masthead

Diversion Programs: Provide Program Training

Train Your Team

  • Overview

    SupportTraining is an important part of implementing a new program. Research has shown that proper training and supervision of staff are directly related to the effectiveness of diversion programs. Training sessions can help staff and personnel involved in diversion efforts become more comfortable with the idea of starting a new program by giving them a chance to ask questions and address their concerns. Training can ensure that everyone involved in the program has a shared understanding about the importance of diversion efforts, the goals/objectives of diversion, how to implement the primary components of the program, and what their individual roles and responsibilities will be.

    This section will provide information on the importance of conducting initial training as well as booster training to staff members involved in the diversion program. Guidance is also provided on the range of issues requiring consideration when organizing training sessions, including mandatory resources and time commitments, and deciding which staff members to include in training.

    arrow: close section

  • Steps to Take: Lessons Learned from the Research

    Steps to Take:  Lessons Learned from the Research

    Assess the time commitment and resources required for training.

    • Invest in staff training to avoid challenges in the implementation process.
    • Contact the program developer (if there is one) for more information on the diversion program.
    • Consider the time commitment of program training, which can range from 1 day to several months, depending on the diversion program that is implemented.
    • Recognize the need to provide booster training or refresher courses to reinforce concepts learned during the initial training and to clarify any changes made to the program design.

    Consider who will need to be trained to successfully implement the program.

    • Ensure that staff members and personnel (such as juvenile probation officers, court judges, intake staff, police officers, and treatment providers) who are directly involved in the implementation receive the training they need to understand how the program runs and what their roles will be.
    • Assess the Time Commitment and Resources Required for Training

      Whether you’re still selecting a specific diversion program to implement, or planning how to start a program already identified, you should consider the resources and time commitment that may be required to train individuals involved in the diversion program.

      • Invest in staff training to avoid challenges in the implementation process. Training those involved in the diversion program at the outset may help avoid challenges resulting from untrained staff. For example, in the implementation of the Maine Juvenile Drug Treatment Courts, staff did not receive the training on the type of information that should be collected during case processing; as a result, many youths were processed without staff collecting the necessary risk information. This example illustrates the importance of ensuring staff are trained before moving forward with the program.

        Because diversion programs can be multifaceted, with many different parts moving at the same time, you need to ensure staff receive training on all key components (for more information on identifying the key components of a program, see Do Supportive Research). Staff should have a good understanding of how youths will be referred for diversion services, the inclusion criteria, the requirements for completing the program, the specific staff roles in the diversion programming, how staff from other agencies will be involved in the program, how youths and families will be engaged in the process, and how fidelity will be measured (to ensure the program is implemented as designed). If risk/needs assessments are used, staff should know how the instruments will be administered (this may require a separate training for those staff who will be responsible). Training sessions will provide an opportunity to not only inform staff about the program, but also to answer any questions or concerns they may have from diversion efforts.

        It is also important to remember that any new staff members who join the effort along the way will also need to be trained. This is especially important to remember when issues like staff turnover are considered, as staff that are initially trained to implement a program may not be around over the long-term; therefore, new staff members will need to be caught up on how the program works and what their roles are in the process.

      • Contact the program developer (if there is one) for more information on the diversion program. Many manualized diversion programs have program developers who can provide specific information about program trainings. It is important to ask questions about the extent of training that is available from program developers, what training is required, the time and resources/costs required to train staff to implement the program, which staff members should be involved in the training, whether technical assistance is available while the program is being implemented, whether there is booster training available, and any other questions you think are relevant to becoming fully informed about the requirements of training. This information is critical when making decisions about resources required to start a program.

        When available, the Model Programs Guide provides contact information for program developers, program directors, and training/technical assistance providers, which appears on each program’s profile.

      • Consider the time commitment of program training, which can range from 1 day to several months, depending on the diversion program that is implemented. The amount of time and resources required for training will depend on the type of diversion program being implemented, or even what version of a program is implemented. For example, the Adolescent Diversion Project (ADP) in Michigan relies on different individuals to work one-on-one with youths who are diverted from the juvenile justice system. The most common version of ADP uses student volunteers from Michigan State University. The undergraduate students enroll in 2 semesters of classes and receive an additional 6 weeks of training before working with youths and their families. In another version of ADP, the program relies on paid family workers from local service agencies who receive just 2 weeks of intensive training, which includes an eight-unit training manual, homework exercises, and role plays. Another program that requires considerable training is the Reading for Life (RFL) program. The volunteer mentors who help implement RFL undergo extensive practical and theoretical training; they are also required to shadow an experienced mentor for 12 weeks. RFL mentors must also attend quarterly meetings for ongoing supervision. Alternatively, there are programs that do not require as much program training. For example, the Minneapolis Center for Victim-Offender Mediation (VOM) requires mediators to receive approximately 20 to 25 hours of initial training in mediation skills and program procedures.

      • Recognize the need to provide booster training or refresher courses to reinforce concepts learned during the initial training and to clarify any changes made to the program design. While initial training is important, booster training may also be needed, especially if issues in the implementation process are identified and need to be addressed, or if part of the original program design is changed in any way. It is also important to highlight important information that was taught during the initial training.

        The Post-Arrest Diversion (PAD) Program in Miami-Dade County, Florida, provided ongoing booster trainings for staff involved in the program. In addition, when new psychosocial and risk-screening instruments were added to the program, training was required and provided to staff before the instruments could be implemented. This ensured that staff had a good understanding of how to use the instruments to appropriately screen youths. Training was also provided in other topic areas to ensure PAD staff were educated in approaches that could positively impact treatment services such as motivational interviewing, youth and family engagement, and cultural and gender sensitivity.

      Other Useful Information...

      The Center for Juvenile Justice Reform at Georgetown University offers a Juvenile Diversion Certificate Program for law enforcement officers, probation staff, prosecutors, school officials, judges, policymakers, and other local leaders. The program provides training and guidance on juvenile-diversion policies, practices, and programs, and allows participants to network across jurisdictions.

      arrow: close section

    • Consider Who Will Need to be Trained to Successfully Implement the Program

      It is important to consider the agencies, departments, and staff members/personnel that may be affected by the implementation of a diversion program.

      • Ensure that staff members and personnel (such as juvenile probation officers, court judges, intake staff, police officers, and treatment providers) who are directly involved in the implementation of the program receive the training they need to understand how the program runs and what their roles will be. The type of diversion program being implemented will determine which staff members will need to be trained. For example, the Front End Diversion Initiative (FEDI) is primarily implemented by Specialized Juvenile Probation Officers (SJPOs). The SJPOs receive specialized training that includes the Mental Health Training Curriculum for Juvenile Justice in addition to training on family and systems engagement, crisis management, and motivational interviewing. Alternatively, in the Canberra Reintegrative Shaming Experiments, police officers conducted the face-to-face meetings between juveniles who committed offenses and victims. Police officers received a 4-day training course on restorative justice theory and role-play practice on conducting sessions. In the Adolescent Diversion Program in New York State, the juvenile court judges implement many of the program components. Judges receive training in adolescent brain development, trauma, and other topics relevant to 16- and 17-year-olds. These examples show that for different diversion programs, different stakeholders and personnel may need to be trained for the program to be properly implemented.

      arrow: close section

double arrow: expand all reference sections