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“Practitioners Helping Practitioners”
Evidence Based Practicesfor Juvenile Justice
Wisconsin Juvenile Court Intake AssociationSeptember 23, 2009
1:00 -4:30pm
Wilderness Resort-Glacier CanyonWisconsin Dells
September 23, 2009
© 2009 The Carey Group; www.thecareygroup.com 2
OBJECTIVES• Understand the research around risk reduction
• Examine ways the research is being applied in practical ways within correctional systems
• Understand how and why you, as a corrections professional, are critical to whether an offender changes behavior
• Identify the five key character traits required for a professional seeking risk reduction outcomes
• Identify one or two things you can do immediately to improve outcomes
•Juvenile residential treatment counselor
•Juvenile and adult probation/parole officer
•Director of four county Community Corrections agencies
•Deputy Commissioner, MN DOC; Juvenile and Community Services
•Warden, women’s prison
•Consultant/trainer
Background: Mark Carey
© 2009 The Carey Group; www.thecareygroup.com 4
Definition
• Evidence Based Practices: A progressive, organizational use of direct, current scientific evidence to guide and inform efficient and effective correctional services.
© 2009 The Carey Group; www.thecareygroup.com 5
Forerunner was evidence based medicine
• 1836: bloodletting was routine
• French physician Pierre Louis: one of first clinical trials in medicine
• Found bloodletting was linked to far more deaths
© 2009 The Carey Group; www.thecareygroup.com 6
LEARNINGS: STUDIES AND EXPERIENCE
• Meta-analysis: are hundreds of studies
• We know a lot about what works in reducing recidivism
• Just as important: what doesn’t work
• We have learned why initiatives have failed and succeeded
Summary of Benefits and Costs (2003 Dollars)
Dollars Per Person: Benefits Costs B - C
Early Childhood Education $17,202 $7,301 $9,901
Nurse Family Partnership $26,298 $9,118 $17,180
Functional Family Therapy $16,455 $2,140 $14,315
Aggression Repl. Training $9,654 $759 $8,805
Multi-D Treat. Foster Care $26,748 $2,459 $24,290
Intensive Juv. Supervision $0 $1,482 -$1,482
Scared Straight Programs -$11,002 $54 -$11,056
Adult Drug Courts $5,787 $4,019 $1,768
Int. Adult. Sup: Surveillance $0 $3,478 -$3,478
Int. Adult. Sup: Treatment $5,870 $4,000 $1,870 7© 2009 The Carey Group; www.thecareygroup.com
Gold: Random Assignment
Silver: Matched + Controls
Bronze: Matched + ?Controls
Iron: Inadequate Design
Dirt: Conclusive Doesn’t Work
Research Standards
Best sources for “cleaned up” research
Links from NIC website: http://www.nicic.org/WebPage_387.htm
• Washington State Institute for Public Policy Conducts evaluations of evidence-based offender treatment interventions in the State of Washington.
• Center for the Study and Prevention of Violence, University of Colorado Conducts studies, provides information, and offers technical assistance regarding violence prevention.
• The Corrections Institute, University of Cincinnati Assists agencies seeking to change offender behavior.
• Bureau of Government Research, University of Maryland Helps government agencies identify and implement "best practices."
• Institute of Behavioral Research at TCU Studies addiction treatment in community and correctional settings.
• Campbell Collaboration Studies the effects of interventions in social, behaviorial, and educational arenas.
• National Criminal Justice Reference Service
© 2009 The Carey Group; www.thecareygroup.com
9
State of MarylandProactive Community Supervision Results
©
2009 The Carey Group;
www.thecareygroup.com; 651-226-4755
7
14
21
28
Probation Recidivism Rates Multnomah County
1 Year Rate
2 Year Rate
3 Year Rate
©
2009 The Carey Group;
www.thecareygroup.com; 651-226-4755
0
2
4
6
8
10
12
All Revocations
Technical Revocations
Re
voc
ati
on
Ra
teTravis County, Texas
Felony Revocation Rates
2005
2008
©
2009 The Carey Group;
www.thecareygroup.com; 651-226-4755
-17% Change in Rate Pre-TCIS to Post-TCIS
©
2009 The Carey Group;
www.thecareygroup.com; 651-226-4755
Why are recidivism rates high?
