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2016 ADACBGA Conference

June 9th and 10th; 1:30pm-5:00pm

Promoting recovery and offense

desistance (PROD): Where’s the socio-

cultural beef?

Tony Sanchez, CARES & CADC; Advantage Behavioral Health Systems

Email: [email protected]

&

George S. Braucht, LPC; Brauchtworks Consulting

Email: [email protected]

With deep appreciation to Dr. Dietra Hawkins

Both and Partners , Inc.; www.drdietra.com

©2015 Brauchtworks Consulting www.brauchtworks.com

Promoting offense desistance and recovery ©2015 Brauchtworks Consulting Page 1

Tony Sanchez, CARES & CADC: [email protected] or [email protected]

Tony Sanchez is a passionate advocate who works tirelessly to enhance

recovery‐oriented systems of care. As a person in long‐term recovery,

Mr. Sanchez is continually amazed by the opportunities that come his

way to use his experience and knowledge in service of others. In 2006

Tony co‐founded Superior Commercial Cleaning Service in Athens GA. He

began working at Advantage Behavioral Health Systems in 2008 as a

House Parent in the Alcohol and Other Drug Unit at Miles Street. In 2011

he became a Certified Addiction Recovery Empowerment Specialist (CARES), a peer recovery

coach, and his passion led to creating and becoming Advantage’s Team Leader of the Peer

Recovery Program. Next, Tony enrolled in Social Work at Athens Technical College and, in

2013, he became a Certified Alcohol and Drug Counselor. He then worked for 2 years with the

Georgia Council on Substance Abuse as the Program Manager of Recovery Community

Development during which time he served over 10 communities that implemented Georgia’s

Recovery Foundations Initiative. Tony is sought‐after for technical assistance and training on

recovery and cultural competency ‐ so far he has worked in Texas, Virginia, and South Carolina.

He returned to Advantage Behavioral Health Systems as the Program Development Manager

for several months until June, 2016 when Tony became the Georgia Department of Behavioral

Health and Developmental Disabilities’ Director of the Office of Recovery Transformation. As

you quickly learn from talking with him, Tony is especially comfortable sharing with individuals

who are new to recovery his message of unwavering hope and how awesome recovery is!

George S. Braucht, LPC: [email protected]

Mr. Braucht is a Licensed Professional Counselor whose experience includes

psychotherapy; clinical supervision and peer performance support; along

with program evaluation, research and continuous quality improvement.

George enjoys teaching psychology and facilitating behavioral health and

social justice trainings in the US and abroad. His career so far includes

designing and implementing an Enhanced Supervision Program training and

peer coaching initiative for community supervision officers, counselors, and

other reentry service providers; a statewide Parolee Recovery and Offender

Discharge outpatient counseling program; and the Transitional Housing for Offender Reentry

Directory. In 2010 George co‐founded the Certified Addiction Recovery Empowerment

Specialist Academy for peer recovery coaches that is operational in several states. He serves on

the Board of the Georgia Association of Recovery Residences, is a Charter Board Member of the

National Alliance for Recovery Residences, is a Georgia Peace Officers Standards and Training

Council Senior Instructor, and he is a Certified Trainer with the Heart and Soul of Change Project

whose Partners for Change Outcome Management System is listed in SAMHSA’s National

Registry of Evidence‐based Programs and Practices. Many tools that George developed for

professional and peer service providers are available as free downloads at

www.brauchtworks.com.


Promoting offense desistance and recovery (PROD): Where’s the socio-cultural beef?

A Moment of Stillness and Silence “If we had a keen vision of all that is ordinary in human life, it would be like hearing the grass grow or the squirrel’s heart beat, and we should die of that roar which is the other side of silence.” George Eliot. (1872). Middlemarch.

Workshop Theme

“It’s never too late to be who you might have been.” Mary Ann Evans aka George Eliot (1819-1880)

Housekeeping Schedule

1:30pm* – 5:00pm* today and tomorrow

Break: 3:00pm - 3:30pm

Name tags: Visible across the room

Turn OFF cell phones, computers/tablets, etc. when in session*

Download journals at the ADACBGA website or www.brauchtworks.com

Recovery Language Parking Lot

IQ Parking Lot: Issues and Questions

Objective This 6-hour session introduces research-based principles and practices for working with people on criminal justice supervision, their correctional supervisors and other recovery supports. Social justice and crime desistence are best served by acknowledging and addressing each individual’s risk-needs with responsivity skills that empower access to culturally congruent resources. Upon completion of this workshop participants will be able to:

