Running head: CASE CONCEPTUALIZATION 1

CASE CONCEPTUALIZATION 6

Case Conceptualization

Student’s Name: Samantha Bonds

Course: HS5993 Human Serv Integrative Project

Date: August 1, 2018

Work-Release Program in a Correctional Facility

Mark is a 28-year-old inmate at the Huntington Correctional Facility who is to be released in two months. The relevant facts in Mark's case are that he has been in a job placement training for three months. Mark must complete a mock job interview with the job placement training coordinator. He got an opportunity to participate in job placement training as a result of his actions and behaviors at the facility. He has completed his General Educational Development (GED) while in the facility and is currently in the Inmate Transition Unit of the facility. With his strengths and weaknesses identified, one can identify the issues and problems that arise from Mark’s case.

Most inmates are not comfortable and productive in traditional school environments. Mark successfully went through the GED program but still has an issue asking for help and communicating with authority figures. Fear of authority figures can emanate from a lack of self-trust. People who develop believing others know better than them can reduce one’s confidence in self (McNally & Heeren, 2018). Most of these people enjoy learning about others’ points of view and love seeking advice from second parties. However, it is challenging to seek for other people opinions when one fears to ask for help. Marks case shows that he fears to ask for help and this can be an indication of a lack of self-belief. The fear of asking for help and challenges communicating with authority figures can be dealt with to enable Mark to be more collaborative in his job.

There are several things that can be addressed to improve Mark’s situation which can even be emotional. Mark’s social environment can be addressed to ensure that he has no social anxiety. Social anxiety can make it challenging for one to talk, especially in group settings. Mark’s situation can also be analyzed to assess whether he has a natural fear of authority figures which can affect his nervousness. Mark has spent four years in the facility and he should already be comfortable asking questions. Dealing with Mark’s fear of asking questions could mean that this could improve his strengths in working with this hands and strong problem-solving skills.

Working with one’s hands can improve happiness levels. Mark’s strengths have been identified to be working with his hands and has strong problem-solving skills. Work programs in the facility seem to have prepared him for some skills that will make it easier for him getting work once he is released. Strong problem-solving skills are top needs for most if not all employers as they seek to increase their productivity.

Mark has also completed his GED during his time in the facility. This program goes deeper than just giving Mark a job training. Completion of this program and the job placement training may prepare Mark in handling the responsibility when released from the correctional facility. Mark has also gained practical and functional life skills-training that seems to have improved his problem-solving skills (Cortese & Khanna, 2016). Mark has also benefited with general technical skills knowledge that can be used when he is released. Unlike the technical skills, Mark seems to have acquired some soft skills that can help him become a functional member of the society.

Marks fear of authority figures can be as a result of respect towards. Respecting authority figures can be a soft skill gained among taking pride in one’s accomplishments. Through the job placement training program, Mark has worked individually and in groups together with his job placement case manager. Timeliness is also another soft skill that could have allowed Mark to complete the GED program and manage other programs in the facility. The value of teamwork is learned by successfully working in groups just like Mark is doing during his job placement training. Mark is privileged to have the opportunity to learn more about participation opportunities because he can communicate with his corrections facility staff.

For inmates nearing the end of the sentence like Mark can gain valuable rehabilitation and preparation through release programs. The Huntington Correctional Facility is offering a connection to the community that Mark can experience while still incarcerated. Mark’s release program is based on a transition that he needs to find a job and keep it. It is challenging learning the skills of finding and keeping a job because it involves much more details such as managing one’s income.

An income is one of the benefits of a work-release program. Mark needs to improve in some areas such as communication especially with those in authority. To enable Mark to have an opportunity of earning a more significant income, he has to fully participate in the work release programs (Duwe, 2015). Mark has an opportunity to apply for employment-related skills in his daily life through the program. Mark has to differentiate between respecting and fearing the authorities. If Mark respects authorities and takes direction, these skills will be while looking for and minting a job.

Mark should be improving his productivity levels and this will prepare him to remain the same in the society. A productive member of the society leads to a positive impact on themselves, their family, and the surrounding community which they join after their release (Cullen & Jonson, 2015). Mark’s fear of asking questions can be a limitation in his quest to sustain the values learned in the correctional facility. The job placement coordinator can assess Mark’s commitment and ability to sustain the positive values learned from the facility. Mark may be eligible to spend his last two months in a work-release facility to assess his commitment to sustaining his values and skills learned.

