Project

Project Adapt

Project Description

The Project ADAPT curriculum was designed for young people entering the community after incarceration or residential treatment. The curriculum teaches cognitive and behavioral skills to reduce drug abuse and recidivism. During the field test, the curriculum was accompanied by case management services for youth as they returned to the community.

The 19-session skill-training curriculum begins with a 5-hour entry group which creates a vision of success for participants. Participants begin by defining their goals and the rest of the curriculum revolves around these goals. A road map is used as a guide for their “journey to success.” The map includes such places as “craving cave” for relapse coping, and “bossyland” for negotiation and compliance skills.

The curriculum is divided into six units: 1) coping with authority, 2) self-control, 3) avoiding trouble, 4) social networking, 5) relapse coping, and 6) problem solving. It is designed to offer opportunities to practice skill steps in situations participants are likely to encounter when they return to the community. Each of the 19 sessions runs 90 minutes and follows a similar structure: 1) check-in, 2) review, 3) teaching a new skill or concept, 4) practice, and 5) homework. Videotape is used to provide immediate feedback on their skill use. The curriculum is accompanied by a workbook which includes a complete review of the skill steps and practice exercises for skill improvement. A reentry plan is included which participants complete as they proceed through the workbook.

Case managers worked with clients to identify goals and prepare for community re-entry. After clients returned to the community, case managers sought to stabilize their environment and help them apply skills learned in the institution to the broader community. Case management focused on six goal areas: 1) home or placement, 2) school and/or work, 3) social skills, 4) relationships, 5) prosocial activities, and 6) services in the community. Case managers targeted two primary areas for intensive intervention. The first area was the client’s greatest prosocial strength or need, the “Hook” that will provide the greatest motivation for the client. The second area, the “Trap,” was the one most likely to interfere with the rehabilitation process. These two areas provided the focus for the case manager’s work, although other assessed needs were also addressed.

The curriculum was field tested with incarcerated youth at a state correctional facility. Outcome data show that youth exposed to the curriculum significantly improved their skills compared to randomly assigned controls who were not. The curriculum is currently used throughout the Utah State Division of Youth Corrections.