Effective Practices In Correctional Settings II Effective Practices in Correctional SettingsII Introductions Melanie Lowenkamp Jen Kisela EPICSII Effective Practices In Correctional SettingsII ID: 182319
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EPICS-IIEffective Practices In Correctional Settings- II
Effective Practices in Correctional Settings-IISlide2
Introductions
Melanie
Lowenkamp
Jen
KiselaSlide3
EPICS-II
Effective Practices In Correctional Settings-II
“When I read about the training I thought “I already do that”….when I went to the training I thought “I already do this”….when I got back and did it how I was trained I thought “I have been doing this”….it wasn’t until I got this incredibly different response from the offenders that I realized I had never done this before.”
-
Federal Probation Officer Anna
Pakiela
, Personal Communication 2009.Slide4
EPICS-II
Effective Practices In Correctional Settings-II
Ohio Community Corrections DataSlide5
What Do You Feel Responsible For?Slide6
Inter Heart StudyRisk factors for heart attack
Identified 9 factors that predicted 90% of all heart attacks
First 2 predicted 2/3rds Slide7
Risk Factors For Heart Attack
CholesterolCurrent smokingDiabetes
HypertensionAbdominal obesity
PsychosocialFailure to eat vegetables and fruits daily
Failure to exercise
No alcohol consumptionSlide8
Comparison of HA & Crime Risk Factors
CholesterolCurrent smokingDiabetes
Hypertension
Abdominal obesityPsychosocial
Failure to eat fruits &
veg
Failure to exercise
No alcohol consumption
Attitudes
Peers
Personality
Employment
Family
Substance abuse
Housing, finances
Personal distress
Lower socio-economic statusSlide9
How Does What We Target & How We Target Make A Difference
Plenty of current research indicating that when we incorporate core correctional practices we see reductions in recidivismUsing core correctional practices ensures we are targeting relevant
criminogenic needs & using a general model to change behaviorSlide10Slide11
The Balanced Approach
Paparozi and
Gendreau. An Intensive Supervision Program that Worked: Service Delivery, Professional Orientation, and Organizational Supportiveness.
The Prison Journal, Vol. 85 No. 4, December
2005.Slide12
Core Correctional Practices
Dowden and Andrews, 2004Slide13
Relationship
SkillsSlide14
EPICS-II
Effective Practices In Correctional Settings-II
Relationship Skills
What type of relationship yields the highest benefit
How to coach and mentor your clients & peers
Important factors associated with effective correctional programsSlide15
EPICS-II
Effective Practices In Correctional Settings-II
Relationship
“a connection, association, or involvement”
Professional and work related
Friendly, but not friendsSlide16
EPICS-II
Effective Practices In Correctional Settings-II
Discussion
Think about an effective coach you’ve had in your life (for sports, work, etc.)
What qualities did that person have?
What made him/her a good coach?Slide17
EPICS-II
Effective Practices In Correctional Settings-II
Relationship Skills
Spiegler
and
Guevremont
note that the relationship “…is a
necessary
but not a
sufficient
condition of treatment.”
Must also target
criminogenic
needsSlide18
Skills:
Collaboration, autonomy, self-efficacy
EmpathyActive listening
Giving feedback
Role Clarification
Structured skill building and graduated practice
EPICS-II
Effective Practices In Correctional Settings-II
Relationship SkillsSlide19
EPICS-II
Effective Practices In Correctional Settings-II
Role Clarification
Key skill in working with involuntary clients
Helps the client understand what to expect and what is expected of them
Should be covered at the beginning of supervisionSlide20
EPICS-II
Effective Practices In Correctional Settings-II
Role Clarification
Explain the supervision process
Explain the various roles and responsibilities of a supervision officer
What are we (officer/offender) here for?
What are we hoping to get out of this?
What is required?
What can be negotiated?
Confidentiality of informationSlide21
Steps of Role Clarification
3.
2.
1.
4.
