danielle matsuo - dept attorney general & justice - mad, bad or dangerous to know? understanding...
DESCRIPTION
Danielle Matsuo, College of Forensic Psychologists A/ Director, Sex & Violent Offender Therapeutic Programs, Corrective Services NSW, Department of Attorney General and Justice presented this at the 2nd Annual Forensic Nursing Conference. This is the only national even of its kind promoting research and leadership for Australia's Forensic Nursing Community. The program addresses future training of forensic nursing examiners, forensic mental health consmers, homicide and its aftermath, ethical dilemmas in clinical forensic medicine, child sexual abuse, providing health care to indigenous patients in the forensic arena and more. To find out more about this conference, please visit http://www.healthcareconferences.com.au/forensicnursingTRANSCRIPT
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Mad, bad or dangerous
to know?: Violence risk
assessment and
management DANIELLE MATSUO, M. PSYCH (FORENSIC), MAPS
STATE-WIDE MANAGER PROGRAMS, CORRECTIVE SERVICES NSW
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Overview
Theories of aggression and violent behaviour - how does
violence occur?
Development of violence risk assessment – from
dangerousness to risk management
Risk factors for violence – what is the relationship
between mental illness, personality disorder and
violence?
Conceptualising psychopathy – are psychopaths more
dangerous?
Managing challenging and violent behaviour
Concluding comments & questions
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The World Health Organization (WHO) has identified
violence as a public health issue and had urged “the
health sector (in conjunction with the criminal justice
sector) … to take a much more proactive role in
violence prevention…” (Krug, Dahlberg, Mercy, Zwi, &
Lozano, 2002, p. 246).
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Theories of aggression and violence
Early theories of aggression hypothesised that human
aggression was the result of a frustrated attempt at goal
attainment
Made no reference to the role of mental processes within the sequence (Dollard et al. 1939)
Since then it has become clear that cognitions play an
increasingly critical role in mediating instinct-response
sequences (Berkowitz, 1989)
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Theories of aggression and violence
Social learning theory (Bandura, 1983)
Cognitive neo-association theory (Berkowitz, 1984, 1989, 1990)
Script theory (Huesmann, 1988; 1998)
Excitation transfer theory (Zillman, 1983)
Social interaction theory (Tedeschi & Felton, 1994)
Neuropsychological deficits (Bartholomew & Sestir, 2007)
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Theories of aggression and violence
General Aggression Model (Anderson & Bushman, 2002):
multi-factor model that accounts for variability in aggression across time, people and contexts as different knowledge structures develop and change, and different contexts prime different knowledge structures
Top-down model: Focuses on how development of knowledge structures influences early, downstream psychological processes e.g. visual perception, judgment/decision-making
Better explains aggressive acts based on multiple motives e.g. instrumental and reactive violence
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General Aggression Model (Anderson &
Bushman, 2002) Preparedness to aggress. E.g.
personality traits, values, attitudes,
beliefs, scripts, gender, genetic
predisposition.
E.g. cues,
provocation, pain,
drugs, incentives.
E.g. mood,
emotion,
expressive
motor
responses. E.g. Hostile
thoughts/
interpretations,
scripts. Low v. high.
Involves both automatic (appraisal) and
controlled (re-appraisal) processes
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General Aggression Model (Anderson &
Bushman, 2002)
Other considerations:
Opportunity (i.e. context or situation)
Disinhibiting factors – moral disengagement, substances
Threat to hierarchy of needs
Role of anger? – don’t assume that anger is the cause of
the aggression
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Schemas or Implicit theories – Polaschek,
Calvert & Gannon (2009)
Four schema variations which captured dominant
themes in offenders’ violent cognition
1. Normalisation of violence
2. Beat or be beaten
a) to protect oneself, and
b) to achieve social status/power
3. I am the law
4. I get out of control
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Violence risk assessment – from
dangerousness to risk management
Can we predict violent behaviour?
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Base rates for violence
Much easier to predict a behaviour with a higher base rate
Meta-analyses: base rates for violent recidivism around 21%-25% (Campbell, French & Gendreau, 2009; Yang, Wong & Coid, 2010)
Violent offences such as assault and armed robbery have much higher base rates than more serious offences such as homicide
NSW statistics (Jones et al., 2006):
31% of those who had been incarcerated for a most serious offence of violence as their index episode reoffended (any type) on parole.
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Generations of risk assessment
First generation – clinical judgment
Second generation – Actuarial/Static: designed to provide a baseline risk for violence
Cannot be used to measure change; clinical utility?
