell our candid stories through drama..The Hospital Audiences program was very fun and I really enjoyed working with professional actors. Being involved with this program in Spofford, I feel was a new and very great experience for me. It also helped me realize a lot of mistakes I made in my life which I feel now that I’ve actually analyzed them, I won’t make again. And I hope programs like this will continue going on because I really like acting...Your dedication to our group achieved no small feat and we hope you will continue to inspire the young minds of the city, and, in so doing, make this world a better place.

 

 

QUESTIONS FOR REFLECTION AND DISCUSSION

  1. How critical are programs to combat violence in U.S. and some other societies?
  2. What features of this program seem to make sense to you? Which might be copied in other kinds of youth programs?

 

IMPLICATIONS

  • This program, while not a panacea for urban youth violence, is a crucial starting point for violence prevention.
  • By facilitating discussions and workshops on conflict resolution, cultural diversity, and youth leaderships, urban young people (whether previously involved in violence or not) can be empowered to handle the common potentially violent situations they encounter, to respect the cornucopia of different cultures represented by city youths, and to lead others to do the same.

Dean Borgman cCYS


Boston’s approach to juvenile crime encircles youths, reduces slayings

Harden, B. (1997, October, 23). Boston’s approach to juvenile crime encircles youths, reduces slayings. The Washington Post, p. A03.

OVERVIEW

For the past two years, Boston has been extremely successful in stopping violent juvenile crime.

Since July 1995 not one juvenile has been shot to death in Boston, and only one teenager has been murdered. By comparison, in the same time period, 70 juveniles have been murdered in Washington, D.C., 24 in Richmond, Virginia, and 69 in Baltimore, Maryland.

Surprisingly, Massachusetts has the second lowest rate of juvenile incarceration in the country (after Vermont) although it is one of the 48 states that has made it easier for violent teenagers to be tried as adults.

The key to Boston’s success is its unique combination of preventative features and penalties. The city pays young ex-offenders to hang out with troubled teenagers and persuade them not to settle scores with firearms. There is an automatic one year sentence for anyone with a gun in school. Anyone who sells drugs near a school goes to jail for two years. When particularly harsh sentences are passed, fliers advertising the sentence are dispersed throughout gang neighborhoods.

When Boston’s Youth Violence Strike Force decides to smash a boomlet of juvenile violence, they order an "Operation Ceasefire" that begins with an neighborhood meeting.

Parents and gang members are invited, and the Strike Force explains that there will be zero tolerance of crime in their area. Information is constantly shared: officers meet weekly with parents, teachers, and community leaders to discuss neighborhood teenagers on probation. Through programs like "Operation Night Light," they ensure that probation is enforced and unpleasant. Police officers blanket a school after gang violence to prevent any possible retaliation. When there is evidence that a teenager is "a really bad person," the district attorney and the courts employ a "fast track" system to put the teenager behind bars.

Boston’s success has gathered much attention, as the federal government highlights Boston’s collaborative approach as a model for other cities and has financed a five-year "Safe Futures" test project in six communities across the country.

The "community-sized octopus" of crime prevention seems to be working in Boston. Kids are getting the message, says Robert Sinkler, one of the "street workers": " ‘Kids aren’t stupid. They listen, some of them anyhow.’ "

QUESTIONS FOR REFLECTION AND DISCUSSION

  1. Why do you think this community-wide approach works so well?
  2. Does it work better than simply increasing incarceration rates? Explain. Is it worth the extra effort?
  3. What feature of the program seems most effective?
  4. What role could churches play in this community-wide effort to reduce violent crime?
  5. Why do you think kids pick up weapons?
  6. Where are the adults to blame in this crisis?

