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DJC Newsletter December 2005 |
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Re-Entry - Are we NASA Control guiding the shuttle back to earth? No, we are youth workers, community providers, correctional officers, and county social workers helping youth to return to their communities after a court-ordered placement in a juvenile correctional facility. Just as a NASA mission requires teamwork, so does successful re-entry of a young person. This issue of the DJC Newsletter is devoted to the Division of Juvenile Corrections pilot re-entry project, implications for county workers and alternate care providers and DJC programming that supports successful re-entry.
Informational Items Announcements
Model County Programs
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Introduction to Re-Entry Research Overview The model they tested stresses that both surveillance and treatment services are critical to the successful reintegration of youth into the community. Planning for reintegration begins when a youth first enters residential placement and involves the cooperative assistance of institutional staff, community aftercare staff, and community service providers. The success of this model depends upon close collaborations involving juvenile justice professionals, the youth’s family and his/her home community. The Center for Delinquency and Crime Study Policies at the California State University, Sacramento has published details about the pilot studies. The OJJDP document released in March 2005, "Implementation and Outcome Evaluation of the Intensive Aftercare Program - Final Report" details study results. This issue of the DJC Newsletter describes how DJC has learned from the re-entry models tested nationally, piloted its own Going Home Initiative and begun to implement a re-entry protocol throughout the juvenile correctional facilities and in the community.
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WISCONSIN'S GOING HOME PROJECT To provide additional supervision and support services for selected juvenile offenders returning to the community and to develop and model best practices related to successful reentry of offenders to the community. HISTORY: In July 2002, the Wisconsin Department of Corrections, Division of Juvenile Corrections (DJC) received a “Serious and Violent Offender Reentry Initiative” grant of two million dollars from the U.S. Department of Justice in partnership with the U.S. Departments of Housing and Urban Development, Labor, and Health and Human Services. The grant period extended to June 30, 2005. Since the start of the grant, DJC applied for and received additional supplemental funds to enhance services in the area of substance abuse and mental health, pre-employment education, literacy, or job training skills, and job placement. With these supplemental funds, the Going Home Project has been extended through June 2006. The Going Home Project participants are male and female delinquent youth committed to a secured juvenile correctional facility returning to Milwaukee County (Milwaukee area) or Brown County (Green Bay area). Youth selected for the Project have been adjudicated delinquent for offenses such as sexual assault, battery and armed robbery. In Milwaukee County, DJC supervises all youth leaving juvenile correctional facility with time remaining on their correctional orders. In Brown County, DJC or the Department of Human Services supervises youth depending on the youth’s legal supervision status. PROGRAM DESIGN: The primary goal of the grant is to provide extensive programming and services to 100 (state supervised) and approximately 10 - 15 (Brown County supervised) delinquent youth and their families using a three-phase model. The first phase, Institution, begins during a youth’s placement at a secured juvenile correctional facility. DJC operates three facilities: Southern Oaks Girls School in Union Grove, Lincoln Hills School (boys) in Irma, and Ethan Allen School (boys) in Wales. During the Institution portion of a youth’s re-entry planning prior to placement in the Transition Phase, multi-disciplinary staff is involved in the care and treatment of the youth. The second phase, Transition, starts approximately three months prior to a youth’s return to the community and continues for about three months in the community.
The third phase, Stabilization, takes place during ongoing community supervision of the youth for an average of six to nine months. TRANSITION TEAM PLANNING: Because we believe that successful re-entry depends upon close collaboration among juvenile justice professionals, the youth’s family and his/her home community, representatives from the correctional facility, committing county, community supervision staff, families, youth, schools, workforce development agencies and other community service providers work cooperatively during all three phases. Together they address needs of the youth and family and build upon their strengths. A re-entry case manager leads the Transition Team for each youth through all three phases of the project. Teams may also include others such as representatives from local law enforcement, employers, educators, landlords, members of the faith-based community, mentors, extended family members and others who may be able to be actively involved in planning and supporting the youth's safe and successful return to the community. Current Outcomes: As of December 2005, the Going Home Project enrolled 121 youth in the project:
Forty-four youth have completed the Going Home Project.
The average length of participation in each phase of the project was
How many youth returned to the juvenile correctional institution and why?