Referred to ‘dangerousness prediction’ (Monahan, 1981)
‘Dangerousness’ connotes a dichotomous state – either one is or is not dangerous (Ogloff & Davis, 2005)
Third generation – Incorporating dynamic risk factors
Structure professional judgment tools – no algorithmic rules for combining items to come to a clinical decision
Specify a list of empirically derived risk factors related to violence
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Generations of risk assessment
Third generation (continued)…
Provide scoring guidelines and a guide for a final decision about risk
(low, moderate, high)
Attend to other features of risk apart from likelihood e.g. imminence,
severity, targets, nature and management (Ogloff & Davis, 2004;
Hart & Logan, in press)
Prediction of dangerousness was no longer the task – the term risk
assessment incorporates 3 components (of dangerousness):
1) risk factors,
2) harm,
3) risk level
Fourth generation – specific purpose such as measuring change after treatment, e.g. VRS
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Risk factors for violence (Douglas &
Skeem, 2005)
Static:
Instability of upbringing
Violence throughout life span
Age of first violent conviction
Previous violence convictions
Prior supervision failure
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Risk factors for violence
Dynamic:
Impulsiveness
Negative affect – anger; negative mood
Psychosis
Antisocial attitudes
Personality
Substance abuse
Interpersonal relationships
Treatment alliance and adherence
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Violence and psychosis
The emergence of persecutory delusions in untreated schizophrenia explains violent behaviour (Keers, Ullrich, Destavola & Coid, 2013).
Maintaining psychiatric treatment after release can substantially reduce violent recidivism among prisoners with schizophrenia.
Temporal proximity is crucial when investigating relationships between delusions and violence (Ullrich, Keers & Coid, 2013; Coid, Ullrich, Kallis, Keers, Barker & Cowden, 2013).
Highly prevalent delusional beliefs implying threat were associated with serious violence, but they were mediated by anger.
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Violence and personality disorder
PDs consistently found to be associated with aggression
& violence – ASPD, BPD, NPD, PPD and psychopathy
(Gilbert & Daffern, 2011)
For subjects who had hx of aggression, ASPD accounted
for most variance in the study; BPD alone was weak but
those with BPD + high trait anger + aggression supportive
beliefs + frequent rehearsal of aggressive scripts =
increased risk of violence (Gilbert, Daffern, Talevski &
Ogloff, 2013)
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Conceptualising psychopathy – are
they more dangerous?
What do you think of when you think of a
psychopath?
What do they look like?
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Common misconceptions about
Psychopathy
Psychopath = serious violent offender
Psychopathy is equivalent to anti-social personality
disorder
Psychopaths are born not made
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Debate in the literature
Should adaptive features be included in the definition?
Are anxious, emotionally reactive people fundamentally
psychopathic? Does secondary psychopathy exist?
Should anti-social behaviour be in the definition?
Psychopathy is unchangeable
(Skeem, Polaschek, Patrick & Lilienfeld, 2011)
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Primary vs. Secondary psychopathy
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Original construct doesn’t actually require violent or criminal behaviour
It doesn’t capture low anxiety or fearlessness
Therefore when you use the PCL you create a picture of someone more aggressive or dysfunctional than Cleckley intended
Psychopathy as defined by the PCL
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Evidence shows that the predictive power of the PCL
comes from Factor 2 (Yang, Wong & Coid, 2010)
Kennealy et al. (2010) demonstrated that it is not the
case that when you add Factor 1 scores to Factor 2 it
creates someone of greatly higher risk of violence = no
interaction
Use of the PCL in risk assessment
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Psychopaths as more
“dangerous”?
Are psychopaths more dangerous than other
offenders?
If so, why?
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Does Treatment make a
Psychopath worse?
Rice et al. (1992): unstructured patient-run therapeutic
community increased violent recidivism rates
Hare et al (2000) obtained similar results in the UK (
Factor 1 = recidivism)
Any treatment does run the risk of improving skills in
deception, manipulation etc.
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Treatment program for psychopaths
(Wong & Hare, 2005)
Interventions should target Risk, Needs, Responsivity principles
Psychopathic personality is not the treatment target
Psychopathic traits will however influence the course of treatment
The skill is in the delivery, not the content!