1. We are giving too much attention to the low risk and too little on the high risk
2. Programs have not applied research knowledge nor are these practices applied with fidelity
3. The system is not in alignment
4. We are focusing on the wrong issues
© 2009 The Carey Group; www.thecareygroup.com 14
Lessons LearnedWho you put in a program is important
– pay attention to risk
What you target is important – pay attention to criminogenic needs
How you target offender for change is important – use behavioral approaches
and match to offender type
15© 2009 The Carey Group; www.thecareygroup.com
-10%
0%
10%
20%
30%
Adhere to all 3 principles Adhere to 2 principles Adhere to 1 principle Adhere to none
Impact of Adhering to the Core Principles of Effective Intervention: Risk, Needs, and
Responsivity*
* meta-analysis of 230 studies (Andrews et al.,
1999)
Better outcomes
Poorer outcomes
16
Risk Principle Summary
1. Risk PrincipleWho
2. Needs PrincipleWhat
3. Treatment & Responsivity Principles
What WorksHow
© 2009 The Carey Group; www.thecareygroup.com; 651-226-4755
Risk Principle Summary(Who)
• Do not target low risk offenders
• Do not target extremely high risk offenders
• Do target medium to high risk offenders
© 2009 The Carey Group; www.thecareygroup.com; 651-226-4755
© 2009 The Carey Group; www.thecareygroup.com 19
What happens when apply intensive treatmentto high and low risk populations?
-70
-60
-50
-40
-30
-20
-10
0
10
20
O'Donnellet al, 1971
Baird et al,1979
Andrewset al, 1980
Andrewset al, 1987
Low risk
High risk
Ch
ang
e in
rec
idiv
ism
Lowenkamp, Christopher and Edward Latessa, Evaluation of Ohio’s Community Based Correctional Facilities and Halfway House Programs, University of Cincinnati, Center for Criminal Justice Research (Cincinnati, OH: Jan. 1, 2002)
01020304050607080
Potential Impact on Recidivism
Recidivism rate in relation to R/A scores
Likely recidivism rate with most effective correctional intervention
©
2009 The Carey Group;
www.thecareygroup.com; 651-226-4755
Justice System Assessment & Training
CRIMINAL SANCTIONS - .07 (30 tests)
INAPROPRIATE TREATMENT - .06 (38 tests)
ISP’S - .07 (47 tests)
APPROPRIATE TREATMENT .30 (54 tests)
Link Between Treatment and Recidivism
22
© 2009 The Carey Group; www.thecareygroup.com
© 2009 The Carey Group; www.thecareygroup.com 23
Deterrence Theory
• Aware of the sanction
• Perceive it as unpleasant
• Weigh the costs and benefits
• Assess the risk
• Make a rational choice
© 2009 The Carey Group; www.thecareygroup.com 24
Assumption Reality
Aware of the sanction Disorganized
Perceive it as unpleasant Use drugs and alcohol
Failed in school, jobs, etc.
Weigh the costs and benefits Short term perspective
Assess the risk Distorted thinking
Impulsive
Make a rational choice Not rational
Hang around with others like themselves
© 2009 The Carey Group; www.thecareygroup.com 25
People who appear to be resistant to punishment
• Psychopathic risk takers
• Those under the influence of a substance
• Those with a history of being punished
Source: Ed Latessa, Ph.D.
© 2009 The Carey Group; www.thecareygroup.com 26
Assessment is based on the risk and need principles
• Risk is based on likelihood of re-offense– Actuarial tools get better results– Best if validated on own population– Most tools do not distinguish on level of
offense– Some tools target kind of offense (eg, sex,
domestic, DUI)– Cost and time are major factors– Most need additional tools
© 2009 The Carey Group; www.thecareygroup.com 27
RESULTS DRIVEN PRACTICE
Use of actuarial tool
Professional judgment alone
Use of actuarial tool with professional judgment
Risk of Heart Attack1) Elevated LDL and low HDL levels 2) Smoking 3) Diabetes 4) Hypertension 5) Abdominal obesity 6) Psychosocial (i.e., stress or depression) 7) Failure to eat fruits and vegetables daily 8) Failure to exercise
© 2009 The Carey Group; www.thecareygroup.com; 651-226-4755
© 2009 The Carey Group; www.thecareygroup.com 29
A Balanced Approach• Risk Management (low risk)
– Involves providing least restrictive, most appropriate sanctions & supervision
• Risk Reduction (moderate-high risk)
– Involves determining criminogenic needs and reducing risk factors through effective intervention & appropriate supervision
• Risk Control (extreme high risk)
– Involves techniques that control risk of reoffending while under correctional authority
Place Them in the Category
30
Top Four Criminogenic
Needs
Lesser Four Criminogenic
Needs
Non-Criminogenic Needs
1. 5. a.
