Written_Exercise_4edited

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Page 1 of 11 - Cover Page Submission ID trn:oid:::1:2786964389 Page 1 of 11 - Cover Page Submission ID trn:oid:::1:2786964389 V V VV Quick Submit Quick Submit University of Wisconsin - Stout Document Details Submission ID trn:oid:::1:2786964389 Submission Date Dec 16, 2023, 11:41 PM CST Download Date Dec 16, 2023, 11:50 PM CST File Name Written_Exercise_4.edited.docx File Size 17.7 KB 9 Pages 1,747 Words 11,464 Characters
How much of this submission has been generated by AI? 0% of qualifying text in this submission has been determined to be generated by AI. Caution: Percentage may not indicate academic misconduct. Review required. It is essential to understand the limitations of AI detection before making decisions about a student's work. We encourage you to learn more about Turnitin's AI detection capabilities before using the tool. Page 2 of 11 - AI Writing Overview Submission ID trn:oid:::1:2786964389 Page 2 of 11 - AI Writing Overview Submission ID trn:oid:::1:2786964389 Frequently Asked Questions What does the percentage mean? The percentage shown in the AI writing detection indicator and in the AI writing report is the amount of qualifying text within the submission that Turnitin's AI writing detection model determines was generated by AI. Our testing has found that there is a higher incidence of false positives when the percentage is less than 20. In order to reduce the likelihood of misinterpretation, the AI indicator will display an asterisk for percentages less than 20 to call attention to the fact that the score is less reliable. However, the final decision on whether any misconduct has occurred rests with the reviewer/instructor. They should use the percentage as a means to start a formative conversation with their student and/or use it to examine the submitted assignment in greater detail according to their school's policies. How does Turnitin's indicator address false positives? Our model only processes qualifying text in the form of long-form writing. Long-form writing means individual sentences contained in paragraphs that make up a longer piece of written work, such as an essay, a dissertation, or an article, etc. Qualifying text that has been determined to be AI-generated will be highlighted blue on the submission text. Non-qualifying text, such as bullet points, annotated bibliographies, etc., will not be processed and can create disparity between the submission highlights and the percentage shown. What does 'qualifying text' mean? Sometimes false positives (incorrectly flagging human-written text as AI-generated), can include lists without a lot of structural variation, text that literally repeats itself, or text that has been paraphrased without developing new ideas. If our indicator shows a higher amount of AI writing in such text, we advise you to take that into consideration when looking at the percentage indicated. In a longer document with a mix of authentic writing and AI generated text, it can be difficult to exactly determine where the AI writing begins and original writing ends, but our model should give you a reliable guide to start conversations with the submitting student. Disclaimer Our AI writing assessment is designed to help educators identify text that might be prepared by a generative AI tool. Our AI writing assessment may not always be accurate (it may misidentify both human and AI-generated text) so it should not be used as the sole basis for adverse actions against a student. It takes further scrutiny and human judgment in conjunction with an organization's application of its specific academic policies to determine whether any academic misconduct has occurred.
Page 3 of 11 - AI Writing Submission Submission ID trn:oid:::1:2786964389 1 Page 3 of 12 - AI Writing Submission Submission ID trn:oid:::1:2786964389 Written Exercise 4 Students Name Institutional Affiliation Instructors Name Course Name Date
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Page 4 of 12 - AI Writing Submission Submission ID trn:oid:::1:2786964389 2 Page 4 of 12 - AI Writing Submission Submission ID trn:oid:::1:2786964389 Abstract This essay compares and contrasts the effectiveness of programs for jailed kids in public schools with those in correctional institutions. Peer support groups, restorative justice practices, supervised technology integration, gender-specific supports, individualized plans to modify behavior, trauma-informed counseling that focuses on adverse childhood experiences (ACEs), accelerated and differentiated academic programming to close achievement gaps, vocational and technical education that is in line with labor market demands, and so on are all supported. To help troubled kids overcome their identities, realize their potential, and end their cycles of recidivism, alternative schools must implement enhanced rehabilitation programs. Youth can be placed on productive trajectories after release via transformative change elements, personalized programs, healthy relationships, and community connections. Key Words: Incarcerated youth, intervention strategies, recidivism, personalized learning, differentiated instruction, career and technical education, trauma-informed care, peer support, restorative justice, gender-specific programming, reentry planning