There are expectations Mark should meet while participating in the work release program. Under close monitoring, Mark should find and retain employment as a way of testing the skills learned in the facility. With the limited freedom afforded during this programs, Mark should be frequently and will be tested for substance abuse to avoid it affecting his recovering character. Mark will be allowed to leave The Huntington Correctional Facility to fulfill his employment responsibilities. During this time, Mark can receive treatment and/or therapy to control or remove his fear for people in authority and his fear of asking questions.    

To ensure Mark has a safe and successful return to the community in the next two months, he may require post-release employment services. In other cases, offenders are engaged in activities to promote their retention, assist in re-employment in cases where they lose their jobs, and help with advancement opportunities (Cullen & Jonson, 2015). These post-release employment services can reduce Mark’s recidivism just as in other cases.

For a successful reentry, employment is considered one of the most crucial elements. The stigma of having been in prison is one barrier Mark might face to jobs. Some potential employers review and block applications for people with criminal records because in most job applications ex-convicts must disclose the nature of their convictions (McNally & Heeren, 2018). The job market is very tough and qualified applicants without prison records have a better chance to be hired. A lack of job opportunities for ex-convicts can often lead to reoffending.

Post-release employment services can increase employment opportunities available to Mark after he successfully completes his job placement training program. There should be available opportunities especially because it will be at this moment Mark will be reintegrating with the society which he requires to remain crime-free by getting and retaining employment. Employers can also be encouraged to make an individualized determination on Mark’s specific qualifications, for example, the relevance of his criminal record. These determinations are better as compared to bans or restrictions against people with criminal records.

Placement programs, job training, and employment programs are some of the requirements for a successful reentry. Employment will be important to Mark to reduce the chances of recidivism. Through employment, Mark should acknowledge the value of a job reducing the chances of his future incarceration. Work placement programs for Mark while still incarcerated can improve the chances of him getting full-time employment after release (Cullen & Jonson, 2015). Regular contact and case managers can be used to increase the chance of Mark finding and maintaining employment. Vocational assessments did not report Mark to have a challenge with substance abuse such as alcoholism which can reduce the odds of him working full-time.

Educational and employment rehabilitation are some of the most rewarding types of rehabilitation. The benefits gained from inmates who leave correctional facilities more educated that they were getting in trickle down to the community. There are even extended benefits to the inmate’s families, local economy, and tax payer’s benefit when fewer people are incarcerated (Duwe, 2015). The job placement training and other educational programs can benefit inmates with functional skills that go over and beyond the traditional academic programs. The power of knowledge is important for inmates because it helps them overcome the past while trying to build a better quality of life.

Mark can become a more productive member of the society by gaining and keeping a gainful employment. Self-support is beneficial both mentally and financially. The fulfillment of working hard can play a key role in improving the self-esteem of those re-entering the society.

References Cortese, M. J., & Khanna, M. M. (2016). The benefits of quizzing in content-focused versus skills-focused courses. Teaching and Learning in Psychology, 87. Cullen, F. T., & Jonson, C. L. (2015). Prisoner Reentry Programs. Crime and Justice, 517-575. Duwe, G. (2015). An outcome evaluation of a prison work release program. Criminal Justice Policy Review, 531-554. McNally, R. J., & Heeren, A. (2018). Social anxiety disorder as a densely interconnected network of fear and avoidance for social situations. Cognitive Therapy and Research, 103-113.

Fine effort Samantha. In a 4-page paper (5-8 expected), you wrote a description of Mark's case and an interpretation of the issues and problems involved. You provided a clear and concise background of the case, showing a holistic view of the client, and an analysis of the main issues in the case. You clearly connected how issues and needs presented by the client are affecting emotions and behaviors. You presented a concise conceptualization of what the needs are and a rationale as to why they should be the focus of your recommendations. You cited four sources; APA reference formatting can be improved by including journal volume numbers in italics.

Marketing Thinking (MT) Challenge 6.2: The Marketing Offering – Consumer vs. B2B

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Choose a consumer and a business-to-business market and a product or service of interest for each. After reviewing the numerous marketing mixes presented and other sources you might find relevant, develop what you believe would be the most appropriate mixes for each of the markets you have chosen. In each case, explain why you believe your marketing mixes are the best. How do they differ? How do the differences between mixes suggest different strategies? In each case, explain what it is you are fundamentally offering and provide a detailed explanation for each of the above questions.