2. 6. b.
3. 7. c.
4. 8. d.
e.
-Health issues-Mental Illness-Companions-Anti-social beliefs
-Employment-Family issues-Self esteem-Substance abuse
-Personal distress-Education-Temperament-Leisure-Intelligence
Needs Principle Summary(What)
• Target criminogenic needs (at least 3)
• Do not target non-criminogenic needs unless have to
© 2009 The Carey Group; www.thecareygroup.com; 651-226-4755
© 2009 The Carey Group; www.thecareygroup.com 32
Assessment is based on the risk and need
principles• Need is based on life and personal
conditions– Are dynamic as opposed to static– Are predictive– Provide the ingredients for a case intervention– Can be measured over time to determine
effectiveness– If done correctly, can drive major correctional
policy• Eg, discharge, release, conditions, admissions
The Big Four
Criminogenic Need ResponseAnti-social cognition Reduce anti-social cognition,
recognize risking thinking and feelings, adopt an alternative identity
Anti-social companions Reduce association with criminals, enhance contact with pro-social
Anti-social personality (temperament)
Build problem solving, self management, anger management, and coping skills
Family and/or marital Reduce conflict, build positive relationships and communication, enhance monitoring/supervision
Source: Ed Latessa, Ph.D. (with slight modification)
33
Temperament Examples
• Lack of empathy
• Anger and hostility
• Poor problem solving
• Risk taking
• Impulsive
• Lack of focus
• Narcissistic © 2009 The Carey Group; www.thecareygroup.com 34
© 2009 The Carey Group; www.thecareygroup.com 35
Family Stressors
Familiar factors that include criminality and a variety of psychological problems in the family of origin including:– Low levels of affection, caring and
cohesiveness– Poor parental supervision and discipline
practices– Out right neglect and abuse
The Next Four
Criminogenic Need Response
Substance abuse Reduce usage, reduce the supports for abuse behavior, enhance alternatives to abuse
Education Enhance performance rewards and satisfaction
Employment Enhance performance rewards and satisfaction
Leisure and/or recreation Enhance involvement and satisfaction in pro-social activities
Source: Ed Latessa, Ph.D.36
© 2009 The Carey Group; www.thecareygroup.com
Surprises
• What is not on the list that surprises you?
• What is not in the top four that surprises you?
© 2009 The Carey Group; www.thecareygroup.com 37
Too Much Information orToo Little Relevant Information
Military record
Employment history
Medications
Mental healthFinances
Race/ethnicityAge
Prior record Educational achievement
Siblings
Parental influence
Family name
Neighborhood
Nationality
Height/weight
PostureScars/tattoos
Verbal intelligence
Attitude/beliefs
Physical health
Self esteemPast supervision
Previous treatments
Prior successesPrior failures
Current emotional disposition
Degree of deference
Motivation
IQ
Previous abuse history
Level of violence
Amount of support
Gender
Instigator/follower
Substance abuse
Peers
Poor self control
38
© 2009 The Carey Group; www.thecareygroup.com
© 2009 The Carey Group; www.thecareygroup.com 39
Applying the assessment
• GET OUT OF THE WAY. Intensive treatment for lower-risk offenders can actually increase recidivism
• LIVE IN THEIR BACK POCKET. Provide most intensive treatment to higher-risk offenders
• ZERO IN. Target those offenders with higher probability of recidivism
© 2009 The Carey Group; www.thecareygroup.com 40
Need Principle
Criminogenic
• Anti social attitudes• Anti social friends• Substance abuse• Lack of empathy• Impulsive behavior
Non-Criminogenic
• Anxiety• Low self esteem• Creative abilities• Medical needs• Physical
conditioning
-20%
-10%
0%
10%
20%
30%
40%
50%
60%
6 5 4 3 2 1 0 -1 -2 -3
Recidivism Reductions as a Function of Targeting Multiple Criminogenic vs. Non-
Criminogenic Needs*
(Andrews, Dowden, & Gendreau, 1999; Dowden, 1998)
Better outcomes
Poorer outcomes
More criminogenic than non-criminogenic needs
More non-criminogenic than criminogenic needs
41© 2009 The Carey Group; www.thecareygroup.com
© 2009 The Carey Group; www.thecareygroup.com 42
Effective Assessments
• Has screening criteria (like the Proxy)
• Offenders assessed on all major risk, need, and responsivity factors
• Objective and standardized (a clear method of application to reduce subjectivity)
• Instruments are normed and validated
Source: Ed Latessa, Ph.D.