A. Identify eight principles of correctional evidence-based practices,

B. Acknowledge and use recovery-focused language in individual and group interactions to promote enhanced alliances and improved outcomes with clients/peers, community corrections officers and other service providers, and

C. Apply Appreciative Inquiry methods to locate viable recovery resources.


Your Goals and Expectations: An Appreciative Inquiry

1. What’s right with you today?

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

2. What opportunities to improve yourself do you see?

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

3. What keeps you hopeful?

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

Courageous and Healing Conversation Guidelines

A. Resist the Fixing Impulse: Share using “I” statements about what has worked for you or others that you know

B. “Oops!”: What I said didn’t come out right

C. “Vegas Rule!”: Request that what I’m about to say not leave this room

D. “Ouch!”: Pause the conversation - signals that a statement was offensive while assuming it was unintentional

E. Mindful of each other: Affirm and respect others’ views = dialogue not debate

F. Minimize distractions: Turn OFF cell phones and other electronic devices and notify someone before leaving the room

G. Relationship Enhancement Skills: OARS - see next section

H. What Else? _________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

Fixin’

ACTIVITY


Fundamental Relationship Enhancement Skills: OARS & DARN CARs

O_______________________-ended questions: ___________________________________________

A____________________________/Validations: ___________________________________________

R___________________________/Paraphrases: ___________________________________________

S_________________________________: ____________________________________________________

D_________________________________: ____________________________________________________

A_________________________________: ____________________________________________________

R_________________________________: ____________________________________________________

N_________________________________: ____________________________________________________

C_________________________________: ____________________________________________________

A_________________________________: ____________________________________________________

R___________________________s/R___________________________s: ___________________________

_____________________________, not debates Whose I Am Dialogues

A. List the eight most important groups to which you belong (gender, race, sexual orientation, economic status, class, language or accent, physical appearance/ability, education, legal status, faith-religion, etc.)

1. 5.

2. 6.

3. 7.

4. 8.

B. My Pie of the Top Three Whose I Am

C. Tell a story about how you made your pie – how your Top Three “Whose I Am” groups/characteristics led to you being here today? (lived experience)

ACTIVITY


heterosexual Christian able‐bodied White male Non‐offender

disabled female non‐White working class no college

non‐Christian English as a second language LGBTQ

felon

employed

unemployed

D. What about the five groups that you left out? How did that happen?

Four Ps and Cultural Competence: Preference, Prejudice, Power & Privilege

P____________________________: can be benign, causing no harm

P____________________________: an emotional commitment to a particular point of view that is not swayed by contradictory evidence

P____________________________: the identity element in all “…ics”, “…isms” and “…ers” – labels or categories that affect people’s lives

P_____________________________: automatic unearned benefits bestowed on perceived members of dominant groups based on social identify*

*Case, K. A., Iuzzini, J., & Hopkins, M. (2012). Systems of privilege: Intersections, awareness and applications. Journal of Social Issues. 68(1), 1-10.

The Power and Privilege Line

Superior

- - - - - - - - - - - - - - - - - - - - Power & Privilege Line - - - - - - - - - - - - - - - - - -

Subordinate

B = P X E [Lewin, K. (1939). A dynamic theory of personality.]

Behavior is a function of (=) the interaction of (X) People and Environments.

Fundamental _____________________________________________ Error: Tendency to overuse internal/dispositional causes (P) to explain others’ behavior while using external/situational causes (E) to explain one’s own behavior [Jones &

Harris, (1967) and Ross, L. (1977)] thereby reducing affective-cognitive dissonance

Everything that we do occurs in a cultural context & is a cross-cultural enterprise.

native‐English speaker schooled ‐ educated middle/upper class


When, where, and about what do you have power/privilege?

_____________________________________________________________________________________________

_____________________________________________________________________________________________

Reflection: How are those effects present in your work?

_____________________________________________________________________________________________

_____________________________________________________________________________________________

Reflection: How can Whose I Am help me build & improve my relationships?