CONCLUSIONS: With national re-incarceration rates for juveniles often at 50% or more, the Division is optimistic about potential outcomes for the participants in the Going Home Project. Among the Serious Juvenile Offenders in the project, there is 16 percent recidivism rate. With increased partnerships among State and County Agencies, across Divisions, community based organizations and with families, DJC hopes to see an increased success rate for all youth released from a JCI. As of November 2005, it is Division policy to provide youth with a 90-day transition phase in the JCI prior to a youth's anticipated release to community supervision and to follow with a community portion of the transition phase to help stabilize the youth in the community. LOCAL ADVISORY COMMITTEES: The Division will continue to look to local advisory committees as partners in achieving the goals of the Going Home Project. The local advisory committees in each county consists of representatives of local agencies, service providers, community members, educators and faith based organizations. These interagency committees are charged with working with the Division and the Going Home project staff on the development, implementation and planning for long term sustainability of the project. The Local Advisory Committee in Milwaukee will be sustained under the DJC Southeastern Regional Chief in order to continue the commitment, support and collaboration between DJC and the Milwaukee community. The committee in Brown County is already an existing committee that will continue with representation from DJC. YOUTH REACTIONS: Since successful re-entry ultimately rests with the youth, we offer these reactions from participants in the Going Home Project. "The greatest help of all was having a network of support that gave me lots of resources to help me get myself together while I was in EAS and once I went back home. I always knew I had someone to call and help out when things weren't going well." "All of the people on my re-entry team wanted to see me become successful. That helped me to get to trust people and become successful." "The support system was good and it helped me build a new foundation for myself." "I just can't wait to prove a lot of people wrong by doing what is right! I have the help to do that." "Thank you ! If it wasn't for GHP, I wouldn't have had much other than my family." "I think that more support needs to be given to our families while we are locked up. It is so hard to go back home once you have changed and worked on what you needed to for yourself when your family is still messed up and they don't know, understand what you have learned. It makes it really hard." "I appreciated that my RCM [re-entry case manager] was real with me and that he truly cared. It wasn't just a job for him. He really cared about how I did ant that made me want to work harder. I will always consider him to be a brother." For more information about the DJC Going Home Project contact: Kate Elvidge, Project Director at (608)240-5937 or kate.elvidge@doc.state.wi.us. |
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Brown County Experience Karen Anthony, social worker with the Brown County Department of Human Services has been the project lead along with DJC Re-entry Case Manager Vickee Ostrowski in Brown County. In a report to the Technical Advisory Committee to the Division of Juvenile Corrections, Ms. Anthony shared several key points she found important for successful transition of youth back to community. She recommends that County Liaisons:
At least 15 days prior to the anticipated release/transfer date, talk with the JCI social worker to complete paperwork. Obtain signatures for a trial visit, arrange transportation, tell the social worker to send the youth's education records to a specified school district, or ask the local school district to request the records directly. On the day of release/transfer, make contact with the youth and parents/caregiver. Meet monthly with team members to review progress on the case plan. |
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What's Ahead in Wisconsin DJC has implemented a Transition Phase for all youth leaving a JCI effective November 1, 2005. The three phase transition resembles the Going Home Project model, but has been adapted in order to be sustainable with existing DJC resources. Following are some highlights of the DJC Transition Phase that has been implemented as a result of the Going Home Project demonstration: Each youth’s correctional placement will consist of three distinct, yet related, segments: Phase Two - Transition Phase: Structured transition that requires the participation of both institution and field staff prior to and following community reentry; and Phase Three - Shift to Community Supervision and Long-term Stabilization: Longer-term activities to reintegrate the youth into normal social structures and controls. Every person working directly with a youth will know which of the three phases the youth is in at any particular time.