© 2009 The Carey Group; www.thecareygroup.com 43
Common Assessment Problems
• Assess offender but ignore important factors• Don’t distinguish between L, M, H risk• Don’t use it: all get the same treatment• Make errors and don’t correct• Don’t assess offenders at all• Don’t adequately train staff in
use/interpretation• Instrument is not validated or normed
Source: Ed Latessa, Ph.D.
Treatment Principle Summary(What Works and How)
Also called the Responsivity Principle
• Some programs work; some don’t• Focus on criminogenic needs (especially top four)• Match right offender to right program• Use a cognitive behavioral approach• Use positive reinforcements• Seek right levels of dosage/intensity• Quality assurance
© 2009 The Carey Group; www.thecareygroup.com 45
Responsivity
Reminder:
• Average recidivism reduction/gain
–Inappropriate treatment -.06
–Unspecified treatment .13
–Appropriate treatment .30
What Doesn’t Work to Reduce Recidivism
• Punishment, sanctions, or incarceration• Specific deterrence, or fear-based
programs, e.g. Scared Straight• Physical challenge programs• Military models of discipline and physical
fitness - Boot Camps• Intensive supervision without treatment
© 2009 The Carey Group; www.thecareygroup.com; 651-226-4755
What Doesn’t Work to Reduce Recidivism (continued)
• Shaming programs • Drug education programs• Drug prevention classes focused on fear or
emotional appeal• Non-action oriented group counseling
© 2009 The Carey Group; www.thecareygroup.com; 651-226-4755
What Doesn’t Work to Reduce Recidivism (continued)
• Bibliotherapy• Freudian approaches• Vague, unstructured rehabilitation programs• Self-esteem programs• Non skill-based education programs
© 2009 The Carey Group; www.thecareygroup.com; 651-226-4755
What Does Work to Reduce Recidivism
• Programs that:– Focus on criminogenic needs (especially top four)– Match right offender to right program– Use a cognitive behavioral approach– Use positive reinforcements– Seek right levels of dosage/intensity– Have built-in quality assurance
© 2009 The Carey Group; www.thecareygroup.com; 651-226-4755
© 2009 The Carey Group; www.thecareygroup.com 50
Responsivity:Understanding gender
• Differences between male and female• Based on “The Opposite Sex” by Hara
Estroff Morano and Erik Strand, Psychology Today, July/August 2003 issue
• Hint: nine are attributed to men, and nine to women
Identify which fact belongs to male and which to female
• 13 times more likely to score above 700 on SAT
• Twice as likely to be developmentally delayed
• 3 times more likely to stutter• More susceptible to chronic
headaches• More susceptible to bed
wetting• 2.3 times more likely to be
psychologist• More likely to recall childhood
memories• Works out less often• 4 times more likely to commit
suicide
• 72% more likely to develop lung cancer
• Smiles more often• One twelfth to have group sex• 2 times more likely to develop
Alzheimer’s• Speaks sooner, makes fewer
speech errors• Brain ages faster, more damaged
by aging• 100 times more likely to be chess
grandmaster• 3 times more likely to buy X rated
movies• 5 times more likely to have had
more than 20 sex partners51
© 2009 The Carey Group; www.thecareygroup.com
© 2009 The Carey Group; www.thecareygroup.com
Three Kinds of Responsvity
• Offender character traits
• Traits of the individual working with the offender
• The program components
52
52
© 2009 The Carey Group; www.thecareygroup.com 53
Responsivity Principle
– Motivation
– Learning Style
– Gender
– Age
– Culture
– Anxiety
– Depression
– Mental Illness
– Intelligence
© 2009 The Carey Group; www.thecareygroup.com 54
Examples of responsivity tools
• JESNESS (personality subtype scales that measure key traits and attitudes)
• CMC (offender profile types)
• URICA (motivation level for adults)
• SOCRATES (related to drug use)
© 2009 The Carey Group; www.thecareygroup.com 55
BEHAVIOR
THOUGHTS
FEELINGS
COGNITIVE STRUCTURE
(THINKING PATTERNS)
BELIEFS AND ATTITUDES
SkillStated Knowledge
More likely aware
UnderneathThe surface
Small Group Exercise
56
Event: Mall of America bumped shoulder
What was the behavior? Bumped shoulders; felony assault
What were the real or potential consequences of the behavior?What self thoughts likely emerged?What feelings or emotions were triggered?Which core belief(s) were behind those thoughts?