Figure 6.15: Mixing an Offering Up

Marketing Thinking (MT) Challenge 6.3: Thinking through Participatory Marketing (PM)

______________________________________________________________________________

Choose any product or service situation of interest. Research the situation and identify the various entities that might have a vested interest in the situation. Map out a collaborative network, provide a description of each of the participants, and explain why your collaborative network would work best for this situation. As part of your description, explain how each of the members of the network would contribute and benefit from their participation. In what forms would the contributes and benefits come? Explain how you, as the marketer, could increase their benefits through your participatory role(s). What forms of participation could you contribute to the process? Be explicit.

INTERACTIVE CASE FILE

CASE 1: JOSEPH LANSING

Background Information

Joseph Lansing Background Information (PDF)

School Discipline Review

Joseph Lansing School Discipline Review (PDF)

Behavior (Social-Emotional) Assessment

Joseph Lansing Behavior (Social-Emotional) Assessment (PDF)

Student Behavioral Record

Student Behavioral Record (XLS)

Recorded Call with Case Manager

Eddie Jones:

Hello, Eddie Jones, school counselor.  How may I help you?

Nicole Chesapeake:

Hello Mr. Jones, this is Nicole Chesapeake, Case Manager from Loughton County Child Protective Services.  I am calling to talk about my client Joseph Lansing. Did you receive the consent forms I faxed over to your office earlier today?

Eddie:

Good afternoon, Mrs. Chesapeake. Yes, I did receive the consent forms and I have been looking forward to your call. I am concerned about Joseph and want to make sure that we are doing everything possible to help this young man.

Nicole:

Great! I was hoping we could start with your thoughts about Joseph and his emotional state prior to the recent incident.

Eddie:

Let me start by saying that I have known Joseph ever since he started school here. I have seen him on and off for several years. Our time together has increased over the last year and a half. There has been a great deal going on in this young man's life. I do have to say that in the month prior to the gun incident, it was becoming harder and harder to engage Joseph in conversation during our sessions.

Nicole:

This must have been hard, especially since you had a relationship with him.  To what do you attribute this change? Did others close to him notice the same behavior change?

Eddie:

The school assistance team met two weeks ago to discuss Joseph and his progress. There were concerns from everyone that he interacts with at school that he was becoming more and more withdrawn. He was already a quiet kid who stayed by himself, but his behavior recently was even more pronounced. There was a general feeling that he wasn’t talking to anyone.

Nicole:

And what do you think might have caused this change?

Eddie:

Outside of the obvious environmental changes…I'm not sure.  I know that Joseph did talk about how he felt helpless at times.  He said that so many things were happening that were out of his control. He stated once that he wished that he was stronger and could speak up.

Nicole:

Mr. Jones, thank you for you time. This has been very helpful. I will add this information to my report and share it with the team. I know that we all want what is best for this little boy.

Eddie:

You're welcome, Mrs. Chesapeake.

CASE 2: MARK FITZPATRICK

Background Information

Mark Fitzpatrick Background Information (PDF)

Prison Ward Discipline Review

Mark Fitzpatrick Prison Ward Discipline Review (PDF)

Vocational Assessment

Diagram above shows Mark Fitzpatrick's Vocational Assessment scores. His scores are as follows:

· Global – 80

· Sequential – 115

· Verbal – 85

· Visual – 110

· Intuitive – 75

· Sensing – 100

· Reflective – 120

· Active – 70

Scoring Key:

Deficient: 74-60 Below Average: 89-75 Average: 90-110 Above Average 111-120 Superior: 121-130+

Assessment Key - Vocational Style Definitions:

ACTIVE:

· Active learners tend to retain and understand information best by doing something active with it — discussing or applying it or explaining it to others.

· Active learners tend to like group work. Sitting through lectures without getting to do anything physical but take notes can be hard.

· “Let's try it out and see how it works” is an active learner's phrase.

REFLECTIVE:

· Reflective learners prefer to think about it quietly first.

· “Let's think it through first” is the reflective learner's response.

· Sitting through lectures without getting to do anything physical but take notes is hard.

· Reflective learners prefer working alone.

SENSING:

· Sensing learners tend to like learning facts.