_____________________________________________________________________________________________

_____________________________________________________________________________________________

Responsivity: The Power of Context and Role A. Philip Zimbardo: The Psychology of Evil

h t t p : / /www. t ed . com/ ta lk s /ph i l i p _z imb ardo_on_ the_p s ycho logy_o f _ e v i l

B. The cycle of conditioning 1) Prepare with misinformation or stereotypes: Who’s superior and inferior 2) Separate groups/identify members 3) Point out differences/characteristics 4) Justify marginalized group’s behavior 5) Continue cycle-reinforced stereotypes

C. Jane Elliott: A Class Divided - Brown Eyes, Blue Eyes http://www.pbs.org/wgbh/pages/frontline/video/flv/generic.html?s=frol02p66&continuous=1

D. Breaking the cycle: Ideas for creating change 1) Give accurate information 2) Celebrate differences, commonalities and life events 3) Embrace differences and rituals 4) Eat together 5) Communicate with everyone 6) Share information: Use social media to network 7) Recognize that we are all in this together 8) Share/publicize success stories 9) What else?

My main takeaways today – how this can help me build/improve relationships:


Correctional Evidence-based Principles

1. Assess actuarial risk/needs; 2. Enhance intrinsic motivation (Responsivity); 3. Target interventions following five key principles;

A. Risk Principle: Prioritize supervision and treatment resources for higher risk offenders returning citizens (RCs),

B. Need Principle: Target criminogenic needs = dynamic risk factors, C. Responsivity Principle: Respond to temperament, learning style (sic),

motivation, culture; and gender before referring to programs, D. Dosage: Structure 40%-70% of high-risk RCs’ time for 3-9 months; E. Treatment: Integrate into sentence/sanction requirements);

4. Skill train with directed practice using cognitive behavioral methods (Responsivity),

5. Administer four to one positive to negative sanctions (Responsivity), 6. Engage ongoing support in natural communities (Responsivity),* 7. Measure relevant processes/practices (Responsivity), 8. Provide measurement feedback (Responsivity).

Front-Load Principle = When

Risk Principle = Who to target and How much Need Principle = What to focus on

Responsivity Principle = How to help Collaboration Principle = With whom

References

1. Andrews, D. A. & Bonta, J. (2010, 5th ed.). The psychology of criminal conduct. New Providence, NJ: Mathew Bender.

2. Crime and Justice Institute at Community Resources for Justice (2009, 2nd ed.). Implementing evidence-based policy and practice in community corrections. Washington, DC: National Institute of Corrections. https://s3.amazonaws.com/static.nicic.gov/Library/024107.pdf

3. National Institute of Corrections. (2004). Implementing evidence-based practices in community corrections: The principles of effective intervention. Washington, DC: Author. https://s3.amazonaws.com/static.nicic.gov/Library/019342.pdf

Apply cultural competency to:

monitoring and managing the working alliance, and effectively intervening to promote recovery and offense desistance

(PROD) toward prosocial change


Requires understanding where the individual is on at least three intersecting and dynamic continua – risk, need, intervention and responsivity toward recovery and offense desistance (PROD)

What’s Your Responsivity Potential?

Elicit personal goals and resources in courageous and healing conversations as allies

Affirm the individual’s change history and validate personal strengths Model cognitive-behavioral skills, reward/sanction, solicit feedback; model,

reward/sanction, solicit feedback… Ask about the quality of the working alliance

Responsivity: Promoting recovery and offense desistance (PROD) as an ally

Until lions have historians, tales of hunting will always glorify the ____________________________. African Proverb

Responsivity: Appreciative Listening, Learning and Yolking (ALLY) for courageous and healing conversations

Three Appreciative Inquiry questions for courageous and healing conversations


1. What’s right with you/working well? (personal, social and cultural capital)

2. What could be better? (opportunities for improvement and culturally-congruent resources)

3. What keeps you hopeful/what are your passions? (hope)

References

1. Duncan, B. (2005). What’s right with you: Debunking dysfunction and changing your li fe. Deerfield Beach, FL: Health Communications.

2. Hammond, S. A. (2013, 3 r d ed.). The thin book of Appreciative Inquiry. Bend, OR: Thin Book.

Responsivity: Cultural Competency Characteristics of an Ally

1. Listens with an open mind.

2. Actively pursues self-education. Learns about the history and culture of target groups.

3. Acknowledges and takes responsibility for one’s own socialization, prejudice and privilege.

4. Willingly examines privileges.

5. Learns about and takes pride in one’s identities and groups.

6. Identifies one’s self-interest(s) in acting as an ally.

7. Makes friends with people who are different.

8. Knows about and seeks resources for target groups.

9. Educates others.

10. Takes a public stand against discrimination and prejudice.

11. Interrupts prejudice and takes action against oppression even when people from the target group are not present.

12. Accepts and embraces that we all have similar hopes, feelings and dreams.

13. Seeks opportunities to be a role model, and to be inclusive in all community events.

14. Risks discomfort!


15. Avoids being self-righteous with others, especially other dominant group members.

16. Challenges the internalized oppression of people in target groups.

17. Supports the value of separate meetings/events/activities for members of target and agent groups.

18. Holds high expectations for all people.

19. Understands with a child’s curiosity.

20. Recognizes the impact of stigma and speaks up against it.

21. Shows appreciation when the media is inclusive.

22. Has a vision of a healthy multicultural society.

Responsivity: What’s right with you real (not role) play

Page 1 in the journal Find someone you don’t know well, yet Person A: Tell a story Person B: OARS and DARN CARs 3 minutes – at the signal, switch

