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Case Management and Mentoring in Reentry

Lesson One

Reentry Overview and Foundational Principles

4 Activities
|
1 Assessment
- Quiz
Lesson Two

Foundations of Case Management

4 Activities
|
1 Assessment
- Quiz
Lesson Three

Case Management Models

4 Activities
|
1 Assessment
- Quiz
Lesson Four

TOP Model

4 Activities
|
1 Assessment
- Quiz
Lesson Five

Case Management Skills I

4 Activities
|
1 Assessment
- Quiz
Lesson Six

Case Management Skills II

4 Activities
|
1 Assessment
- Quiz
Lesson Seven

Motivational Interviewing I

4 Activities
|
1 Assessment
- Quiz
Lesson Eight

Motivational Interviewing II

4 Activities
|
1 Assessment
- Quiz
Lesson Nine

Motivational Interviewing III

4 Activities
|
1 Assessment
- Quiz
Lesson Ten

Spiritual Strengths

4 Activities
|
1 Assessment
- Quiz
Lesson Eleven

Establishing a Mentor Program I

4 Activities
|
1 Assessment
- Quiz
Lesson Twelve

Establishing a Mentor Program II

4 Activities
|
2 Assessments
- Quiz
- Midterm Exam
Lesson Thirteen

Laying a Biblical Foundation for Mentoring

4 Activities
|
1 Assessment
- Quiz
Lesson Fourteen

Understanding the Role God’s Fourfold Purpose Plays in the Ministry of Mentoring

4 Activities
|
1 Assessment
- Quiz
Lesson Fifteen

The Role Fellowship with God Plays in the Ministry of Mentoring

4 Activities
|
1 Assessment
- Quiz
Lesson Sixteen

The Role of Character Development in the Ministry of Mentoring

4 Activities
|
1 Assessment
- Quiz
Lesson Seventeen

Understanding the Role the Ministry of Mentoring Plays in Service

4 Activities
|
1 Assessment
- Quiz
Lesson Eighteen

The Ministry of Mentoring: God’s Plan for Reproduction

4 Activities
|
1 Assessment
- Quiz
Lesson Nineteen

The Dynamics of Mentoring: Attraction, Responsiveness, and Accountability

4 Activities
|
1 Assessment
- Quiz
Lesson Twenty

The Levels and Vital Functions within the Mentoring Process

4 Activities
|
1 Assessment
- Quiz
Lesson Twenty-One

Mentoring: A Ministry on the Cutting Edge of Spiritual Warfare

4 Activities
|
1 Assessment
- Quiz
Lesson Twenty-Two

Identifying Strongholds in the Lives of Returning Citizens

4 Activities
|
1 Assessment
- Quiz
Lesson Twenty-Three

Assisting Returning Citizens in Overcoming the Effects of Addiction

4 Activities
|
1 Assessment
- Quiz
Lesson Twenty-Four

Understanding the Department of Corrections, Mentoring Implications and Documentation

4 Activities
|
1 Assessment
- Quiz
Course Wrap-Up

Course Completion

1 Activity
|
1 Assessment
1. Course Evaluation
- Final Exam

Participants 15

John Theophilus
Angel Smith
Ebengo Bongo
Carrie Braun
Marcus Staley

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Case Management and Mentoring in Reentry Reentry Overview and Foundational Principles Quiz

Assessment 1 of 26

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Question 1 of 13

1. Question
In light of new sentencing guidelines that are intended to reduce penalties for certain nonviolent drug offenders, for what should leaders in Christian ministries be most prepared?
- A 50 percent reduction in the 2.3 million incarcerated Americans in the next two to three years.
- A reduction in halfway houses in the department of corrections.
- An increase in homelessness in major American cities.
- An increase in the need for faith-based reentry programs and services.
Correct

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Question 2 of 13

2. Question
Historically, what has been the focus of correctional institutions during the twentieth century?
- Corrections throughout the century have acted upon a “just desserts” approach to sentencing; because criminal sentences cannot change behavior, sentences have operated on clear standards for prisoner populations.
- Corrections focused largely on punishment and incapacitation during the first half of the century; however, beginning in the 1970s, faith in this model waned and corrections focused more on rehabilitation.
- Corrections focused largely on rehabilitation during the first half of the century; however, beginning in the 1970s, corrections focused more on punishment and incapacitation.
- None of the above
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Question 3 of 13

3. Question
Which of the following is not a challenge during reentry that many offenders lack the necessary tools to overcome?
- Children or other dependents
- Parole expectations
- Invalid or missing identification
- Lack of transportation options
Correct

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Question 4 of 13

4. Question
One outcome of correctional education is . . .
- Reduced recidivism
- Improved chances of obtaining employment after release
- Improved offender behavior and reduced misconduct
- All of the above
Correct

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Question 5 of 13

5. Question
Which is true of the employment barriers facing former prisoners?
- Job skills do not significantly deteriorate during incarceration.
- Vocational training is largely available, but most prisons do not take advantage of the opportunity.
- Former prisoners have intermittent work histories that may deter potential employers.
- All of the above
Correct

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Question 6 of 13

6. Question
What is the largest problem facing former prisoners with mental health problems?
- Little healing can take place unless the trauma that has contributed to the mental health problem is addressed.
- Only one in every ten offenders participates in substance abuse programming prior to release.
- Prisoners are not allowed to take prescription drugs during incarceration.
- Substance abuse and antisocial personality disorders are more prevalent among men than women.
Correct

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Question 7 of 13

7. Question
For which population of former prisoners is the shortage of housing most dire?
- Violent offenders
- Sex offenders
- Drug offenders
- Arsonists
Correct

Incorrect
Question 8 of 13

8. Question
According to Andrews et al., what are the two types of major risk factors associated with criminal conduct that predict recidivism?
- Static factors, such as age of first arrest, and dynamic factors, such as marital stressors
- Age-related factors, such as age of first arrest, and gender factors, such as male aggression
- Cognitive factors, such as antisocial behavior, and circumstantial factors, such as lack of employment
- Background factors, such as lack of educational achievements, and active factors, such as current age
Correct

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Question 9 of 13

9. Question
Which of the following are not types of risk/protective factors for juveniles?
- Individual and family factors
- Peer and school factors
- Cognitive and behavioral factors
- Neighborhood and community factors
Correct

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Question 10 of 13

10. Question
What is an example of a family protective factor?
- High IQ
- Healthy and safe activities with peers during leisure time
- Enrollment in schools that address social and emotional learning
- The presence of a positive adult (ally) to mentor and be supportive
Correct

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Question 11 of 13

11. Question
Because risk and protective factors are complex, one must remember what?
- When a youth’s risk factors cross multiple domains, the likelihood of delinquency increases at an even greater rate.
- Each type of risk factor is equally important during each stage of the juvenile’s development.
- A single risk factor can lead a young person to delinquency.
- Risk and protective factors are static in nature, so service providers and agencies administer one-time assessments of these conditions.
Correct

Incorrect
Question 12 of 13

12. Question
Trauma-informed care involves recognizing which of the following?
- Most justice-involved juveniles and women have experienced trauma, though most justice-involved men have not.
- The question to ask is not “What is wrong with this person?” but “What has happened to this person?”
- Trauma is correctly defined as an event or series of events that was physically life threatening to the individual.
- Triggering or not triggering traumatic memories is never within the caretaker’s power.
Correct

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Question 13 of 13

13. Question
Which of the following are not key principles for trauma-informed care?
- Safety and trustworthiness
- Peer support and collaboration
- Training and goal-setting
- Empowerment and identity sensitivity
Correct

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CM405-01

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