IMPLICATIONS

  1. This broad approach is effective because it does not simply rely on one "magic bullet" to solve the crime problem; it utilizes the entire community in apprehending violent offenders. Churches offer late-night open gyms, while teachers and police share information on troubled youth.
  2. This type of model can be adapted and applied in any community. Bringing together a variety of community leaders is challenging, but the results can be worth the effort: a unified approach against youth crime is incredibly effective and rewarding.
Martin Clewis cCYS

   


Rival gangs of 10-year-olds issue death threats

“Rival gangs of 10-year-olds issue death threats,” 12th January 2007 09:36 CETOnline: http://www.thelocal.se/6070/

OVERVIEW      


Rival gangs of 10-year-olds in the eastern town of Söderhamn have threatened to wipe each other out. One of the gangs is made up of indigenous Swedes and the other of immigrants, and police in the town are taking the problem very seriously.

The conflict has escalated on the internet, and police fear that there may be fatalities if the fighting is not stopped. 

"I reckon it has got worse in recent years. There are a total of 20 to 30 children in these gangs. 

"Then they call in reinforcements when things start to heat up," police spokesman Lasse Melin told newspaper Hälsinge Kuriren.

In his opinion the indigenous Swedish children have been influenced by racist sentiments in their homes. 

"Children don't become racists if they haven't learned it from their parents," said Melin.

Police now plan to work with schools and the local council to tackle the problem.

Lasse Melin intends first to take the two groups aside speak to them individually.

"Then we can bring them together and ask why they can't look at each other without getting into a fight," said Melin.

 

QUESTIONS FOR REFLECTION AND DISCUSSION

 

1.   What is your first reaction to this news?

2.   Does this reflect reaction in Sweden, Scandinavia, and Western Europe to a tide of immigrants, many Muslim?

3.   Do you think the police plan to talk to gangs separately and then together has merit and any chance to work?

4.   Why aren’t officials in US cities talking to gangs more instead of reaction only to violent outbreaks?

 

IMPLICATIONS

 

1.   Adolescent behavior does reflect issues in the larger society.

2.   Gang threats must be taken seriously. Many gang member feel they have nothing to lose.

3.   The best response to adolescent violence is not punishment or negative prevention but positive promotion of their present and future lives.

 
Submitted by Don Walls of Stockholm with added questions by Dean Borgman    cCYS


A Personal History of Violence

 

Canada, Geoffrey. Fist Stick Knife Gun:  A Personal History of Violence in America. Boston: Beacon Press, 1995.


/files/Images/Book covers/Canada - Fist Stick Knife Gun.jpg

 

(Download this review as a PDF)

OVERVIEW

 

Geoffrey Canada is the Executive Director and President of the Harlem Children’s Zone in New York.  He is a native of the South Bronx, and a graduate of Bowdoin College and Harvard University.  He took over the Rheedlen Foundation in 1983.  This book describes how his personal history with violence informed his work with youth and the programs that he has started to support youth.  Canada actually learned the code of the streets because he grew up in the streets and had to fight to protect himself and his friends. 

 

He remembers his brothers being sent out of their apartment by his mother to retrieve a stolen jacket: “You let somebody take your brother’s jacket and you did nothing?” she explodes at the older brother. “You go out there and get your brother’s jacket or when you get back I’m going to give you a beating that will be ten times as bad as what that little thief could do to you.”

 

I waited a long ten minutes and then, to my surprise, John and Dan triumphantly strolled into the apartment. Dan had John’s jacket in hand. My mother gathered us all together and told us we had to stick together. That we couldn’t let people think we were afraid.  (pp. 4-5)

 

Geoffrey Canada describes the evolution of violence over the course of his lifetime.  As a child, he and his peers used fists to solve conflicts and command respect in the streets.  On occasion a weapon such as a knife or car antenna would be used, but in the eighties, the drug trade and influx of guns changed the face of violence forever.  The Rockefeller drug laws increased mandatory sentencing for drug-selling, and led to the growth of young people selling drugs because of the lighter sentences in the juvenile justice system.  When territory and property were at risk, possession of a gun was the solution for poor inner-city kids.  It guaranteed some semblance of security, and provided power without the natural checks of violence of size and skill that were previously in place.

 

Canada describes how relationships with adults, poverty, and safety (or lack thereof) lead kids to use violence to solve problems.  In schools, adults who set safety principles do not always understand the justice laws of the street, and cannot support them while protecting students.  Often adults create, unknowingly, larger opportunities for conflict than what naturally occur between youth. 