Institution and OJOR staff will assist county staff in providing transition services, including facilitation of reach-in services and Transition Team meetings, for youth being released to county supervision. While the steps in the Transition process will vary somewhat for certain groups of youth, such as youth adjudicated for sex offenses and youth being released from JCIs at expiration of their commitment order, the same basic goals and structure will be the underpinning of community release for all youth committed to DJC. DJC outlines the roles and responsibilities of institution and community supervision staff with regard to Re-entry Planning in its Case Management Manual. The following is outlined as best practices for County staff when a youth is to be released/transferred to county aftercare. These mirror Brown County's experience and Ms. Anthony's suggestions reported under County Experience with the Going Home Project. Best Practices for County Agencies in Phase 1 Re-entry - Institution Phase Pre-Transition
Best Practices for County Agencies in Phase 2A - Institution Transition Phase
DJC's case management manual is silent about the County's role in Phase 2B-Community Portion of the Transition Phase. As Brown County's experience suggests, continued involvement and periodic review of the youth's progress, strengths and needs by the Transition Team is most likely to reach the goals of a safer community and successful re-entry of youth. When a County requests placement of a youth in a Type 2 Child Caring Institution (CCI) upon release, and the county will provide aftercare, institution social workers, county liaisons and the CCI all have a role to play in a smooth transition for the youth. Juvenile Correctional Institution (JCI) social workers are responsible for consulting with the county liaison and completing a Community Supervision Referral and Screening document (DOC-1857) then providing a copy to the county liaison. Also:
Whether a youth is placed in alternate care under DJC or County aftercare supervision, the Transition Team membership should evolve during the placement period. One Transition Team will meet prior to the youth's transfer from the institution. The DJC agent, or County liaison will be responsible for working with the CCI provider to develop a treatment plan that incorporates as much as possible from the youth's JCI Individualized Case Plan, in order to provide continuity of programming for the youth. As the youth makes progress on his or her treatment plan, another transition planning process should commence so that supports and services are in place when the youth moves on to the next living arrangement. For youth with DJC aftercare, a re-constituted Transition Team will be expected to hold another Transition Team meeting prior to departure from the alternate care facility. What then, are the key responsibilities of an Alternate Care Provider?
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JCI Programming to Support Successful Re-Entry New SOAR Programming at Lincoln Hills and Ethan Allen Schools The Division of Juvenile Corrections has recently updated its serious sex offender program. The treatment and assessment of sexual offenders is being given considerable attention in the research, and DJC strives to use evidence-based practices and best practices principles based on the most current industry standards. The new program, "Sex Offenders Accepting Responsibility" (SOAR), was started in two juvenile correctional facilities in July, 2005. With the assistance of Dr. Anna Salter, a nationally recognized authority in the field of sex offender treatment, DJC has developed a model that combines aspects of our traditional program with those of the British model of treatment. Unlike the "British Core Model Program" however, we have worked to make treatment groups “open-ended” so that a youth may enter and exit the program at different times while covering the treatment components of the enhanced thinking skills and core program components of that model. This treatment model is the first of its type being offered to juvenile sex offenders in this country. The model has been contributed by Dr. David Thornton, who is presently in charge of all treatment at the DHFS Sand Ridge Secure Treatment Facility in Mauston, Wisconsin. Dr. Thornton and his colleagues originally developed this program for use in Her Majesty’s Prison Service in England. It combines an enhanced thinking skills curriculum with a core program, focused on the sexual offenses themselves, in a group process setting. One of the goals is to engage the individual in the change process. The Sex Offenders Accepting Responsibility (SOAR) program consists of two parts: the Enhanced Thinking Skills (ETS) and the Core program. The thinking skills component is a cognitive-behavioral skill training package. It is designed to improve problem solving, decision-making, perspective-taking, and interpersonal skills. This portion of the program is also intended to engage youth in the treatment process and acquaint them with being part of a “group.” It has been found to contribute to the effectiveness of participants’ relapse prevention strategies. Program staff estimate that a motivated youth can complete ETS in three to four months. Upon completion of ETS, a youth moves into the Core program components. This is the part of the group process that deals more specifically with the sexual offenses. It addresses issues common to all sex offenders to reduce denial and minimization of their behavior, to promote recognition of harm caused to victims, and to develop relapse prevention skills. Significant areas of concentration include: understanding consent, risky thinking, presenting a life history, coping with problems, understanding decision chains, sexual fantasies, offense patterns, coping with urges, and the impact offending has on the victim, among