5.Slide22
What to targetSlide23
EPICS-II
Effective Practices In Correctional Settings-II
Risk Assessment
Important for driving case planning, management, and risk reduction
The results direct:
Whom to target (high risk)
What to target (
criminogenic
needs)
Slide24
Sample assessment scores
Criminal History=MODERATE
Education, Employment, and Financial situation=LOW
Family and social support=LOW
Neighborhood Problems= LOW
Substance Use= HIGH
Peer Associations= HIGH
Criminal Attitude and behavior problems= MODERATESlide25
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Effective Practices In Correctional Settings-II
To be effective at reducing an offender’s risk we have to understand what puts them at risk.Slide26
EPICS-II
Effective Practices In Correctional Settings-II
Behavioral Analysis
“How do I know what to target?”
Identifies high risk people, places, things, thoughts
Uncovers specific targets for discussion
Given as homework
Used throughout supervisionSlide27
Behavioral Analysis
Process where offender reports the offense chain for the last ten times he/she was in trouble or could have been in trouble
Allows you and offender to look for patterns in behavior.
These patterns tell us what to extinguish, identify situations to avoid, skills to develop, and what to reinforce
This process makes supervision proactive instead of reactive!Slide28
Behavioral Analysis
W
hen
(day of week and time)
Who were you with (before/during)?
Where
were you?
What were you thinking/feeling (before/during)?
What did you do?
What were you thinking/feeling after?Slide29
Sample BA
W
hen
(day of week and time)
Who were you with
before/during?
Where
were you?
What were you thinking/feeling
before/during?
What did you do?
What were you thinking/feeling after?
Weekday
Afternoon
Guys at Community service
downtown
I got time
to stop by my house and see my grandma and get something to eat.
Stopped by the house for a few minutes then went back
I shouldn’t have done that.
That was stupid
I
could’ve gotten caught
Sunday morning
Andre
Da’shon
Prison
I’m
gonna
play this football ticket
and make some money
I played it and got caught
with it afterwards
That’s a petty rule
It’s not about the ticket.
Annoyed
Weekday morning
Self
My house
I could get a good chunk of money for my mom’s TV
I took the TV to the pawn
shop
I need
help.
GuiltSlide30
EPICS-II
Effective Practices In Correctional Settings-II
RACE
Relapse prevention model used to help understand how to respond to their high risk people, places, things.
Along with BA used early in supervision
Implementing the steps of RACE will be an ongoing process
Helps the client learn to make responsible choicesSlide31
RACE
R
A
C
ESlide32
RACE
Recognize
Learn to recognize high-risk situations
Avoid
Can you avoid? Plan to avoid
Cope
If you cannot avoid, plan to manage
Evaluate
How can you better handle the scenario? What did you do well?Slide33
RACE Audio example
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Effective Practices In Correctional Settings-IISlide34
Avoidance Worksheet
List
all of the situations you might encounter this PPTT?
If you avoid this situation what will you do instead?
What specific steps will you take to avoid this situation
What problems do you anticipate in avoiding this situation?
What skills will you need to successfully implement the plan?
Can you realistically avoid this high risk person, place, thing, trigger (PPTT)?
After completing avoidance worksheet proceed to coping-contingency planSlide35
Avoidance Worksheet - R=Stress
List
all of the situations you might encounter this PPTT?
If you avoid this situation what will you do instead?
What specific steps will you take to avoid this situation
What problems do you anticipate in avoiding this situation?
What skills will you need to successfully implement the plan?
Conflict
with girlfriend (screaming at each other)
Separate
from each other when tension is present.
Calmly discuss issue.
Talk
to her when we are both calm.
Create
a plan that we both agree on.
Difficulty learning a new way to communicate.
Going
back to old habits.
Communication
skills
3 Step
Time out technique
Can you realistically avoid this high risk person, place, thing, trigger (PPTT)?Slide36
Coping Worksheet-contingency
List some potential
situations where the avoidance plan may fail:
What
specific steps will you take to remove yourself with minimal risk of relapse or other problems
What
potential problems can you anticipate by implementing your plan?