Trust is a major concern for young people.  This is why young people do not bring problems to adults but try to solve them the best way they know how.  There is a fine line between asking for help and being labeled a snitch.  Access to the things they need cause kids to rob or fight for shoes, jackets, and toys.  When they do not have something and they see someone else has it, their solution could be to fight and take it.  Sometimes, kids have to fight a few times to avoid being bullied or “punked” repeatedly.  In other situations, kids fall into a pecking order in the neighborhood, and must create alliances for safety within their neighborhood and throughout the areas in cities where they must travel.  Canada uses multiple stories to illustrate his points about the understanding of the streets and wins and losses in his work.  He draws conclusions about the impact of the justice system, police, education, and economy on violence.

 

Canada concludes with suggestions for government initiatives to reduce violence in the streets.  They include:

  1. Creating a peace officer corps

  2. Reducing the demand for drugs

  3. Reduce the prevalence of domestic violence and child abuse and neglect

  4. Reduce the amount of violence on television and in the movies

  5. Reduce and regulate the possession of handguns

 

QUOTATIONS

 

“America has long had a love affair with violence and guns. It’s our history, we teach it to all of our young.” (x)

“But the truth is, the finger keeps the urgency of the work my colleagues and I do with children at the forefront of my mind.  The slight deformity is such a small price to have paid for growing up in the South Bronx.” (69)

“We will never convince them [children] to give up their weapons with fancy television jingles or with marches alone.  What these children need is a sense of safety, a certainty of surviving as they go to school or to the store.” (75)

“Before Robert left we went over the drill for what you should do when someone might be trying to kill you.  The drill was a collection of do’s and don’ts learned over the years by the mistakes others had made, often costing them their lives:…I’ve gone over this drill too many times with too many kids.” (94)

“Kids with guns often see no limits on their power.” (100)

“Here I was dealing with children dying every day and trying to solve the problem on the streets, and other Americans were sitting in offices designing new and more effective ways to entice children to use handguns.” (124)

“I couldn’t help think that this is what we are trying to do at our Beacon school – believe in our children, support them, be patient with them, knowing that eventually they will succeed.  And then cheering with all our heart when they do.” (146)

“This incident confirmed what I had long suspected:  when it came to violence teachers and principals just didn’t understand – we were on our own to survive the best way we knew how.” (157)

“I try to remember what I once knew, that children are the real experts in violence prevention, that they are the first ones to ask if you really want to know what works and what doesn’t.”  (157)

“Any child living under siege knows that he boy down the block will kill him or her instantly – no trial, no defense attorney, no copping a plea, just one second alive, the next second dead.  The government can never compete with that reality.”  (160)

 

QUESTIONS FOR REFLECTION AND DISCUSSION

  1. Are you willing to take the types of personal and physical risks necessary to ensure safety of kids that the workers in these programs did?

  2. What alternatives to loitering, gang involvement, and violence response does your program/ministry provide?

  3. Are you trained in conflict resolution?

  4. What changes need to be made in the laws relating to youth and violence?

  5. How can you balance the tension between making yourself available to young people for counsel and the impression/consequence of being a snitch?  What can adults do to change this isolation and communication gap?

  6. How do you reward youth who do not resort to violence?

 

IMPLICATIONS

 

Canada implies that the violence committed by and against children is the solution that children have devised to problems that adults created or do not prevent.  The government, social, and economic factors involved in youth violence must be considered as we try to reduce violence with single campaigns and narrowly focused programming.  We need comprehensive programming that addresses not only needs of children but also needs of parents and families.  If we do not approach the problem with input of families and children, we will be unsuccessful at meeting the needs of children and supporting them so that they can be successful.  

 

Tamecia Jones   c. CYS


GANGS RESOURCES

 

ORGANIZATIONS

Gangs and At-Risk Kids


A great resource with articles and links on the topic of gangs. Also includes stories from prisoners and the chance to ask prisoners questions about their experiences.

Gangs 101


A good break down of the structure of games and various dynamics associated with gangs.

Gangs or Us


A comprehensive website on the identification of gangs.