1. What’s right with you? 2. What could be better? 3. What keeps you hopeful?

Responsivity: What is Recovery?

Georgia’s Recovery Definition, Principles and Values: The Georgia Recovery Initiative, 2014 http://dbhdd.georgia.gov/georgia%E2%80%99s-recovery-definition-and-guiding-principles-values

Recovery is a deeply personal, unique and self-determined journey through which an individual strives to reach her/his full potential. Persons in recovery improve their health and wellness by taking responsibility in pursuing a fulfilling and contributing life while embracing the difficulties one has faced.

Recovery is not a gift from any system. Recovery is nurtured by relationships and environments that provide hope, empowerment, choices and opportunities.

Recovery belongs to the person. It is a right, and it is the responsibility of us all

We will improve the lives of millions of Americans, their families and communities if we treat addiction to alcohol andother drugs as a public health crisis. To overcome this crisis, we must accord dignity to people with addiction andrecognize that there is no one path to recovery. Individuals who are striving to be responsible citizens can recover on their own or with thehelp of others. Effective aid can be rendered by mutual support groups or health care professionals. Recovery can begin in a doctor’s office, treatmentcenter, church, prison, peer support meeting or in one’s own home. The journey can be guided by religious faith, spiritual experience or secular teachings.Recovery happens every day across our country and there are effective solutions for people still struggling. Whatever the pathway, the journey will be fareasier to travel if people seeking recovery are afforded respect for their basic rights:

1. We have the right to be viewed as capable of changing, growing and becoming positivelyconnected to our community, no matter what we did in the past because of our addiction.

2. We have the right—as do our families andfriends—to know about the many pathways to recovery, the nature of addiction and thebarriers to long-term recovery, all conveyed in ways that we can understand.

3. We have the right, whether seeking recovery in the community, a physician’s office, treatmentcenter or while incarcerated, to set our ownrecovery goals, working with a personalized recoveryplan that we have designed based on accurate andunderstandable information about our health status, includinga comprehensive, holistic assessment.

4. We have the right to select services that buildon our strengths, armed with full information aboutthe experience, and credentials of the people providingservices and the effectiveness of the services andprograms from which we are seeking help.

5. We have the right to be served by organizationsor health care and social service providers thatview recovery positively, meet the highest public healthand safety standards, provide rapid access to services, treatus respectfully, understand that our motivation is related tosuccessfully accessing our strengths and will work with us and our families to find a pathway to recovery.

6. We have the right to be considered as morethan a statistic, stereotype, risk score, diagnosis, label or pathology unit—free from the social stigma thatcharacterizes us as weak or morally flawed. If we relapseand begin treatment again, we should be treated withdignity and respect that welcomes our continued efforts to achieve long-term recovery.

7. We have the right to a health care and socialservices system that recognizes the strengthsand needs of people with addiction andcoordinates its efforts to provide recovery-based care thathonors and respects our cultural beliefs. This support mayinclude introduction to religious, spiritual and secularcommunities of recovery, and the involvement of ourfamilies, kinship networks and indigenous healers as partof our treatment experience.

8. We have the right to be represented byinformed policymakers who remove barriers toeducational, housing and employment opportunities oncewe are no longer misusing alcohol or other drugs and areon the road to recovery.

9. We have the right to respectful,nondiscriminatory care from doctors and otherhealth care providers and to receive services on the samebasis as people do for any other chronic illness, with thesame provisions, copayments, lifetime benefits andcatastrophic coverage in insurance, self-funded/self-insuredhealth plans, Medicare and HMO plans. The criteria of“proper” care should be exclusively between our health care providers and ourselves; it should reflect the severity,complexity and duration of our illness and provide areasonable opportunity for recovery maintenance.

10.We have the right to treatment and recoverysupport in the criminal justice system and toregain our place and rights in society once we haveserved our sentences.

