About Us

Our Mission

To Teach Children How to Reduce Impulsive,
High-Risk, and Aggressive Behaviors and
Increase their Socio-Emotional Competence and
Other Protective Factors!

Our Vision

To initiate advanced youth’s understanding of oneself
while promoting lifelong learning which adds true value
in strengthening families.!

Background

Building Our Organization to Make a Change

The J14 YCSC Youth Prevention and Intervention Programming provides youth with the necessary tools to abstain from drugs, alcohol, and gang membership by providing school, community, and home-based support to youth living in challenged neighborhoods. These services are provided during the unsupervised and evening/weekend hours when juvenile delinquency and parent conflict is at its highest. The program provides youth with educational and cultural opportunities that builds connectivity to school resulting in improved school attendance, higher academic performance, and lower dropout rates and reduced risk behaviors. This is accomplished by providing educational, behavioral, vocational, and overall youth development in a structured environment. J-14 provides parent/family skill building education to the parents of juveniles in trouble with, or potentially in trouble with, the law. By providing this education J-14 is able to prevent participating youth from having any future trouble with the law, reduce behavioral problems at school, and improve academic performance. Staff will help to identify youth who are participating in gang activity and will take steps to reduce gang involvement and other anti-social behaviors.

Our services provide for youth and their families to have access to critical life options that our programming will offer such as:

Screening and Assessment Protocol

  • Education and Tutorial Services
  • Victim Awareness Classes and Activities
  • Substance Use Education and Counseling
  • Mental Health Assessment
  • Service Learning Programs
  • Supports for Rebuilding Family Relationships
  • Crisis Intervention
  • Job Skills Training
  • Financial Literacy
  • Live Workforce Training Options
  • Parenting Skill Development
  • Service Learning Programs
  • Incentive Based Programming, Quality Recreation, and Organized Sports

J14 YCSC

Core Initiatives

We recognize that learning and student development occur in multiple contexts, and thus, we will provide a diverse and extensive array of curricular and co-curricular opportunities. Students are treated with respect at all times, and we strive to respond to them in a timely, accurate, and complete fashion.

Teaching excellence is achieved through the hiring of good faculty and through a continual program of professional development.

We understand that we are an important and integral part of the larger community. We strive to serve as a resource to further the needs and aspirations of the region’s businesses and citizens. We encourage partnership and collaboration, entrepreneurship, and innovative thinking to build bridges between our program and the community.

As a community we communicate, collaborate and plan to build and sustain the best organization possible. Our responsibilities are fulfilled with integrity and professionalism, and we respect all who enter our doors.

We promote volunteerism and service learning as a way to integrate classroom learning with community issues.

We recognize that as an organization we are always in a state of evolution. We strive to be the best we can be through reflection and critical evaluation. We recognize our short comings and take corrective action. We also celebrate our accomplishments.

The Problem

Criminal Activity & Gang Membership is growing among our youth
J14 will apply effective intervention methods including:

  • Continuous outreach to the community, while identifying and working with established youth leaders. This often takes an inordinate amount of time, patience, and proof of commitment. Careful listening to youths in the community. Effective intervention begins with understanding their views of problems and their ideas for solutions. “The youths who speak the loudest or those who are most visible are not always the ones who are ‘calling the shots’”.
  • Reciprocity by young people for support and assistance they receive. Community service projects are a good example: graffiti removal, neighborhood cleanup, and landscaping.
  • Providing immediate recognition and rewards to young people who respond in positive ways. In addition to personal recognition, dinners are relatively easy to arrange and can help produce community cohesion.
  • Providing opportunities for “backsliders” to regain footing. This principle applies to youths and adult community stakeholders alike. Most persons embrace change at an uneven pace.
  • Encouraging codes of conduct and standards of behavior that should emerge from the young people. These should be explicit, written, and circulated. Examples include no swearing and no weapons.
  • Establishing a forum in which youths can practice conflict resolution and come to a nonviolent agreement.
  • Arrested Juveniles
  • Gang Members
  • Gangs

Integrating project youths into outreach to other young people as mentors, role models, and peacemakers. This not only solidifies their transformation but also takes advantage of their potential effectiveness in transforming peers.

Elevated Risks & Needs

Addressing the Risk Factors

The J14 program addresses specific risk factors identified by most state agencies: Peer/Individual Domain, Family Domain, and School Domain. Our SecondStep curriculum along with a comprehensive array of youth initiatives such as the J14 Young Adult Experience allow us to provide immediate and structured activities to improve our ability to prioritize:

  • PRO-SOCIAL NORMS
  • ROLE MODELS OF THOSE NORMS
  • AN INCREASE IN SOCIAL COMPETENCY

Substance abuse has increased by 8%. Victimization has increased by 7%. The percentage of youths at intake assessed with mental health needs has increased by 16%. In short, individual needs of youths entering the court system have become more pronounced between 2014 and 2016.

Mecklenburg County juvenile intake needs assessment data shows the percentage of youths whose peers provide good support and influence has dropped 22% between 2014 and 2016 with the 2016 value for Mecklenburg being 10% lower than the state average.  The percentage of youths who rejected by their pro-social peers has increased by 5% over the same years. The percentage of youths who associate with delinquent/criminal peers has increased substantially by 8%. Similarly, the percentage of youths who belong to gangs or associate with gang-involved peers has increased by 4% between 2014 and 2016. In short, the data shows peer influence has worsened.