National Gang Crime Research Center


Caries out research on gangs and disseminates this through publications and reports as well as provides consulting and training.

Physicians for a Violence-Free Society
San Francisco General Hospital
Building One, Room 306, 1001 Potrero Avenue, San Francisco, CA 94110
Tel: (415) 821-5686

Task Force on Violent Crime
300 Rockefeller Building
614 Superior Avenue, NW, Cleveland, OH 44113-1306

 

ARTICLES

 

Adler, P. et al. (1984)." Familiar correlates of gang membership: An explanatory study of mexican-american youth." Hispanic Journal of Behavioral Sciences, 6(1), 65-76.

 

Burke, J. (1991). "Teenagers, clothes, and gang violence." Educational Leadership, 49(1), 11-13.

 

Colvin, R.L. (1993, July 24). "Youngest homeboy wants out." Los Angeles Times, p. A1.

 

Farley, C.J. (1993, May 3). "Gang summit." Time, p. 19.

 

Ferguson, T. (1992, June 8). "A separate peace in east l.a." National Review, v44.

 

Gurak, D.T. et al. (1980). "Hispanic diversity in new york city." Hispanic Research Center: Research Bulletin, 3.

 

Haldane, D. (1991, April 15). "Latino and asian gangs engage in deadly warfare." Los Angeles Times, p. B1.

 

Harrington-Lueker, D. (1990). "Street gangs are big business—and growing." Executive Educator, 12(7), 14.

 

Hernandez, R. (1992, November 29). "In cities and prisons, hispanic gang grows; expands power by appealing to pride." The New York Times, p. 48.

 

Horowitz, R. (1987). "Community tolerance of gang violence." Social Problems, 34(5), 437-450.

 

Hunsaker, A. (1981). "The behavioral ecological model of intervention with chicano gang delinquents." Hispanic Journal of Behavioral Sciences, 3(3), 225-39.

 

Hunsaker, A.C. (1983). "A prompt/reward technique to elicit socially acceptable behavior with chicano gang delinquents." Hispanic Journal of Behavioral Sciences, 5(1), 105-13.

 

Hunzeker, D. (1993, May). "Ganging up against violence." State Legislatures, 19(5), 28.

Indira A.R. Lakshmanan, (17April 2006) “Gangs roil

Central America: Trouble tied to US deportees, The Boston Globe,  A 1,16.

 

James, G. (1993, August 31). "Bronx boy, 10, wounded by gunmen on his street." The New York Times, p. B4.

 

Kantrowitz, B. (1993, August 2). "Wild in the streets." Newsweek, p. 40-46.

 

Katz, J. (1992, July 12). "Latino gang carnage is part of an invisible war." Los Angeles Times, p. A1.

 

Katz, J. (1992, August 27). "Making a bid to end a bloody cycle." Los Angeles Times, p. B1.

 

Katz, J. (1993, September 26). "Edict to gangs follows an old pattern." Los Angeles Times, p. B1.

 

Katz, J. & Lopez, R. (1993, September 28). 'Mexican mafia’s impact on gangs questioned." Los Angeles Times, p. B1.

 

Lopez, J. & Mirande, A. (1990). "The gangs of orange county: A critique and synthesis of social policy.' Aztlan: A Journal of Chicano Studies, 19(1), 125-46.

 

Lopez, R. & Katz, J. (1993, September 27). "Mexican mafiosi tell gangs to halt drive-bys." Los Angeles Times, p. A1.

 

Lyon, J.M., Henggeler, S.W., & Hall, J.A. (1992). "The family relations, peer relations, and criminal activities of caucasian and hispanic-american gang members. "Journal of Abnormal Child Psychology, 20(5), 439-449.

 

Moore, J. et al. (1983). "Residence and territoriality in chicano gangs." Social Problems, 31(2), 182-94.

 

Moore, J. et al. (1985). "Isolation and stigmatization in the development in the development of an underclass: The case of chicano gangs in east los angeles." Social Problems, 33(1), 1-12.

 

Mulgannon, T. (1993, June). "Something of value." Sport, pp. 85-86.