Page 5 of 12 - AI Writing Submission Submission ID trn:oid:::1:2786964389 3 Page 5 of 12 - AI Writing Submission Submission ID trn:oid:::1:2786964389 Written Exercise 4 Introduction Supporting pupils in correctional school systems necessitates using highly nuanced and customized strategies, which differ significantly from the ones used in conventional public schools I have previously overseen. The adolescents we assist who are currently in prison confront extra obstacles and many levels of psychological distress, much greater rates of leaving school prematurely and being absent without permission, as well as distinct emotional and behavioral requirements that necessitate intense intervention. As the principal in charge of this alternative school, our most impactful measures should comprehensively enhance student safety, emotional well-being, positive staff relationships, and development of executive functioning skills and provide clear pathways for students to succeed after their release. In my significant experience, techniques and programs that foster student motivation, self-efficacy, and growth mindsets regarding responsibility and capacity for change are crucial. Additionally, it is imperative to implement academic engagement tactics and counseling procedures tailored to each jailed youngster's specific cognitive levels, personalities, skills, interests, and cultural backgrounds. Public schools cater to a distinct student population with unique overall requirements significantly different from our children in constrained corrections-centered educational environments, necessitating a specialized approach. Using positive reinforcement systems connected to incremental goals and privileges, personalized behavior plans are used in correctional schools to assess progress, teach alternative behaviors, and modify detrimental habits (Hollin, 2005). While behavior programs are also used in public schools, more stringent restrictions exist on using prizes and incentives for this specific
Page 6 of 12 - AI Writing Submission Submission ID trn:oid:::1:2786964389 3 Page 6 of 12 - AI Writing Submission Submission ID trn:oid:::1:2786964389 demographic. I have seen excellent results by focusing behavior plans on self-regulation,
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Page 7 of 12 - AI Writing Submission Submission ID trn:oid:::1:2786964389 7 Page 7 of 12 - AI Writing Submission Submission ID trn:oid:::1:2786964389 understanding consequences, developing social skills, and crisis mitigation. Trauma-informed therapeutic approaches are also beneficial. These consist of required progress reports, emotional control breaks, and peer assessments in the classroom to provide helpful feedback. Building good relationships between teachers and students is essential to grounding these initiatives because it promotes psychological safety, trust, and compassionate support. Let's set up a training session for teachers that focuses on relationship-building techniques specifically tailored to our children's needs. It is essential to have treatment sessions that mainly address trauma and adverse childhood experiences (ACEs), both individually and in small groups. Giving young people incarcerated the opportunity to face and consider their past trauma can help them develop acceptance, healing, and responsibility (Hollin, 2005). Therapy plans might then be developed to meet specific mental or behavioral health needs. This intensive therapeutic technique is not frequently used because of the large student-to-counselor ratios in public schools. It is essential to understand their pasts to guarantee that children feel respected and adequately supported during stressful times. Educating correctional teachers on trauma and counseling techniques improves their capacity to provide compassionate and reassuring support. I believe curriculum and instructional strategies should be created to close learning gaps and encourage faster mastery of grade-level-appropriate material. Tiered skill training and tailored instruction can be used to accomplish this. Blended learning strategies combine teacher- led small groups for deeper understanding and feedback with digital classes for self-directed practice. This is something I should keep working on. It is essential to have individualized learning plans that include information about academic goals, learning preferences, motivations, and other relevant aspects. Individualized Education Program (IEP) goals are developed, and
Page 8 of 12 - AI Writing Submission Submission ID trn:oid:::1:2786964389 8 Page 8 of 12 - AI Writing Submission Submission ID trn:oid:::1:2786964389 assessments for disabilities are conducted in public schools. To avoid reoccurring patterns of reoffending, however, teenagers incarcerated need extra support to facilitate a seamless transfer to higher education or alternative schools after release. As a result, I would appropriately allocate funds to assist transitional services. Students will get extensive transition preparation and counseling as their release dates. This process aims to help them explore positive career paths, housing, healthcare, and transportation options. It will also look at adult education options, support family reunification, clarify community supervision regulations, attend required meetings, and steer clear of bad influences from their past. Public schools offer limited job opportunities and college counseling. Still, children about to enter the criminal justice system need mentorship to help them through the transition, case management support to obtain necessary resources, and direct assistance in enrolling in programs that will help them before they are released. Keeping good ties with counselors is advised even after being released from jail. Peer support groups help students going through similar difficulties connect, be accountable, and be transparent with one another. Group discussions center on past setbacks, negative thinking and behavior patterns, positive attitude adjustments, goal-setting, and trigger situation issue resolution. Students rehearse reactions to dangerous events and give feedback on one other's control strategies. They also exchange triumphs, coping mechanisms, observations, and personal tales. This promotes the development of self-advocacy skills for making necessary requests for accommodations or assistance. Positive peer pressure and modeling are a counterweight to negative peer pressure, which is vital in public schools.