· Sensors often like solving problems by well-established methods and dislike complications and surprises.

· Sensors tend to be patient with details and good at memorizing facts and doing hands-on (laboratory) work.

· Sensors tend to be practical and careful.

· Sensors don't like courses that have no apparent connection to the real world.

INTUITIVE:

· Intuitive learners often prefer discovering possibilities and relationships.

· Intuitors like innovation and dislike repetition.

· Intuitors may be better at grasping new concepts and are often more comfortable than sensors with abstractions and mathematical formulations.

· Intuitors tend to work faster and to be more innovative than sensors.

· Intuitors don't like “plug-and-chug” tasks that involve a lot of memorization and routine calculations.

VISUAL:

· Visual learners remember best what they see — pictures, diagrams, flow charts, timelines, films, and demonstrations.

VERBAL:

· Verbal learners get more out of words — written and spoken explanations.

SEQUENTIAL:

· Sequential learners tend to gain understanding in linear steps, with each step following logically from the previous one.

· Sequential learners tend to follow logical stepwise paths in finding solutions.

GLOBAL:

· Global learners tend to learn in large jumps, absorbing material almost randomly without seeing connections, and then suddenly “getting it.”

· Global learners may be able to solve complex problems quickly or put things together in novel ways once they have grasped the big picture, but they may have difficulty explaining how they did it.

Inmate Behavioral Data

Inmate Behavioral Data (XLS)

Recorded Call with Case Manager

Officer Dillon:

Hello. Officer Jacob Dillon here.

Jane Adams:

Hello Officer Dillion, my name is Jane Adams and I am the the Job Placement Case Manager for Mark Fitzpatrick.  I am calling today to get your thoughts on inmate Fitzpatrick and his readiness to transition from your unit to the Job Placement Program upon his release in few weeks.

Officer Dillon:

Good afternoon, Ms. Adams. I was looking forward to your call. I know Mark has been working hard to get to this point. Overall his stay here has been less eventful than others that I have on the floor. Mark has had his challenges but has really tried to do the right thing.

Jane Adams:

Can you tell me more about some of those challenges and how Mark has reacted?

Officer Dillon:

Mark likes to keep to himself. He works hard. He complies most of the time, but there have been a few incidents where being in here really took a toll. There was a period around the holidays when he felt like he was never going to get out of here. He started to act out — act out in frustration.  I have seen guys do this when they think there is no hope. He would get easily irritated.  But most of the behaviors that occurred were directed toward himself.

Jane Adams:

I did see in his records that there was a difficult period period for him.  It seems like he moved himself out of this period? Would you agree?

Officer Dillon:

Yes, I would agree. Like I said, Mark liked to keep to himself.  I think that this is a case where having the Job Placement Program really saved him. He found something that he felt could get him out of here and he really began to focus. Now, sometimes the other guys don’t understand him and how he stays by himself, and they provoke him. But I would say that he has done a good job staying out of trouble.

Jane Adams:

You mentioned that he works to stay out of trouble. His records indicate that he might have a temper and there are times when he has a difficulty time controlling his temper.  What are you thoughts about this? Do you feel this is an accurate description of Mark?

Officer Dillon:

Most guys in here have problems with their temper. I would say that Mark recognizes this. This is the difference. I believe that he understands what triggers might set him off and he works to stay away from these.

Jane Adams:

Officer Dillon, thank you for your time and this helpful information. I will integrate what you have told me into my report and present this to the transition review committee in the next few days.

Officer Dillon:

You're welcome, Ms. Adams.

CREDITS

Subject Matter Expert:

Paige Krabill, PsyD, LSP, HS-BCP

Interactive Design:

Estelle Domingos

Instructional Design:

Joe Lane

Project Manager:

Paula Varns

Voice Talent:

Tom Lewis, Felicity Pearson, Rochelle Williams, Jamis Ahern

Audio Engineer:

Pat Lapinski

Audio Project Manager:

Julie Greunke

Image Credits:

© iStockPhoto.com/Georgii Dolgykh © iStockPhoto.com/Mendel Perkins

Licensed under a Creative Commons Attribution 3.0 License.

Running head: CASE CONCEPTUALIZATION 1

CASE CONCEPTUALIZATION 6

Case Conceptualization

Student’s Name: Samantha Bonds

Course: HS5993 Human Serv Integrative Project