 

"Peace process." (1992, September 1). Los Angeles Times, p. B6.

 

Perez-Pena, R. (1993, September 16). "35 are indicted as members of a hyper-violent drug gang." The New York Times, p. B3.

 

 

 

Santamaria, C., Obregon, S.A., Figueroa, L, Sosa, R. et al. (1989). "Estudio de una banda juvenil en una comunidad de alto riesgo: Resultados de la fase de iniciacion de la relacion." Salud-Mental, 12(3), 26-35.

 

Schwartz, A.J. (1989). "Middle-class educational values among latino gang members in east los angeles county high schools." Urban Education, 24(3), 323-342.

 

Stern, S., Lara, M.A., Santamaria, C., Obregon, S.A. et al. (1990). "Interacciones socials, conductas delictivas, violencia y consumo de drogas en una banda juvenil: Reporte de registros conductuales y diarios de campo." Revista Latinoamericana de Psicologia, 22(2), 223-237.

 

Terry, D. (1993, October 25). "Chicago gangs, extending turf, turn to politics." The New York Times, p. A12.

 

Vigil, J.D. (1983). "Chicano gangs: One response to mexican urban adaptation in the los angeles area." Urban Anthropology, 12(1), 45-75.

 

Vigil, J.D. (1988). "Group processes and street identity: Adolescent chicano gang members." Ethos, 16(4), 421-445.

 

Walker, J. (1990, May 29). "Surge of hispanic gangs seen in los angeles." The Washington Post, p. A3.

Zatz, M.S. (1985). "Los chalos: Legal processing of chicano gang members." Social Problems, 33(1), 13-30.

JOURNALS

Crime and Delinquency

Journal of Gang Research

BOOKS

 

Anderson, E. (1990). Streetwise: Race, class and change in an urban community. Chicago: The University of Chicago Press. Excellent insights from this African American sociologist allow the reader to test white assumptions and perspectives against urban realities.

 

Atkin, S.B. (1996). Voices from the streets: Young gang members tell their stories. Little, Brown, and Company.

 

Bing, L. (1991). Do or die: Members of america’s most notorious teenage gangs speak for themselves. New York City: HarperCollins. The author or editor has allowed Crips and Bloods to speak for themselves about gangs and the violence in their lives.

 

Campbell, A. (1984, 1991). The girls in the gang. (2nd ed.). Cambridge, MA and Oxford, England: Blackwell. Attempts a feminine research style through relationships and in-depth interviews. A needed balance to the field.

 

Center To Prevent Handgun Violence. (1990). Caught in the crossfire: A report on gun violence in our nation’s schools. Washington, D.C.: Author.

 

Chesney-Lind, M. (1992). Girls, delinquency, and juvenile justice. Brooks/Cole.

 

Cooney, M. (1986). Education and job training needs of Hispanic students. California State University, San Bernardino School of Education.

 

Covey, H.C., Menard, S.W., Franzese, R.J. Juvenile gangs. Springfield, IL: Charles C. Thomas.

 

Cuban American National Council, Inc. (1989). The elusive decade of hispanics. New York City: Ford Foundation.

 

Goldstein, A.P. & Huff, C.R. (1993). The gang intervention handbook. Champaign, IL: Research Press.

 

Goldstein, A. (1991). Delinquent gangs: A psychological perspective. Research Press.

 

Ham, M.S. (1993). American skinheads, the criminology and control of hate crime. Praeger.

 

Huff, C.R. (1990). Gangs in America. Sage.

 

Illinois State Police. (1992). Folks/people, Illinois gangs.

 

Jackson, R.K. & McBride, W.D. (1986, 1992). Understanding street gangs. Placerville, CA: Copperhouse Publishing House. Two veteran police officers explain various gangs, graffiti and communication, structure and organization, along with enforcement and investigative techniques.

 

Jah, Y., Keyah, S., & Keyah Jah, S. (Eds.). (1997). Uprising: Crips and bloods tell the story of america’s youth in the crossfire. Simon and Schuster Trade Paperbacks.

 

Janowski, M.S. (1991). Islands in the street-gangs and American urban society. University of California Press.

