TRAINING CENTER Mr. FOGARTY. You are requesting $800,000 for training centers compared with $600,000 for the current year. What type of training is it and where is it done and why the increase? Mr. RUSSELL. We started out with 12 training centers and added 1 in 1964. Five are self-supporting. Seven will require funding in 1967. We are planning two new training centers, one in the Northwest, probably in Oregon, and another in the Deep South. What the training centers consist of is a small organization in a university that pulls together all the disciplines that have some relevance, since many different professions and disciplines have information that is relevant. Our centers are sometimes located in a particular school. Mr. FOGARTY. Will you give us a list of these centers? Mr. RUSSELL. I will be glad to submit that for the record. (The information follows:) Training centers which have been initiated by the Office of Juvenile Deliqnuency and Youth Development Center: 1. Southern Illinois University. 2. University of North Carolina_ 3. University of Washington____ 4. Wayne State University 5. University of Utah____ 6. Western Reserve University. 7. University of Denver. 8. University of Texas___ 9. Howard University 10. Boston University- 11. University of Minnesota_. 12. Rutgers-the State University. 13. University of Hawaii____. Fiscal year started 1962 1962 1962 1962 1962 1962 1963 1963 1963 1963 1963 1963 1964 CURRICULUM DEVELOPMENT Mr. FOGARTY. There is a substantial increase, from $800,000 to $1,400,000 for curriculum development. What would happen if we dropped this instead of almost doubling it? Mr. RUSSELL. I suppose the thing that is in shortest supply in the delinquency field is hard knowledge, underlying data to understand it. We do not know nearly enough and the purpose of this curriculum development is to develop this information. The information we have developed has now been introduced in the curriculum of a number of schools, including law schools, sociology departments, and so on. Mr. FOGARTY. Will you supply for the record four or five good examples? Mr. RUSSELL. Yes. (The information follows:) JUVENILE DELINQUENCY CURRICULUM DEVELOPMENT PROJECTS The dearth of effective materials for training personnel to work with delinquent youth has created an urgent need for the production of new information. materials, methods, and techniques which are directly useful in the training of all categories of youth workers. The Office of Juvenile Delinquency and Youth Development has, therefore, awarded more than 50 curriculum develop ment grants to enable trainers and researchers and practitioners to undertake a variety of activities leading to the production of up-to-date training materials. These projects have produced training materials in several forms: training manuals, guidelines for designing training programs, case books, reference books and visual aids. To date nearly 100 documents, monographs, syllabuses or bibliographies have been published by commercial publishers, the Office of Juvenile Delinquency and Youth Development, or by the grantees, and there are at least 100 additional grant products that are being prepared for use in training programs throughout the country. The production of the curriculum development projects has been voluminous and can only be highlighted here. TEACHER EDUCATION Because of the relationship between school experiences and delinquency, and because the attitudes of teachers toward children from lower socioeconomic classes and different ethnic groups have a direct impact on the school performance of these children, the Office of Juvenile Delinquency and Youth Development has made a substantial investment in teacher education projects. In the past. teacher training programs have not been directly concerned with the problems of different class and ethnic backgrounds in the low-income classrooms, and teachers have gone into such classrooms with little preparation. The endeavors of one project alone, Project True, at Hunter College, N.Y.. have already resulted in six published curriculum guides for use in training teachers, supervisors, and administrators. These texts are based on actual and detailed observations of urban classroom situations. Reports from colleges and universities and from our colleagues at the Office of Education suggest that these materials have had a decided impact on teacher education across the country. They have been incorporated into teacher education courses in at least 25 colleges and universities, and through NDEA institutes and our own training centers they are being made available to thousands of school personnel. These, along with other materials developed by our grantees, constitute a significant proportion of the documents to be disseminated by the Educational Research and Information Center at the Office of Education. Complementing the materials developed by Project True are manuals and syllabuses produced by grantees at California State College, the University of Michigan, the University of Chicago and the University of California at Berkeley. Their combined efforts have provided the field of teacher education with a rich, new body of literature based on practical field experiences combined with insights from the social sciences. COMMUNITY ORGANIZATION FOR DELINQUENCY PREVENTION As comprehensive, community-based programs to combat delinquency began to get underway, project planners were faced, not only with a critical manpower shortage, but with a need for new kinds of practitioners, those who have better knowledge about social problems and skill in producing social change to prevent or reduce the undesirable consequences of social problems. In recognition of these needs, the Office of Juvenile Delinquency and Youth Development has awarded several grants for the development of materials for use in the training of community organization workers. The most ambitious of these is a 5-year project conducted under the aegis of the council of social work education. This project, now in its third year, has already helped to bring about a recasting of social work education. The end result will be an entirely new community organization curriculum in all 65 schools of social work. SOCIAL AGENCY WORKERS At the Youth Studies Center at the University of Southern California, grantees conducted an extensive search of social science literature to find the most up-todate information on delinquency, dropouts, poverty, and social change. The result is a nine-volume "Training Series for Social Agencies" containing a wealth of well-organized, readable and practical materials for use in training inexperienced personnel to