© 2009 The Carey Group; www.thecareygroup.com 57
Self Talk
• Every person speaks to him or her self at a rate of 1300 words per minute
© 2009 The Carey Group; www.thecareygroup.com 58
Cog training helps the offender….
• Stop and think
• Consider the consequences and awards of their actions
• Consider alternative responses
• Gain empathy for others
• Determine steps for alternative actions
© 2009 The Carey Group; www.thecareygroup.com 59
Cognitive Behavioral Programs
• It interrupts anti-social thinking patterns (restructure)
• It creates dissonance
• It provides skills to handle situations such as conflict management, problem solving (cog skills)
© 2009 The Carey Group; www.thecareygroup.com 60
Programming/intervention
• Dose, length, and intensity should increase with risk level
• Most (not all) respond best to cognitive behavioral programs
• They can be expensive to operate
• Cognitive restructuring, cog skills, life skills
• Treatment often works when combine cog intervention (eg, Safe Streets First)
© 2009 The Carey Group; www.thecareygroup.com 61
Dosage and Intensity
• Treatment should be:– At least 100 hours of direct service (200-
300 hours for high risk)– Be 3-9 months long (6-18 months for high
risk) depending on risk level
• Intensive treatment (not including aftercare) that last too long (over 12 months) might begin to see diminishing results (exception: sex offenders)
© 2009 The Carey Group; www.thecareygroup.com 62
Most commonly used cog curricula
• Thinking for a Change
• Aggression Replacement Therapy
• Moving On for Girls
• MRT
• Reasoning and Rehabilitation
© 2009 The Carey Group; www.thecareygroup.com 63
Other Examples of Cognitive Behavioral Correctional Curriculums
List compiled by Dr. Ed Latessa
• Controlling Anger and Learning to Manage It (CALM and CALMER)
• Criminal Conduct and Substance Abuse Treatment (Strategies for Self-Improvement and Change) (SSC)
• Persistently Violent Curriculum
• Corrective Thinking/Truthought
• Drug Abuse Treatment Program (FBOP)
• Changing Offender Behavior: A Complete Evidence-Based System
Criminogenic Needs 1, 2, 3
1. Anti-Social Thinking and Attitudes2. Anti-Social Peers3. Self Regulation Skills/Temperament
Programs Matched to Criminogenic Needs
Thinking for a Change (males)
Aggression Replacement Training
Moving on for Girls (females)
64© 2009 The Carey Group; www.thecareygroup.com
Criminogenic Need 4
4. Family Stressors and Support
Programs Matched to Criminogenic Needs
MST (Multisystemic Therapy)
FFT (Functional Family Therapy)
Girls N Gangs (process only)
Parenting Wisely
© 2009 The Carey Group; www.thecareygroup.com 65
Criminogenic Need 5
5. Substance Abuse
Programs Matched to Criminogenic Needs
Criminal Conduct and Substance Abuse Treatment: Pathways to Self Discovery and Change
66
© 2009 The Carey Group; www.thecareygroup.com
Responsivity Need 1
1. Motivation
Programs Matched to Responsivity Needs
Getting Motivated to Change (by TCU)
Making Changes (by Change Companies)
67
© 2009 The Carey Group; www.thecareygroup.com
Responsivity Need 2
2. Trauma
Programs Matched to Responsivity Needs
SPARCS (Structured Psychotherapy for Adolescents Responding to Chronic Stress
© 2009 The Carey Group; www.thecareygroup.com 68
Responsivity Need 3
3. Mental Health
Programs Matched to Responsivity Needs
Dialectical behavioral therapy
(for borderline personality disorder)
69
© 2009 The Carey Group; www.thecareygroup.com
Thinking for a ChangeStudy by Lowenkamp and Latessa (2006)
• Tippecanoe County, Indiana
• Probation plus T4 C compared to Probation
© 2009 The Carey Group; www.thecareygroup.com 70
Recidivism Rates
0
5
10
15
20
25
30
35
Prob plus T4Csuccessful onlyProb plus T4C all
Prob
28-50% reduction in recidivism compared to traditional probation
71
© 2009 The Carey Group; www.thecareygroup.com
What do you do when….?• You don’t have cog programs?