 

Knox, G.W. (1991). An introduction to gangs. Vande Vere.

 

Landre, R., Miller, M., & Porter, D. (1997). Gangs: A handbook for community awareness. Facts on File, Inc.

 

Miller, A. (1975). Crime by youth gangs.

 

Moore, Joan. (1979). Homeboy.

 

Morales, A.T. (1992). Therapy with latino gang members. In Vargas & Koss-Chioino (eds.). Working with culture: Psychotherapeutic interventions with ethnic minority children and adolescents. The Jossey-Bass social and behavioral science series, pp. 129-154. San Francisco: Jossey-Bass.

 

National Gang Crime Research Center. (1995). The economics of gang life. (task force report).

 

Office of Juvenile Justice. (1993). Gang suppression and intervention. (an assessment).

 

Perryman, W. School administrator’s handbook on gangs and campus violence. Puget Sound Education Service District. Seattle, WA 98178.

 

Poston, R.W. (1971). The gang and the establishment: A story of conflict rising out of the federal and private financing of urban street gangs. Harper & Row. Evaluates large sums of money given to urban gangs in the late 1960s.

 

Rodriguez, L.J. (1993). Always running: La vida loca: Gang days in L.A., East Haven, CT: Curbstone Press. A father with gang experience struggles with his son drifting in the same direction. Important insights from the barrio and Latino experience.

 

Rolzinski, C.A. (1990). The adventure of adolescence: Middle school students and community service. Washington, D.C.: Youth Service America.

 

Shakur, S. (a.k.a. Monster Kody Scott). (1993). Monster: The autobiography of an l.a. gang member. New York City: Penguin Books. This is a frightening story of violent realities. No other book will get you closer to the street, gang, and prison life today.

 

Spurgel, I. (1982). Violence by youth gangs and youth groups as a crime problem in major American cities.

 

Taylor, C.S. (1990). Dangerous society. East Lansing, MI: Michigan State University Press. This study presents interviews with gang member and drug pushers. It includes very interesting surveys by gangs in the back of the book.

 

Taylor, C.S. (1993). Girls, gangs, women and drugs. Michigan State University Press.

 

Vigil, J.D. (1988). Barrio gangs: Street life and identity in Southern California. Austin, TX: University of Texas Press.

 

Williams, T. (1989). The cocaine kids: The inside story of a teenage drug ring. Reading, MA: Addison-Wesley. An ethnological description of eight Dominican teenagers in Spanish Harlem whose cocaine business reaches from the streets to "coke houses." Though these urban business youth are into something big, they struggle with same issues of identity, sexuality, and education common to all teenagers.

 

Youth Law Center. (1987). Working with young women in the juvenile justice system.

VIDEOS

 

V434B Gangs: Tags, tacs, terminology. (1993). 21 minutes. Coronet/MTI.

 

V536 Gangs: Turning the corner. (1994). 30 minutes. California Images.

OTHER RESOURCES

Congress of the United States, Washington, D.C. House Committee on the District of Columbia (1983). Problems in urban centers: Philadelphia—los angeles—houston: Oversight hearings before the committee on the district of columbia. House of representatives, ninety-seventh congress, first and second sessions on problems in urban centers, washington, d.c., and the federal government role. (June 15, 30, 1981 and February 12, 1982). Volume II. (Serial number 97-115.)

Congress of the United States, Washington, D.C. House Select Committee on Children, Youth, and Families. (1989). Children and guns. Hearing before the select committee on children, youth, and families. House of representatives, one hundred first congress, first session. Superintendent of Documents, Congressional Sales Office, U.S. Government Printing Office, Washington, D.C. 20402. (Stock No. 052-070-06605-9).

Congress of the United States, Washington, D.C. House Select Committee on Children, Youth, and Families. (1988). Youth and violence: The current crisis. Hearing before the select committee on children, youth, and families. House of representatives, one hundredth congress, second session. Superintendent of Documents, Congressional Sales Office, U.S. Government Printing Office, Washington, D.C. 20402.

