Resolving problems and conflicts with restorative measures that re-establish connections versus traditional punitive measures. In addition, program personnel employ a philosophy and practice of restorative measures that empower girls to resolve problems, repair harm and restore relationships, promote growth and resiliency in both parties, and teach reconciliation and relationship skills. Comprehensive planning based on home, school, and community collaboration. During intake and on a regular basis, parents, caregivers, community members, and other providers are involved with girls and staff to assist in meeting their needs across several domains. Transition program planning.
Girls needs for meaningful work and employment activities are addressed early in the program.
Transition planning focuses on helping girls set their own goals for jobs and job training, postsecondary education, community living and participation, recreation and leisure, and daily living skills. The protective factors for girls are high family connectedness, good school performance, low family stress, high levels of religiousness, and younger age. It seems obvious that interventions and programs for girls should be designed to address these specific risk factors and capitalize on the protective factors. But in order to design such effective interventions, the current research on girls needs, such as that cited above, must be utilized. Furthermore, future research needs to examine the effects of race and culture as well as gender.