Page 9 of 12 - AI Writing Submission Submission ID trn:oid:::1:2786964389 9 Page 9 of 12 - AI Writing Submission Submission ID trn:oid:::1:2786964389 Youth have realistic career possibilities in industries less affected by criminal records when they complete specialized vocational education and obtain competence certificates. I ensure that, via the solid relationships I continue to build, my career and technical education training align with the demands of the local labor market. While public schools prepare students well for college, at-risk youth require more instantly marketable skills after release, so my goal setting mainly focuses on this result. Instead of leaving struggling graduates to face rejection and discouragement, partnerships with neighborhood companies, job training programs, and apprenticeship sponsors guarantee that there is support for networking throughout the hiring process. Regular participation in physical education is essential for fostering good physical health, general well-being, stress management skills, and the formation of healthy social behaviors. When exercise regimens are adapted to the high amounts of energy and strength that adolescent offenders possess, they can be very successful in reducing symptoms of depression, anxiety, PTSD, and aggression (Hollin, 2005). Sports participation develops leadership qualities, encourages teamwork and cooperation, instills competitive manners, establishes accountability to others, and gives some children their first taste of succeeding academically. While traditional schools frequently recognize the benefits of physical activity, alternative schools specifically use movement therapy to manage impulses and emotions efficiently. It reduces the likelihood of damaging tension releases more successfully than isolation or medication drowsiness methods. Offering helpful study tools, supervised internet access, and improved security measures may promote learning. One must possess technological abilities to acquire critical work competencies and digital literacy in the twenty-first century (Kateryna et al., 2020). Screen time requires strict monitoring and filtering because of safety concerns. Technology is not limited to
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Page 10 of 12 - AI Writing Submission Submission ID trn:oid:::1:2786964389 10 Page 10 of 12 - AI Writing Submission Submission ID trn:oid:::1:2786964389 public schools; however, some websites may have restrictions. Although security concerns make correctional institutions carefully consider the privileges of student internet access, there is always a need to find a balance when incorporating technology. For jailed students, increased academic accomplishment can be achieved through video conference tutoring and supervised dual-credit online college courses. It is more successful in helping incarcerated women create a growth mindset and rebuild a positive self-image than in using relationship-pattern-based, one-size-fits-all therapies to deal with self-sabotage and perfectionism. Gender-specific group counseling explores issues like societal expectations, depression, anxiety, risk factors for drug abuse, self-harm, eating disorders, and negative body image, according to Diggins et al. (2024). Sisters are, therefore, more inclined to accept one another as they are, acknowledge their skills, and communicate their wants to one another. Even though mental health services at mainstream schools are improving, alternative school girls still require a great deal of assistance in overcoming negative stereotypes and developing strong identities apart from their labels. Restorative justice approaches help offenders cultivate a social conscience and a feeling of personal accountability via activities including listening to victims, resolving cognitive distortions, accepting responsibility for actions, and coming up with constructive solutions. Criminals who engage in reparations and apology sessions might humanize the harm they have caused. Peers become more sensitive due to victim impact, fortifying the commitment to healing. The emphasis placed by the public school system on following the law is admirable, but eradicating the criminogenic environments created by structural inequalities would need a more profound mental adjustment. Regarding student retention after release, the protective effects of
Page 11 of 12 - AI Writing Submission Submission ID trn:oid:::1:2786964389 11 Page 11 of 12 - AI Writing Submission Submission ID trn:oid:::1:2786964389 strong families, communities, access to healthcare, and economic stability cannot be overstated. As principal, I would work with legislators to find solutions to these problems. Conclusion In conclusion, based on my extensive administrative experience, truly effective intervention programs in youth correctional school settings heavily rely on structured peer support communities for accountability, ongoing trauma healing and counseling supports, customized academic acceleration methods, intensive transition planning for the reentry process, and collaborative community partnerships with probation, workforce development agencies, counseling centers, and non-profit youth organizations. Even though our model was influenced by public school best practices, alternative schools within the juvenile justice system still need to significantly step up their rehabilitation efforts due to the high rates of substance abuse, mental health problems, and recidivism that are common among both released and detained youth in the state. But in my extensive experience, even the most difficult, defiant adolescent can gradually change their self-identity and viable life paths, develop resilience, finish their education, acquire employable job skills, and ultimately make a positive contribution to society with well- coordinated treatment programs that embrace students' potentials and inherent worth.
Page 12 of 12 - AI Writing Submission Submission ID trn:oid:::1:2786964389 12 Page 12 of 12 - AI Writing Submission Submission ID trn:oid:::1:2786964389 References Hollin, C. R. (2005). In The Essential Handbook of Offender Assessment and Treatment (pp. 78–116). essay, Wiley. Kateryna, A., Oleksandr, R., Mariia, T., Iryna, S., Evgen, K., & Anastasiia, L. (2020). Digital literacy development trends in the professional environment. International Journal of Learning, Teaching and Educational Research, 19(7), 55-79. Diggins, E., Heuvelman, H., Pujades-Rodriguez, M., House, A., Cottrell, D., & Brennan, C. (2024). Exploring gender differences in risk factors for self-harm in adolescents using data from the Millennium Cohort Study. Journal of Affective Disorders, 345, 131-140.
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