Congress of the United States, Washington, D.C. Senate Committee on the Judiciary. (1981, July 9). Violent juvenile crime. Hearing before the subcommittee on juvenile justice of the committee on the judiciary. United states senate, ninety-seventh congress, first session on the problem of juvenile crime. Superintendent of Documents, Congressional Sales Office, U.S. Government Printing Office, Washington, D.C. 20402. (Senate-J-97-48).

Congress of the United States, Washington, D.C. Senate Committee on the Judiciary. (Westwood, California, February 7, 1983 and San Francisco, California, February 9, 1983). Gang violence and control. Hearings before the subcommittee on juvenile justice of the committee on the judiciary. United States senate, ninety-eighth congress, first session on gang violence and control in the Los Angeles and San Francisco areas with a view to what might be done by the Federal government. Superintendent of Documents, Congressional Sales Office, U.S. Government Printing Office, Washington, D.C. 20402.

 

Curry, G.D., Spergel, I.A. (1990, March). Differential patterns of gang involvement among Hispanic and black adolescent males: Promise for prevention? Paper presented at the annual meeting of the Southern Sociological Society, Louisville, KY.

 

De la Rosa, M. (ed.). et al. (1990). Drugs and violence: Causes, correlates, and consequences. Research monograph series 103. National institute on drug abuse (DHHS/PHS), Rockville, MD. Superintendent of Documents, Congressional Sales Office, U.S. Government Printing Office, Washington, D.C. 20402.

 

Flowers, R.B. (1987). Violent women: Are they catching up to violent men or have they surpassed them? ERIC Clearinghouse on Educational Management, University of Oregon, 1787 Agate Street, Eugene, OR 97403.

 

Gaustad, J. (1991, May). Schools respond to gangs and violence. Oregon School Study Council, University of Oregon, 1787 Agate Street, Eugene, OR 97403. OSSC-Bulletin; v 34(9).

 

Gaustad, J. (1993). Schools attack the roots of violence. ERIC Digest, Number 63. ERIC Clearinghouse on Educational Management, University of Oregon, 1787 Agate Street, Eugene, OR 97403.

 

Harper, S. (1989). LA’s gang busters—lessons learned. School Safety, pp. 12-15. The National School Safety Center, 16830 Ventura Boulevard, Suite 200, Encino, CA 91436.

 

Hunsaker, A.C. (1982). The impact of location alteration on school attendance of Chicano gang members. ERIC Clearinghouse on Counseling and Personnel Services. ERIC/CAPS, 2108 School of Education, University of Michigan, Ann Arbor, MI 48109-1259.

 

Jorquez, J.S. (1983, April 27-30). Teaching Chicano youth the sociology of barrio social problems with the aid of small airplane flights. Paper presented at the annual meeting of the Western Social Science Association, Albuquerque, NM.

 

Schwartz, A.J. (1988, April). Principals’ leadership behaviors in gang-impacted high schools and their effects on pupil climate. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, Louisiana.

 

Stephens, R.T. (1990). Educational histories of incarcerated male felons with an emphasis on perceptions of school, causes of dropping out, and participation in prison educational programs. Unpublished doctoral dissertation, New York University.

 

Task Force on Violent Crime. Youth gangs: A parent’s guide for the 90s. Task Force on Violent Crime, 300 Rockefeller Building, 614 Superior Avenue, NW, Cleveland, OH, 44113-1306.

 

Task Force on Violent Crime. Resources for reducing youth violence. Task Force on Violent Crime, 300 Rockefeller Building, 614 Superior Avenue, NW, Cleveland, OH, 44113-1306.

 

Truckenmiller, J.L. (1983). Predicting gang fight participation in a general youth sample via the HEW youth development model’s community program impact scales, age, and sex. Pennsylvania State Department of Public Welfare, Harrisburg, PA.

 

Walz, G.R. (1991). Counselor quest: Concise analyses of critical counseling topics. ERIC Clearinghouse on Counseling and Personnel Services. ERIC/CAPS, 2108 School of Education, University of Michigan, Ann Arbor, MI 48109-1259.

Michael E. Carter and Dean Borgman cCYS

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