11.We have the right to speak out publicly aboutour recovery to let others know that long-term recoveryfrom addiction is a reality.

ENDORSED BY: American Association for the Treatment of OpioidDependence, Inc. • American Society of Addiction Medicine • CommunityAnti-Drug Coalitions of America • Ensuring Solutions to Alcohol Problems • Entertainment Industries Council • Johnson Institute • Join Together • LegalAction Center • NAADAC, the Association for Addiction Professionals • National African American Drug Policy Coalition • National Alliance ofAdvocates for Buprenorphine Treatment • National Alliance of MethadoneAdvocates • National Association on Alcohol, Drugs and Disability • NationalAssociation of Drug Court Professionals • National Association for Children ofAlcoholics • National Association of Addiction Treatment Providers • NationalCouncil on Alcoholism and Drug Dependence • National Council forCommunity Behavioral Healthcare • Rebecca Project for Human Rights • StateAssociation of Addiction Services • TASC, Inc. • Therapeutic Communities ofAmerica • White Bison

Funding provided through an unrestricted educational grant fromReckitt Benckiser Pharmaceuticals Inc.

www.facesandvoicesofrecovery.orginfo@facesandvoicesofrecovery.org

georgeb

Text Box

Alcohol & Drug Abuse Certification Board of Georgia Georgia Addiction Counselors Association Georgia Association of Recovery Residences Georgia Council on Substance Abuse


Bryan Stevenson: We need to talk about an injustice http://www.ted.com/talks/bryan_stevenson_we_need_to_talk_about_an_injustice; “…there is power in identity. When we create the right kind of identity, we can say things to the world around us that they don't actually believe makes sense. We can get them to do things that they don't think they can do.”

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

Responsivity as Cultural Competency 1. General responsivity = How

a. Your role and how you use your power/authority b. Use of incentives/sanctions/rewards (positive and negative reinforcers)

2. Individual responsivity = What The characteristics that you allow in your conversations

Cultural competence = evidence-based practices that provide practice-based evidence of effectiveness.

Everyone works with people who are inside and outside of their cultural groups; so we must be able to learn about, relate to, and communicate with people who are different – because everyone’s lived experience is different

Helps build trust and rapport Increases your effectiveness

My Caseload Top 10 Lists

Unsuccessful Successes

1. ________________________________ _______________________________

2. ________________________________ _______________________________

3. ________________________________ _______________________________

4. ________________________________ _______________________________

5. ________________________________ _______________________________

6. ________________________________ _______________________________

7. ________________________________ _______________________________

ACTIVITY


8. ________________________________ _______________________________

9. ________________________________ _______________________________

10. ________________________________ _______________________________

Responsivity: Offense Desistance

Fergus McNeill: Desistance, Identity and Belonging; https://www.youtube.com/watch?v=9OAZ0huxpz0

“Desistance is not in the gift of criminal justice agencies working alone, it depends on connecting with other sectors that can provide important supports and functions.”

“Dr. John Laub: Criminal record ceases to be predictive _________ years after not having an offense.”

Adapted from McNeill, F., Farrall, S. Lightowler, C. & Maruna, S. (2014). Desistance as a framework for supervision. In G. Bruinsma and D. Weisburd (Eds.), Encyclopedia of criminology and criminal justice. New York: Springer-Verlag.

1. Desistance: how and why people stop offending and move on with their lives

2. Interplay of three sets of desistance factors

2.1. Physical: Physical and psychological changes associated with maturation or aging

2.2. Social: Connections and bonding including social institutions; school, work, marriage, etc. – those relationships shift and affect behavior; Mentors help in re-imagining who I am, bridging social capital

2.3. Identity: How you see or label yourself and how others label you and with what consequences and effects

3. Three domains of desistance

3.1. Primary: behavioral

3.2. Secondary: labeling and identity

3.3. Tertiary: belonging; to whom am I affiliated

4. What factors should be tracked to show that we are supporting desistance

4.1. Focus on measures of shifts in identity and belonging (secondary and tertiary) and other intermediate outcomes


4.2. Look for the individual’s strengths/challenges (who do I think I want to become): why do I think what I propose to do to help will bring about the result I expect? Leads to a theory of change

4.3. Identify metrics to assess the theory of change

4.3.1. Outcome “star”: help the individual rate where s/he stands on each point or dimension and collaboratively chart progress over time

4.3.2. Journaling or diaries: reflect the extent to which the person feels s/he is shifting identity, changing or moving on, recovery or quality of life, social cognitive, networks, connections, etc.

