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 There were concerns from everyone that he interacts with at school that he was becoming more and more withdrawn.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 of Mark Fitzpatrick's Vocational Assessment Scores

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:

Licensed under a Creative Commons Attribution 3.0 License.