• The cog programs are filled?
• The offender completed a cog program but similar issues arise?
• They have certain traits that prevent such a placement?
• How do you apply these principles on a one-on-one setting?
© 2009 The Carey Group; www.thecareygroup.com 72
© 2009 The Carey Group; www.thecareygroup.com 73
Addressing anti-social peers• We normally:
– Restrict associates– Set and enforce curfews– Ban handguns– Etc. (extrinsic)
• We need to:– Teach offender to
recognize negative influences (people, place, things)
– Practice new skills (eg, assertiveness)
– Teach how to maintain positive relations
– Develop positive associations
– Train family/friends– Set goal of one new friend– Develop leisure activities
Source: Ed Latessa, Ph.D.
© 2009 The Carey Group; www.thecareygroup.com 74
Thinking Reports
1. What happened? (describe the situation)
2. What was I thinking before it happened? (example: “I won’t get caught.”)
3. What was I thinking while it was happening? (example: Nobody says that to me.”)
4. What feelings emerged from that thinking?
5. What alternative thinking might have resulted in a different outcome?
What Works with Institutionalized Juveniles
Treatment Recidivism
Reduction
Evidence
Interpersonal Skills
39% Excellent
Teaching Family Homes
34% Excellent
Behavioral Programs
33% Good
Community Residential
28% Good
Multiple Services 20% Good
Source: James C. Howell, Preventing & Reducing Juvenile Delinquency, p. 204 75
© 2009 The Carey Group; www.thecareygroup.com
Most Effective Programs for Serious and Violent Juveniles
They are programs that
Are relatively highly structured
Focus on developing skills
Use behavioral and cognitive-behavioral methods
Use multiple components to address delinquents’ problems in multiple domains (individual, family, school, peer group, and community)
Source: James C. Howell, Preventing & Reducing Juvenile Delinquency, p. 204 76
© 2009 The Carey Group; www.thecareygroup.com 77
Remember……
• It works best when it contains behavioral components
–Use of role plays
–Practice skill
–Report on application outside of classwork
78
Non-Behavioral Approaches
• Drug prevention classes focused on fear and other emotional appeals
• Shaming offenders• Drug education programs• Non-directive, client centered approaches• Bibliotherapy• Freudian approaches• Talking cures• Self-Help programs• Vague unstructured rehabilitation programs• Medical model• Fostering self-regard (self-esteem)• “Punishing smarter” (boot camps, scared straight)
© 2009 The Carey Group; www.thecareygroup.com
SLT Principles
• Modeling
• Rewards and Reinforcement
• Effective Use of Approval and Disapproval
• Practicing
79
© 2009 The Carey Group; www.thecareygroup.com
Remember, we learn by…
• what we see…
• what we hear…
• what we practice…
• what is reinforced
80
© 2009 The Carey Group; www.thecareygroup.com
There are virtually no serious competitors for the following when it comes to changing criminal behavior:
Modeling (if you want to get a behavior going, demonstrate it)
Reinforcement (if you want to keep a behavior going, reward it)
Role-Playing (set up opportunities for practice with corrective feedback)
Graduated Practice (some behaviors actually constitute a complex skill that may best be broken down and practiced in smaller steps)
Extinction (assuring that antisocial styles of thinking, feeling and acting are not inadvertently rewarded)
Cognitive Restructuring (pay attention to risky content of thought and assist in trying out less risky thoughts)
The Psychology of Criminal Conduct, 1998Andrews, D., Bonta, J., p. 270
There are virtually no serious competitors for the following when it comes to changing criminal behavior:
Modeling (if you want to get a behavior going, demonstrate it)
Reinforcement (if you want to keep a behavior going, reward it)