How
will you handle these problems?
What skills will you need to successfully implement the plan?
Complete the following worksheet to be used in situations where unforeseen high-risk situations occurSlide37
Coping Worksheet-primary plan
List
specific circumstances surrounding this PPTT that increase the likelihood of triggering your risk reaction
What
specific steps will you take to effectively cope with these circumstances
What potential
problems can you anticipate by implementing your plan
How will you handle these problems
What skills will you need to successfully implement the plan
Complete the following worksheet to be used in situations where the high risk PPTT CANNOT be avoided.
When encountering this high risk PPTT my risk reaction is:_________________Slide38
Coping Worksheet-primary plan
List
specific circumstances surrounding this PPTT that increase the likelihood of triggering your risk reaction
What
specific steps will you take to effectively cope with these circumstances
What potential
problems can you anticipate by implementing your plan
How will you handle these problems
What skills will you need to successfully implement the plan
She
starts accusing me of being with other women
Explain
to her that I don’t want to argue
Tell her we need to separate until we are both calm.
Leave the house.
She’ll continue to scream at me.
She won’t let me leave.
She’ll start hitting and kicking me.
Take
a deep breath
Don’t raise my voice.
Explain that I will call her in an hour.
3-step
Skill step “responding to anger”
Skill step “responding to an accusation”
Complete the following worksheet to be used in situations where the high risk PPTT CANNOT be avoided.
When encountering this high risk PPTT my risk reaction is:
Anger/ ViolenceSlide39
EPICS-II
Effective Practices In Correctional Settings-II
Structure of an interaction
Purposeful and Intentional
Focuses on addressing and changing target behaviors
Be prepared for meetingSlide40
Questions to ask yourselfSlide41Slide42
Session 2- How to targetSlide43
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Effective Practices In Correctional Settings-II
Bridging SkillsSlide44
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Effective Practices In Correctional Settings-II
Bridging Skills
Serve as a “bridge” between relationship and behavioral change
Development and maintenance of a relationship
Basis of behavioral changeSlide45
Bridging Skills
Effective Use of Authority
Effective Use of disapproval
Effective use of Reinforcement
Changing offender behaviorSlide46
EPICS-II
Effective Practices In Correctional Settings-II
Changing Offender Behavior
Punishment and Reinforcement
Building blocks of operant conditioning
Behavior is developed and maintained through a series of consequences
Punishment stops a behavior/ Reinforcement strengthens and teaches a new behaviorSlide47
EPICS-II
Effective Practices In Correctional Settings-II
Effective use of reinforcementSlide48
Reinforcement
Positive reinforcement
Involves the application of a stimulus to increase behavior.
Example: A client reports getting a job and receives verbal praise
.
Negative reinforcement
Involves the removal of a stimulus to increase behavior.
Example: A halfway house client has clean U.A.s for an entire month and is taken off restrictionSlide49
Types of ReinforcersSlide50
Skill Steps for Effective Reinforcement
1.
2.
3.Slide51
Audio DemonstrationSlide52
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Effective Practices In Correctional Settings-II
Effective use of punishment and disapprovalSlide53
Punishment
(Positive) punishment
Involves the application of a stimulus to decrease behavior.
Example
:
An offender submits a positive drug screen and is required to report weekly.
(Negative) punishment
Involves the removal of a stimulus to decrease behavior.
Example: An offender fails to report and has the privilege of picking report day and time removed. Slide54
Skill Steps for Effective Disapproval
1.
2.
3.
4.Slide55
Effective use of disapproval
IF YOU ARE ADMINISTERING A PUNISHMENT FOLLOW STEPS 5 & 6
5.
6.Slide56
Audio DemonstrationSlide57
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Effective Practices In Correctional Settings-II
Effective use of AuthoritySlide58
Effective use of Authority
Using authority in an effective manner
Nature of our jobs: getting people to do what they don’t want to do
Gives the client control in making decisions
Firm, but fair approachSlide59
Skills steps for effective use of authority
1.