work with problem youth. More than 9.000 sets of these materials have already been put to use, and requests are received continually from all parts of the country. Because of their practical and immediate relevance to the variety of youth problems, they are widely used in programs such as Cause, Headstart, Vista, and local community action projects. ADMINISTRATION OF JUSTICE Over a 2-year period panels of police chiefs, judges, and probation and parole supervisors met regularly with criminologists at the University of California to examine actual case material from a social science point of view. Their discussions and the guidelines for practice which emerged are published in a sevenvolume manual on the "Handling of Juveniles from Offense to Disposition." This material provides the reader with a totally new picture of the process of juvenile justice and its impact on the young offender. More important, it provides police and court personnel with practical aids to making sound judgments in the handling of juveniles. More than 150 of these volumes are already being used in police training programs and social science courses. Additional resource materials for juvenile court personnel have been produced by the combined efforts of lawers, social workers, and social scientists at the University of Michigan. Five hundred copies of a three-volume manual designed primarily for juvenile court judges have been distributed to law schools, courts. and legal aid societies. The documents present new concepts in juvenile court law and guidelines for improving the administration of juvenile justice. The materials have been used in a series of courses for court personnel in Michigan and have led to significant changes in juvenile court law and procedures. In view of the important relationships between legal problems and delinquency the Office of Juvenile Delinquency and Youth Development has pioneered in the development of neighborhood based legal services and other projects designed to provide equal justice to low-income youths and their families. To focus attention on the legal problems of the poor and to promote the extension of innovative legal service programs, the Office convened a national conference in November 1964. The conference proceedings were distributed to 10,000 law schools, courts. bar associations, and social agencies and have stimulated a nationwide interest in finding new ways to bring the protection of the law to the poor. These are just a few examples of how curriculum development projects have filled gaps in knowledge, provided up-dated training materials and stimulated the development of new programs, policies, and procedures in the broad area of delinquency prevention and control. Experience to date indicates that there is a need for an even greater investment in the continuous up dating of training programs and in the development of new materials to help professionals, nonprofessionals, and volunteers to keep pace with new knowledge, new problems and changing methods. Mr. FOGARTY. Thank you very much. (The following was subsequently submitted for the record:) SOME ACCOMPLISHMENTS OF THE JUVENILE DELINQUENCY PROGRAM NEW INSIGHTS INTO THE PROBLEMS OF DELINQUENCY Because of the critical nature of youth problems in the decaying slums of our inner cities, the Office of Juvenile Delinquency and Youth Development has made a major investment in programs directed toward the problems of delinquency in areas populated largely by low-income minority groups. The combined efforts of more than 150 training and demonstration programs have resulted in a vast body of new knowledge about life in the slums and the relationship of poverty and delinquency. Careful observation by researchers and practitioners suggests that delinquency among low-income youth is not so much a symptom of individual disturbance as it is a learned response to social experiences. Project experiences confirm that high rates of delinquency and crime in the slums are due in large part to differential attitudes and definitions, differential treatment by agents of social control, inadequacy of resources, and lack of opportunities for legitimate achievement. NEW OPPORTUNITIES AND SERVICES These new insights into the problems of delinquency have led to a focus on changing institutions and on providing new services and opportunities. Emphasis has been placed, not on helping the individual to adjust, but on providing him with opportunities to achieve. Because of the interrelatedness of youth problems, most projects have had a simultaneous focus on these problems. A major target has been the schools. Education programs supported by the Office of Juvenile Delinquency and Youth Development have run the gamut from preschools to the development of a community college program for lowincome youth. Emphasis has been on the development of new curriculums and changes in administrative style rather than on the provision of additional professional personnel. Through neighborhood based youth employment programs thousands of school dropouts have received training and employment experiences tailored to their special needs. Among the distinctive aspects of these programs, they provide a battery of coordinated services, testing, counseling, work experience and training, health services, and remedial education. Another innovation is that projects have developed a variety of new job categories for residents of the target areas-youth as well as adults. These new job opportunities include tutoring, teacher aids, homemakers, and neighborhood workers. A number of projects have been successful in involving target youth groups, not just as clients, but as "helpers." Even "tough kids" have been persuaded to join in activities designed to help solve local problems of discrimination, housing code violations, and so on. More recently projects have developed cultural arts programs, theater groups, and jazz bands as a means of reaching older delinquents. Several projects have experimented with the training and employment of ex-gang leaders to work as youth leaders and community workers. In addition to highlighting opportunity programs as a way of preventing and controlling juvenile delinquency, the Federal delinquency program has pioneered in the use of the law in relation to the problems of low-income youths and their families. Under a grant from the Office of Juvenile Delinquency and Youth Development, the Vera Foundation, in cooperation with the Department of Justice, has stimulated widespread improvement in the administration of criminal justice. This program, the bail project, has made it possible for thousands of impoverished men to stay out of