Role-Playing (set up opportunities for practice with corrective feedback)
Graduated Practice (some behaviors actually constitute a complex skill that may best be broken down and practiced in smaller steps)
Extinction (assuring that antisocial styles of thinking, feeling and acting are not inadvertently rewarded)
Cognitive Restructuring (pay attention to risky content of thought and assist in trying out less risky thoughts)
The Psychology of Criminal Conduct, 1998Andrews, D., Bonta, J., p. 270
81
© 2009 The Carey Group; www.thecareygroup.com
© 2009 The Carey Group; www.thecareygroup.com 82
Skill Development
• Demonstrate, rehearse, practice prosocial alternatives
• Increase difficulty
• Completion based on acquisition of new prosocial skills
Behavioral vs. Non-Behavioral
0.29
0.07
0
0.05
0.1
0.15
0.2
0.25
0.3
0.35
Non-Behavioral (n=83) Behavioral (n=41)
Source: Andrews, D.A.1994. An Overview of Treatment Effectiveness.Research and Clinical Principles, Department of Psychology, Carleton University.*The n refers to the number of studies 8
3© 2009 The Carey Group; www.thecareygroup.com
What about PO traits?
• What difference do they make?
© 2009 The Carey Group; www.thecareygroup.com 84
Case Manager Traits and Recidivism
0
5
10
15
20
25
30
NotCompetent
Marginal ControlGroup
Competent High Comp
Source: Washington State Institute for Public Policy, 2004Outcome Evaluation of Washington State’s Research-Based Programs for Juvenile Offenders
85
© 2009 The Carey Group; www.thecareygroup.com
Five dimensions of successful ebp staff
• “The Importance of Staff Practice in Delivering Effective Correctional Treatment: A Meta-Analytic Review of Core Correctional Practice”
Craig Dowden and D.A.Andrews
86©
2009 The Carey Group;
www.thecareygroup.com
Five dimensions of successful ebp staff
1. Effective use of authority
Firm but fairMake rules clear, visible, understandableCompliance through positive reinforcementKeep focus of message on behavior, not personUse of normal voiceGave choices with consequencesGuide offender toward compliance
2. Modeling and Reinforcing prosocial attitudes
Positive/negative reinforcementModel and rehearse pro-social behavior in concrete and vivid wayImmediate feedback on why behavior was approved/disapproved Offender encouraged to think about why certain behavior was desirableRole playing with increasing difficult scenarios
87
© 2009 The Carey Group; www.thecareygroup.com
3. Teaching concrete problem solving skills
Engage offender in resolving issues that reduce satisfaction and rewards for non-criminal pursuitsHelp offender develop a plan, clarify goals, generate options/alternatives, evaluate options
4. Advocacy/Brokerage of community resource
Arrange the most appropriate correctional serviceSpeaking on behalf of client at home, school, work or other
5. Relationship factors
Open, warm, genuine, and enthusiastic communicationSelf confidentEmpatheticFlexible Mutual respect and likingDirective, solution focused, structured, non-blaming, contingency based communication
Five dimensions of successful ebp staff (continued)
88
© 2009 The Carey Group; www.thecareygroup.com
Bonta “Black Box” Research (08).
PO activity targeted at influencing change Frequency exhibited in
sessions
Prosocial modeling 16.5%
Practice 22.3%
Prosocial reinforcement 68%
Antisocial discouragement 20.4%
Relapse prevention 16.5%
Homework assignment 28.2%
89
Exploring the Black Box of Community Supervision Journal of Offender Rehabilitation, Vol. 47(3), 2008. Pp. 248–270© 2009 The Carey Group; www.thecareygroup.com
Time Devoted to Discussion on Criminogenic Needs
Time Devoted Per Session Recidivism Rate
0-19 minutes 49%20-39 minutes 36%
© 2009 The Carey Group; www.thecareygroup.com 90
* Best results when focus on one criminogenic need at a time
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