Training, support and supervision is required for clinicians working with psychopathic offenders
Integrated team management
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Polaschek (2011)
138 high risk violent male offenders
70% completed the full 28 week intensive CBT based
program
330 hours, closed groups of 10 men with 2 therapists
PCL score did not predict non-completion
Moderate to high PCL scorers demonstrated a
subsequent reduction in recidivism
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Treatment approaches – what
works?
Interventions for aggressive adult offenders must be grounded
in theory as to the kinds of cognitions that need targeting and
how this might be achieved (Polaschek et al., 2009)
Must be specialized, intense and comprehensive enough to
treat the entrenched cognitions specific to violent behavior
(McGuire, 2008; Gilbert & Daffern, 2010) = CBT based 300+
hours
Violent offender treatment has been shown to reduce violent
behavior for many participants (Di Placido, Simon, Witte, Gu,
& Wong, 2006; Polaschek et al., 2005; Polaschek, 2011)
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Treatment approaches – what
works?
Mindfulness associated with less impulsiveness, anger and hostility (Brown & Ryan, 2003; Heppner et al, 2008; Borders, Earleywine & Jajodia, 2010; Fix & Fix, 2013)
DBT reduces violent episodes in: forensic patients (Evershed et al, 2003)
incarcerated juvenile offenders (Quinn & Shera, 2009)
offenders with an intellectual disability (Morrissey et al, 2011; Sakdalan et al, 2010)
domestic violence offenders (Rathus et al, 2006)
Wright, Day & Howells (2009) – mindfulness as anger management
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Managing violent and challenging
behaviours in treatment
What are some of the things you find difficult in
working with an aggressive or behaviourally
challenging client?
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Therapeutic alliance
“Task, bond and goal” (Bordin, 1979)
Ross, Polaschek & Ward (2008) suggested knowing these are high risk violent offenders, cluster B personality, or high psychopathy plus general suspicion about the veracity of offender self-presentation in therapy fuels therapist suspicion about the genuineness of their behaviour and makes it hard to form a bond
Key skills: treat the person not the offence (or the label), every one has an individualised treatment plan
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Increasing motivation – Cognitive
distortions
‘Resistant’ (Hemphill & Hart, 2002)
Cognitive distortions - minimise and deny; blame
others; mislabel; justify (Chambers et al, 2008)
Mistrustful, paranoid and hostile
Key skill: Motivational Interviewing (Miller &
Rollnick, 2013)
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Increasing motivation – Cognitive
distortions
Key skills:
Give feedback that hostility is understandable but inappropriate whilst you maintain a positive
therapeutic position
Reduce hostility by encouraging respect and trust
If disagreements can be resolved, not only will
appropriate behavior be modeled, but also efficacy
can be gained through the therapeutic process
(Deffenbacher, Lynch, Oetting, & Kemper, 1996).
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Increasing motivation – Cognitive
distortions
Monitor your own behaviors to ensure you do not blame the offender, adopt a confrontational approach, project yourself as ‘experts’, or focus on entrenched underlying problems too early in the therapeutic process
Listen and reflect back to the offender (Marshall & Serran, 2004). Aim to teach pro-social cognition skills to restore offenders to the position of autonomous, self-disciplined, and self-regulating individuals
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Increasing motivation – Emotional
responsivity
Key skills:
Low levels of client emotional responsivity can be effectively treated, but it is likely that this requires higher levels of therapist responsivity and skill (Howells & Day, 2006)
Talking explicitly about anger and violence with offenders who use antecedent focused regulation strategies may be experienced as too confronting or irrelevant
Rather, locate their experiences within a broad developmental framework that builds on the self-identification of problems
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Engaging the Psychopath
Key skills:
Focus on tasks and goals and not on bond (NB: Ross, Polaschek & Wilson, 2011 – bond may improve)
Working relationship must be respectful and professional
Attempts at boundary violations need to be addressed immediately (boundaries among staff extremely important)
Manage treatment interfering behaviours in firm and fair way before proper treatment can proceed
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Engaging the psychopath
Key skills:
“Strategy of choices” (Harris, Atrill & Bush, 2004) - uses psychopathic offenders need for control and choice as a way of promoting self-responsibility and self-management
Conscious choice between learning/practicing the skills required to understand the links between old patterns of thinking and behaving, and those needed to engage in self-serving but pro social alternative behaviours
Moral reasoning will have little impact
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Maintaining professional
boundaries and self-care
What indications are there for counter-transference issues?
How do you ensure that you remain professional and respectful?
Supervision, support and training
Integrated management – treatment team
Expect difficulties – be proactive in managing them (important for managers/supervisors)