jail and continue to support their families while awaiting court trial. The development of innovative legal service programs for the poor is another significant accomplishment. These neighborhood based services provide the poor with competent legal counsel and representation, and insure that low-income families are accorded equal justice. Through funds from the Office of Economic Opportunity and the Welfare Administration the pilot legal service programs financed by our Office are being repeated in different settings thorughout the country. Because services for the families of low-income youth are often unavailable or inaccessible in slum neighborhoods, the Office of Juvenile Delinquency and Youth Development encouraged projects to experiment with new ways of reaching and serving low-income families. Out of these efforts a new and exciting model for the effective delivery of social welfare services has emerged-the neighborhood service center. These new programs which coordinate a battery of needed services around the family unit have had remarkable success. Another innovation has been the development of techniques to involve neighborhood residents and parents of delinquent youths in the planning and operation of community based programs to deal with youth problems. NEW TECHNIQUES New programs call for new techniques. Following are just a few examples of those which have been developed by some of our projects: In one inner city area new classroom materials which are relevant to life in an inner city have been developed jointly by teachers and parents. Programed instruction and the provision of tangible rewards for academic achievement have been sucessfully instituted in a correctional institution. Another innovation which benefits teachers as well as students has been the training and employment of high school dropouts to serve as aids to kindergarten teachers. Another interesting developemnt has been the involvement of police in project programs. In one city, men from the Juvenile Bureau work out of a neighborhood based employment project. In another city, police and project area residents, including youth, are meeting regularly to explore ways in which to resolve tensions in the community. 60-627-66-pt. 2-85 A major innovation has been the involvement of the target youth themselves to join with police and community leaders to develop methods of controlling mass youth violence. One of the techniques that has ben developed by training projects has been the use of target youth to help in the training program by presenting their views on the realities of everyday life to youth-serving personnel. The training program to prepare Catholic clergy to understand and deal with the problems of their lowincome parishioners arranges for the priest-trainee to spend a few months in a community agency, court or institution. These are just a few of the new techniques and practices which are being tested in demonstration and training programs. CHANGES IN POLICIES, PROCEDURES, AND PROGRAMS Although programs funded by this Office are varied, all have a common goal: To bring about changes in existing institutions so that they will become more responsive to the needs of delinquent youth. Institutional change usually comes slowly if at all; nevertheless, there have been some significant accomplishments. For example, one curriculum development project has been able to effect a complete change in the curriculum of the city's teachers' courses. Traditional courses and methods have been replaced by practical courses designed to prepare the students to teach in low-income areas. Another significant policy change has been the allocation of funds by a major State agency to provide free medical examinations for all youths enrolled in our project work programs. Changes have been brought about at the Federal level, too. Until recently the Bureau of Apprenticeship Training stipulated that apprentice training had to be conducted over an extended period of time and for groups of 10 trainees. This ruled out opportunities to place two or three youths in any one of the many small industries located in or near the target area. Project experience demonstrated the need for a more flexible approach and the Bureau of Apprenticeship Training now provides funds for short-term training in small businesses and industries. A number of projects have been successful in securing policy decisions to allow for the location of staff from police departments, courts, welfare and State employment services to work as members of the neighborhood teams or multiservice centers. In one city, juvenile court hearings which involve target youth are now held in the local neighborhood. Another service has been the designation of demonstration project staff to supervise parolees who are returning to the neighborhood. Participation in project activities is an alternative to the parolee's monthly visit to the downtown office. In another city, the police and courts have agreed to refer delinquent youth to a community intervention team as an alternative to regular procedures. Among the changes that have taken place in some of the school systems are the establishment of ungraded classes, summer enrichment programs, and new curriculums for non-college-bound youth. Some projects have also played a large role in the development of the community school concept. Training programs, too, have aimed at institutional change. Among the most significant are those which resulted from the bail conferences. These regional and national conferences have led to widespread bail reform. Pretrial release programs are now in operation throughout the country and are being replicated in other countries. FURTHER TESTING OF PROJECT RESULTS AND CONTINUED DEMONSTRATIONS The comprehensive demonstration programs supported by this Office, although few in number, attracted national attention and therefore their progress and problems have been closely observed by local, State, and Federal agency personnel, as well as by academicians. This accounts in part for the fact that several of the programs supported by this Office have already been replicated. Many aspects of the antipoverty program found a base in the delinquency program. The community action program was modeled, in part, after the comprehensive delinquency projects, and the requirement for the involvement of the poor can also be traced to the experiences in some of the delinquency projects. Preschool programs supported by this Office helped to focus national attention on the educational needs of slum children and thus provided some of the impetus for Headstart. Other types of programs pioneered by the delinquency |