others. Program staff project that a cooperative, motivated youth can complete the core program in approximately seven to eight months. One of the unique aspects of this approach to treatment is the focus on facilitator style. The “Socratic Method” of questioning is used—this involves the use of probing questions, asked in a tone of genuine inquiry, which are designed to encourage the youth to think for himself. This method of framing questions is used because it communicates respect, it diffuses resistance and denial, and it encourages youth to think for themselves and teaches them to challenge their own thinking. Other methods of treatment are also incorporated, such as role-play, modeling, and disputing of irrational thoughts. Individual and Family TherapyThe majority of the youth in the sex offender program are offered individual psychotherapy geared toward assisting youth with psychological and behavioral problems. Some youth receive family therapy, and on a limited basis, family therapy is available to youth upon return to the community. Cottage Level SystemThe sex offender program utilizes a behavioral “level system” that incorporates the youth’s behavior in the cottage as well as in school and group. The level system is designed to provide youth with an incentive to achieve various program components as well as to reward positive and responsible behavior. The level status of each youth is determined on a weekly basis. Additional ProgrammingSex offenders at Lincoln Hills School and Ethan Allen School also have the opportunity to be involved in other programming within the institution. This includes a comprehensive educational program, work instruction/assignment, the Victim Impact Program, the Indian Tribes of Wisconsin program, pastoral care services and intramural recreational activities among other programs. Evaluation The multi-disciplinary treatment team consisting of youth counselors, social workers, teachers, and psychologists develops an Individualized Case Plan (ICP) for each youth. A significant component of the ICP is the requirement that the youth must complete the major program elements to successfully complete the sex offender program. A youth’s progress with the goals and objectives as outlined in his ICP are formally reviewed every 90 days. A more informal evaluation process is ongoing at the living-unit level and also takes a treatment team approach. Activities include weekly case reviews and multi-disciplinary team meetings to evaluate and monitor youth’s progress on case plan and treatment services. The evaluation process also includes the following: · Specific treatment goal achievement Transition to Community Placement All youth regardless of their offenses, are placed in a 90-day transition phase prior to their anticipated release or transfer from an institution to community supervision. Youth reviewed for a possible Ch. 980 referral may be recommended for a 90-day Transition Phase after being cleared by the local institution Sexually Violent Persons Act Review Committee and after they have completed Enhanced Thinking Skills and 25 lessons of the Core Program. A sex offender who receives a referral for a Ch. 980 evaluation and is within 90 days of release, only may be placed in transition contingent upon the outcome of the evaluation. Youth screened out of Ch. 980 consideration may be recommended for Transition Phase once they have completed ETS (Enhanced Thinking Skills) and completed 25 lessons of the Core Program. Most youth are required to register as sex offenders and to provide a DNA sample for use by law enforcement. An important component of the youth's successful re-entry to the community is a clear understanding of the relapse prevention plan and placement conditions on the part of those with whom the youth will be living in the community and others supporting the youth's readjustment. Some guiding principles for supervision of youth adjudicated for a sexual offense include: Every reasonable effort should be made not to label juveniles who have committed sex offenses. ü The offense does not define who these youth are. Over-identification with the stereotypes associated with the term “sex offender” may do the juvenile more harm than good. ü Staff providing supervision to juvenile sex offenders must be able to separate the person from the sex-offending behavior, and they must respect the inherent worth of each person. Juveniles who commit sex offenses will vary in many ways, and supervision plans must be tailored to the extent that individual differences can be addressed. ü All juveniles adjudicated of sex offenses are not the same. For instance, juveniles will be in differing stages of development that cannot be ignored during the case planning process. Effective supervision standards should not be of the “one size fits all” variety. Juvenile sex offender case plans must be individualized and consistent with the characteristics of the juveniles for whom they are created. ü Factors that will affect case planning decisions include but are not limited to: ethnicity and culture, family make-up, family dynamics, urban vs. rural environment, sexual orientation, gender, mental health issues, other treatment issues, peer group. Juveniles who have committed sex offenses are part of a family system, and the family system shall be recognized and factored into case planning decisions when appropriate. ü Family members can provide essential and valuable information relative to a juvenile’s attitudes, values, needs, and strengths. Family members can be a primary source of support for juveniles during the time that they are on supervision. Supportive family members can work in conjunction with the juvenile to increase the likelihood that he or she will make substantive changes during the course of supervision. Therefore, case-planning decisions should be reflective of the unique dynamics of the