2.
3.
4.Slide60
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Intervention SkillsSlide61
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Intervention Skills
Cognitive Model
Applying and reviewing the cognitive model
Problem-solving skills
Time outSlide62
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Cognitive Model
Cognitive-Behavioral Therapy (CBT)
Evidence based treatment
Yields the strongest, most consistent benefit in reducing recidivism
Emphasizes the important role that thoughts and feelings have in determining behavior
The Cognitive Model:
A pictorial representation of external events, thoughts, and the resulting behavior.Slide63
Cognitive Behavioral Therapy
Everyone has thoughts before acting, we just aren’t always tuned into them
63Slide64
Cognitive Model
Benefits of teaching the Cognitive Model
Increases awareness of high risk thoughts that typically lead to trouble
Helps the client see and understand the connection between thinking and behavior
Starts the process of restructuring antisocial thoughts and replacing them with alternative, pro-social thoughtsSlide65
The Cognitive Model
“Thinking Controls Behavior”
EXTERNAL
INTERNAL
BEHAVIORSlide66
Cognitive Model worksheet
EXTERNAL
INTERNAL
THOUGHTS
BEHAVIOR
REPLACEMENT
THOUGHTS
NEW BEHAVIOR
CONSEQUENCES
CONSEQUENCESSlide67
Sample worksheet
EXTERNAL
INTERNAL
THOUGHTS
BEHAVIOR
REPLACEMENT
THOUGHTS
NEW BEHAVIOR
Friends that I used with in the past called me to see if I wanted to go out with them
This could be a lot of fun. I have been working hard. I deserve a break. I won’t use I’ll just watch and laugh. I might meet a guy.
Go hang out. Might use.
I will feel like hell tomorrow. I will feel guilty. I will worry about having to drop. I could get arrested. I might use. I might meet a guy but he’ll be a loser. I could go back to prison.
Told friends I can’t do that anymore. Stayed at home with my son. Felt a big relief after I hung up phone.
CONSEQUENCES
CONSEQUENCES
Get arrested. Test positive. Get revoked.
Felt proud and like “I can make it”. Spent time with son. Stayed out of troubleSlide68
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Effective Practices In Correctional Settings-II
Why does training fail?Slide69
Integrating Training into the Workplace
Joyce and Showers (2002): Training consisting of..
Resulted in…
+
+Slide70Slide71
Joyce and Showers (2002)
+
+
Resulted in…
+Slide72Slide73
Integrating New Training in the Workplace
Rogers (2002)
“only about 10% of what is taught in training is transferred to the job”
Training alone is not sufficient to ensure fidelitySlide74
Why is it so difficult to adopt a new skill?Slide75
2 main reasons:
The training was inadequate.
Failure in the transfer of learning back to the workplace.Slide76
Why?
Newly learned behavior is fragile and needs to be supported in the face of reactions from clients
Initial reaction may be positive or negative
Negative reactions may cause the behavior to desist
Stress or discomfort may cause the behavior to desist
Difficult to extinguish old habits
Perception that new behavior will be too time consuming or difficult to master
Organizational characteristics do not support new behaviorSlide77
EPICS-II
Assists in building the infrastructure to support implementation Provides the keys for effective implementation
Training for “peer coaches”
Support staff through early stages of implementation until new behavior is embedded Prepare staff for potential reactions
Work one on one with staff with master the skills
Direct observation & providing feedbackSlide78
Keys to Effective Implementation
Start small, train staffEnsure program integrity through consistent coaching and careful monitoring
Tape interactions
As supports are in place continue to train staffPick one target and target it well!Slide79
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Effective Practices In Correctional Settings-II
Closing & Questions
Assessment, Relapse Prevention and Session Structure
Relationship & Coaching Skills
Bridging Skills
Intervention Skills
Fidelity of Implementation