The percentage of parents with adequate supervision skills has decreased by 9% dropping the percentage for Mecklenburg County 5% below the state average. Domestic discord and domestic violence are on the increase by 7% and 2%, respectively. The percentage of youths at intake with supportive home environments has decreased by 9%. Overall, the home environment has worsened between 2014 and 2016. The U.S. Office of Juvenile Justice and Delinquency Prevention (2014) reports that for school age children, “nearly one-fifth (19%) of juvenile violent crimes occur in the 4 hours between 3 p.m. and 7 p.m. on school days. A smaller proportion of juvenile violent crime (15%) occurs during the standard juvenile curfew hours of 10 p.m. to 6 a.m.” The Office of Juvenile Justice also reported that the rate of crimes committed during “after school” hours are five times the rate of crimes committed during curfew periods.

Mecklenburg County juvenile intake needs assessment data shows general academic functioning ‘at or above grade level’ has decreased by 4% between 2014 and 2016. School attendance and/or completion has dropped by 9%. The percentage of youths with serious problems in school has increased substantially by 12% between 2014 and 2016 taking the Mecklenburg percentage 9% above the state average. In short, problems with school has worsened.

Mecklenburg County juvenile intake assessment data shows a consistent worsening of the risks and needs for children entering the juvenile court system over the years 2014 – 2016. The change for the worse is likely due to the recent influx of gang activity. The North Carolina law enforcement database GangNet tracks over 40 gangs now in Mecklenburg County.

Overall Program Goal

Support Youth Academic & Career Success Through
  • Ensuring Youth are Engaged in Positive Programs
  • Reduce the Incidence of Violence & Victimization
  • Address Systematic Issues Leading Youth to Gang Membership
  • Provide Youth Activities During Peak Hours of Juvenile Crime
  • Reduce Risk Factors, Stress, & Negative Rushes of Youth
  • Increase Youth’s Self-reliance, Resiliency, Life & Pro-social Skills
  • Help Families Develop Traditional & Non-Traditional Support Networks

J14 YCSC INC Proposed programming will provide the following:

  • Evidence-based/supported approaches for our community-based intensive services for a targeted population of juveniles and their families.
  • Fills gaps in the service delivery continuum within our local community.
  • Serve only the target population.
  • Offer multi service components that are therapeutic and family-focused.
  • Addressing the needs of the target population with flexibility.

The program targets youth who show a risk of gang-involvement

  • Alcohol or drug use
  • Frequently in trouble with the law/involved in criminal activity
  • High commitment to friends involved in criminal activity
  • Friends/family members are gang members
  • Conflict between home and school life
  • Gangs in and around school/neighborhood
  • Lack of adult role models, parental criminality/violent attitudes, or siblings with anti-social behavior

J14 Programming Will Be Implementing Outcomes -Based Evaluation

Formative & Summative Evaluation

Our in-house Outcomes Evaluation will look at impacts/benefits/changes to our client (as a result of our program(s) efforts) during and/or after their participation in our programs. Outcomes evaluation will examine these changes in the short-term, intermediate term and long-term.

Therefore, internally will be using the Principles and Practices for Nonprofit Excellence in Colorado model for which organizations use in building their capacity while enabling them to demonstrate their accountability and transparency. We will also be instituting Best Practices in Experiential Learning by Ryerson University model.

J14 commits to effective and efficient delivery of services, and will always strive to improve our processes, programs, and results to increase its impact relative to its mission. Outcome evaluations will be used as verification that the we are indeed helping our students and meeting stated goals for funding.

Inputs

These are materials and resources that the program uses in its activities, or processes, to serve clients, eg, equipment, staff, volunteers, facilities, money, etc. These are often easy to identify and many of the inputs seem common to many organizations and programs.

Activities

These are the activities, or processes, that the program undertakes with/to the client in order to meet the clients’ needs, for example, teaching, counseling, sheltering, feeding, clothing, etc. Note that when identifying the activities in a program, the focus is still pretty much on the organization or program itself, and still is not so much on actual changes in the client.

Outputs

These are the units of service regarding our program, for example, the number of people taught, counseled, sheltered, fed, clothed, etc. The number of clients served, books published, etc., very often indicates nothing at all about the actual impacts/benefits/changes in your clients who went through the program — the number of clients served merely indicates the numerical number of clients who went through your program.

Outcomes

These are actual impacts/benefits/changes for participants during or after your program

  • for example, for a smoking cessation program, an outcome might be “participants quit smoking” (notice that this outcome is quite different than outputs, such as the “number of clients who went through the cessation program”)
  • These changes, or outcomes, are usually expressed in terms of:
    • knowledge and skills (these are often considered to be rather short-term outcomes)
    •  behaviors (these are often considered to be rather intermediate-term outcomes)
    •  values, conditions and status (these are often considered to be rather long-term outcomes)
Outcome targets

These are the number and percent of participants that you want to achieve the outcome, for example, an outcome goal of 5,000 teens (10% of teens in Indianapolis) who quit smoking over the next year

Outcome indicators

These are observable and measurable “milestones” toward an outcome target. These are what you’d see, hear, read, etc., that would indicate to you whether you’re making any progress toward your outcome target or not, for example, the number and percent of teen participants who quit smoking right after the program and six months after the program — these indicators give you a strong impression as to whether 5,000 teens will quit or not over the next year from completing your program.

Improving Recidivism

Data Collection & Reporting

J14 YCSC Inc also will promote improving recidivism data collection and reporting which is a critical first step to advancing our knowledge about what works in juvenile policy issues.Our program will put in place outlines of the necessary elements that in partnership with the local LEA’s police department, public housing, and community organizations will help better define, collect, analyze, and disseminate recidivism data.