juvenile’s family system and his or her role within that system. Case management and treatment are a partnership. ü Treatment is an on-going process that does not end when the juvenile leaves the treatment setting. Treatment concepts and goals should be reinforced and integrated into the case manager’s duty of supervising juvenile’s behaviors in the community. ü The benefits of treatment will more likely be realized when communication between case managers and treatment providers is consistent and when relevant information is shared between case managers and treatment providers. In this sense, treatment and case management of juvenile sex offenders is a collaborative process. CASOM Grant Accomplishments In the May 2005 DJC Newsletter, an article outlined the objectives of the Comprehensive Approaches to Sex Offender Management grant (CASOM) received by DJC in 2003. One of the objectives of the grant was to provide aftercare services for older youth who are released into the community and are in need of transitional services that are not currently available to those over 18 years of age (housing startup costs, job training, etc.). To accomplish this objective, the DJC followed the three-phase model of the Going Home Project, a demonstration of best practices related to successful reentry of offenders to the community. The first phase, Institution, begins during a youth’s placement at a secured juvenile correctional facility. The second phase, Transition, starts approximately three months prior to a youth’s return to the community and continues for about three months in the community. The third phase, Stabilization, takes place during ongoing community supervision of the youth for an average of six to nine months. In December 2004, the DJC began to identify youth with sexual offenses in juvenile correctional institutions that met the criteria for a 90-day transition program and who required specialized aftercare services. Of 51 youth who were identified as meeting initial eligibility criteria under the CASOM grant, 30 have received services - 23 state-supervised and seven county-supervised youth. Those with county-provided aftercare were from five different counties. Those 21 youth originally identified who have not received services may have had ongoing behavioral or mental health issues that delayed their projected release date and therefore made them ineligible to participate because of grant enrollment periods. Other youth continue to be identified for services. After an institution transition phase, and upon release to aftercare supervision, the 30 youth identified received specialized services that may have included individual sex offender therapy and family therapy, housing assistance, and individual transitional needs such as work related items, independent living supplies, employment training, bus passes or books. |
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Families Count - In a Report to the Wisconsin Governor's Juvenile Justice Commission and the Wisconsin Office of Justice Assistance, June 2005, researchers from the UW Wisconsin and UW Wisconsin Extension, Cooperative Extension, concluded that "cognitive-behavioral therapy has emerged as an evidence-based practice for responding to juvenile delinquency". In "What Works, Wisconsin - What Science Tells Us about Cost-Effective Programs for Juvenile Delinquency Prevention", the authors further state that M. W. Lipsey "conducted a meta-analysis of hundreds of delinquency interventions, and concluded that interventions incorporating practical, skills-based, behavioral or cognitive-behavioral treatment components were more effective at reducing recidivism than others, regardless of the type of intervention overall." National research on what's working to help a youth make a successful re-entry to community living, also points to therapeutic intervention where the youth and family participate together. DJC's Families Count program incorporates both cognitive intervention and the active participation of both youth and their families in a powerful dialogue about thinking patterns. In previous newsletters, we have highlighted the family component of the Juvenile Cognitive Intervention Program that was pilot tested last year and is available now as part of a youth's re-entry planning. The "Families Count" program spans the institution and community portions of a youth's transition phase. It is designed to be a three-lesson "bridge" and its purpose is to orient families to how the Juvenile Cognitive Intervention Program concepts and skills will help youth remain crime-free in their communities. As with all transition phase activities, County liaisons are welcome and encouraged to participate. For youth with County-provided aftercare, training on conducting the Lesson 3 Check Up will be provided as requested. "Families Count" specifically uses the format from Choices (Phase I) and Changes (Phase II) of the Juvenile Cognitive Interventions Program (JCIP), with which the youth are familiar. Youth participate in the lessons as facilitators as well as students in addressing coming home issues of both parent and youth. Eligible youth are those who have had JCIP in the institution. Families and youth are aided by a workbook and JCIP Reference Guide that serves as an reminder or overview of the main tools of juvenile cognitive intervention such as Stop and Think, the Choice Funnel, Thought Train, etc. How will Families Count be Delivered? Boys will participate in Lesson 1 of Families Counts following a youth’s transition meeting in the institution. They will participate in Lesson 2 in the community at a centralized location. Girls at Southern Oaks will participate in an abbreviated version of Lesson 1 and Lesson 2 in one evening in the institution. Lesson 3, the Check Up, should be conducted within 45 days of a youth’s return to the community by the youth’s probation and