Responsivity: Engaging ongoing support in natural communities Identifying Fun Resources for a Directory

1. Safe places to have Fun List eight criteria to define “safe”, for example: low cost, quiet, good quality,

etc. 2. Each group member shares two places they would go to have fun. Be specific!

Review the criteria list (#1) to explain what features your place has – and why you recommend it!

Remember: Dialogues, not debates

Responsiv i ty : Come Monday P lan

1. What : Three main PROD point s / ideas f rom thi s se s s ion:

Expres s grat i tude for the opportunity to at tend the ADACBGA Conference , share your pas s ion and a potent ial act ion p lan:

A . What ’ s working wel l around here?

______________________________________________________________________________________

______________________________________________________________________________________

B . What could be bet ter?

______________________________________________________________________________________

______________________________________________________________________________________

C . What keeps us (you and me) hope ful?

______________________________________________________________________________________

______________________________________________________________________________________


2. How wi l l you know i t i s working? Output s and outcomes = observable metr ic s

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

3. Who and where : Your supervi sor and at leas t two others – your al l ie s !

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

PROD through Courageous and Healing Conversations as an Ally

Listen to stories with curiosity and belief

Recognize the power of your expectations and labels

Create safe and respectful opportunities for sharing across different perspectives

Start with a different question: open ended questions: what’s right?, what improvement opportunities do you see/ what’s worked?, what’s your passion/hope?

Closing Comments

Something I liked:

______________________________________________________________________________________

______________________________________________________________________________________

Something I’m going to Try:

______________________________________________________________________________________

______________________________________________________________________________________


Self-Assessment of Lived Experience and

Cultural Competency Development Plan

Date: ______________________________________________________ Check a box for each item based on, “Today I am a: 1) Novice and eager to learn … 5) Expert and excited to improve” ........................... Novice _______ Expert

A. Relationship enhancement skills ........................................... B. Risk-need assessment and intervention ................................ C. Responsivity assessment and intervention ............................ D. Cultural competence assessment and intervention ............. E. Recovery assessment and intervention ..................................

F. Offense desistance assessment and intervention ..................

Novice _______ Expert Based on this self-assessment, my personal/professional development plan for the next 3-6 months to enhance my cultural competence in promoting recovery and offense desistance consists of:

Topic/Skill Area (A-F): _________________________________________________________________ Goal/Need Resource(s) Task(s)

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________ Topic/Skill Area (A-F): __________________________________________________________________ Goal/Need Resource(s) Task(s)

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

Participant Feedback

Title: Promoting recovery and offense desistance (PROD) Facilitator: Tony Sanchez, CARES & CADC & George Braucht, LPC Date: June 9 & 10, 2016 Location: Marietta GA

Poor Excellent 1 2 3 4 5 1. . Please rate your overall impression of this

training.

Please rate the presenters on the following aspects of effectiveness. 2. Explained the purposes of the training.

3. Defined terms and concepts clearly.

4. Gave clear instructions.

5. Is knowledgeable about the concepts

presented.

6. Established an environment that was conducive to learning.

7. Answered questions clearly and completely.

8. Provided reasonable opportunities of participations and interaction.

9. Made learning interesting and exciting through his enthusiasm.

1 2 3 4 5

Poor Excellent Please rate the training on: 1 2 3 4 5 10. Content relevance. 11. Training methods. 12. Handouts. 13. Training site and location. 14. Training room comfort - space, lighting,

temperature, acoustics & ventilation.

Please continue on the other side

Poor Excellent

Based on this training, I am able to: 15. Identify eight principles of correctional

evidence-based practices .............................. 16. Acknowledge and use recovery-focused

language in individual and group interactions to promote enhanced alliances and improved outcomes with clients/peers, community corrections officers and other service providers, and ..............................................

17. Apply Appreciative Inquiry methods to locate

viable recovery resources .............................. Poor Excellent

18. What aspects of the training did you find most helpful? 19. What aspects could be improved? 20. If an advanced training were held on this topic, what content would you hope to

see addressed or covered? Please comment. 21. In summary, I would like the training organizers and trainer to know…

Optional: Please all that apply Male Female

American Indian/Alaska Native ....................... Asian ............................................................... Black or African American ............................... Hispanic or Latino ........................................... Native Hawaiian/Other Pacific Islander ............ White .............................................................. Other: _______________________________________

Thank you for providing this feedback, and for attending the training!

Poor Excellent 1 2 3 4 5

Brauchtworks Consulting; www.brauchtworks.com

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