parole agent. For youth with County-provided aftercare, delivery of Lesson 3 is optional but highly recommended. Contents: Lesson 1 – An institution social worker will facilitate the session on Hope, Optimism, and application of the JCIP concepts to communication challenges between parents and youth. Youth participates by demonstrating JCIP tools. Participants: Social worker, agent, youth, parents. County Liaisons and other Transition Team members, especially from the community, are encouraged to participate. Lesson 2 - The focus of this session will be for the youth and family to look back at past regrets, examine useful ways they each have learned to cope with current challenges and to make a commitment to changed behavior to maintain the youth in the community. Participants: Boys returning to the Southeast Region for aftercare or the Corrective Sanctions Program, agent, family members and service providers. Lesson 3 – Check up on how the family and youth are able to apply the JCIP concepts to challenges once the youth is in the community. Have they been able to stick to their commitments? Participants: youth, agent, family. Others from Transition Team welcome. For girls returning to community supervision, both Lesson 1 and Lesson 2 will be delivered during one evening at Southern Oaks Girls School with youth, family, providers, social worker County Liaison and/or field agent. The agent assigned to provide DJC aftercare will conduct the Lesson 3 follow up about one month after the youth returns to the community. Though Families Count itself has not undergone a rigorous evaluation, family members who participated in the pilot program reported that they valued the opportunity to talk with their youngsters and other families about the issues covered in the curriculum. |
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INFORMATIONAL ITEMS Juvenile Cognitive Intervention Program The Division is proud to highlight the number of youth who successfully complete the Choices and Changes phases of the Juvenile Cognitive Intervention Program offered at all DJC facilities. Each phase includes 15 lessons and takes an average of six weeks to complete. Quarterly completions may include youth who began the curriculum before the quarter start date. Because populations vary, no comparison between institutions is meaningful.
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Juvenile Court Intake Worker Training
We offer this update to assist Counties in coordinating hires/assignments with available training sessions. Note the tentative April training previously announced will occur in late March, 2006. Notification Requirement: It is the employer’s legal responsibility to notify the Department of Corrections at the time that a new intake worker is hired or re-assigned. Notification forms should be sent to: Jo Mercurio, JSS, Division of Juvenile Corrections, PO Box 8930, Madison, WI 53708-8930. Fax 608.240.3370. Training Payment: There is a $120 fee per participant, charged to counties, for workers trained during the state fiscal year 2006 (ending June 30, 2006). Checks or purchase orders should be made out to the WI Juvenile Court Intake Association (WJCIA). Checks must be received at least 30 days prior to the session. Send checks and registrations to:
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Announcements Registrations are being accepted now for: Open Minds: Implications of Adolescent Brain Research on the Juvenile Justice System, March 14th and15th, 2006 at the Sheraton Hotel, Madison, Wisconsin.The Open Minds conference is hosted by the Wisconsin Council on Children and Families, with support from the Governor's Commission on Juvenile Justice and the Office of Justice Assistance.This conference will be a two day, cross-disciplinary look at the most recent research about the adolescent brain, and how that research can inform work with juveniles in the justice system.As many of our partners in the juvenile justice system are aware, Judith L. Heine, Director of the Office of Juvenile Offender Review, passed away on October 5, 2005 after a long battle with lymphoma. Judith distinguished herself as a public servant throughout her career and as a community volunteer. For 15 years after graduating from Milwaukee's Cardinal Stritch University with a degree in psychology, Judith worked to improve the lives of children as a counselor, social worker, friend, confidant and advocate. She volunteered at various agencies including St. Colleta's, St. Rose Youth and Family Center and the Boys and Girls Club. She began her career with the Department of Corrections as a juvenile probation and parole agent in Milwaukee, served as a social worker at Ethan Allen School for Boys, and became the Division's Liaison to Milwaukee Children's Court. In 2001, Judith assumed the position of Director of the Office of Juvenile Offender Review. She guided decisions regarding the return of juveniles to the community with integrity and caring. She was active in policy development in the areas of victim services and public safety with regard to juveniles with sex offenses. Judith coordinated the development and maintenance of the Division's case management manual and supervised the Interstate Compact for Juveniles. Her contributions as a professional, co-worker and friend are remembered with respect and gratitude. |
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Model County Programs
Questionnaire for County Department of Human Services Delinquency Services Managers
The Division's Juvenile Services Specialist with responsibility to provide training on Risk and Needs Assessment Tools, Juvenile Classification, Structured Decision-Making, and Case Management has been asked to conduct a short survey regarding the use of these tools. Your responses to the questionnaire would be most appreciated.
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