Corrections and Substance Abuse TrainingBy Rand L. Kannenberg

Cultural Diversity Skills Cultural Diversity Skills

in in

Community CorrectionsCommunity Corrections

ReferencesReferences

Bucher, R. (2000). Bucher, R. (2000). Diversity consciousness: Opening Diversity consciousness: Opening our minds to people, cultures, and opportunities. our minds to people, cultures, and opportunities. Upper Saddle River, NJ: Prentice-Hall, Inc.Upper Saddle River, NJ: Prentice-Hall, Inc.

Kannenberg, R. (2002). Kannenberg, R. (2002). Deviance and criminal Deviance and criminal behavior; Using Humor in offender counseling and behavior; Using Humor in offender counseling and supervision; Clinical case management and supervision; Clinical case management and behavioral health; Sociotherapy for Sociopaths. behavioral health; Sociotherapy for Sociopaths. Lakewood, CO: Criminal Justice Addiction Services.Lakewood, CO: Criminal Justice Addiction Services.

DIVERSITYDIVERSITYDifferences in...Differences in...

• ageage

• ethnic/racial status ethnic/racial status (i.e., (i.e., “skin color”“skin color”))

• ethnic heritage ethnic heritage (or (or cultureculture: what inherited : what inherited from other generations)from other generations)

• gender gender (versus (versus sexsex))

• physical abilities physical abilities (and (and mental abilitiesmental abilities))

• sexual orientation sexual orientation (versus (versus preferencepreference))

• national origin national origin (especially post 9/11)(especially post 9/11)

• religion religion (especially post 9/11)(especially post 9/11)

• politicspolitics

• financesfinances

And, with our consumers…And, with our consumers…

• legal problems/criminal thinking and actinglegal problems/criminal thinking and acting

• substance abuse and/or dependencesubstance abuse and/or dependence

Diversity SkillsDiversity Skills““flexible thinking, communication, flexible thinking, communication,

teamwork, and leadership skills, teamwork, and leadership skills, as well as the ability to overcome as well as the ability to overcome personal and social barriers.”personal and social barriers.”

(Bucher, p.21)

What’s the difference between:What’s the difference between:

ignorance and hatred?ignorance and hatred?

prejudice and discrimination?prejudice and discrimination?

racism and ethnocentrism?racism and ethnocentrism?

WHYWHYdo staff in community do staff in community corrections need to have corrections need to have cultural diversity skillscultural diversity skills??

Write down your answers (3-5 sentences).

If we have cultural diversity skills:If we have cultural diversity skills:

1.) our clients are more likely to be successful and change 1.) our clients are more likely to be successful and change (i.e., be crime free and drug free) because they (i.e., be crime free and drug free) because they like/trust/respect us, will listen to us as we teach them like/trust/respect us, will listen to us as we teach them new alternatives and options, and do their homework new alternatives and options, and do their homework (practice different ways of solving problems, (practice different ways of solving problems, communicating and making decisions);communicating and making decisions);

2.) we are more likely to be safe at work; and2.) we are more likely to be safe at work; and

3.) the public and our other clients are more likely to be 3.) the public and our other clients are more likely to be safe in the community and in our programs respectively.safe in the community and in our programs respectively.

AgendaAgendaGoals/ObjectivesGoals/Objectives

After participating in this workshop, you will be able to demonstrate an After participating in this workshop, you will be able to demonstrate an understanding of the following cultural diversity skills in community corrections.understanding of the following cultural diversity skills in community corrections.

““flexible thinking”flexible thinking”

““communication”communication”

““teamwork”teamwork”

““leadership skills”leadership skills”

““ability to overcome ability to overcome personal and social personal and social

barriers”barriers”

(Bucher, p.21)

Juvenile Justice SystemJuvenile Justice System there are 3,000 juvenile courts in there are 3,000 juvenile courts in

the countrythe country 55% of juveniles who are arrested 55% of juveniles who are arrested

are prosecuted (up from 45%)are prosecuted (up from 45%)(17,500 juveniles a year are (17,500 juveniles a year are prosecuted in Colorado)prosecuted in Colorado)

only 33% of juveniles who are only 33% of juveniles who are prosecuted are convicted (only up prosecuted are convicted (only up from 31%)(By contrast, more than from 31%)(By contrast, more than 90% of adult defendants plead 90% of adult defendants plead guilty in plea agreements.)guilty in plea agreements.)

only 9% of all juveniles who are only 9% of all juveniles who are arrested are incarceratedarrested are incarcerated

(141,300)(141,300)

National Center for Juvenile JusticeNational Center for Juvenile Justice

“Dr. Charles Frazier, Professor of Sociology at the University of Florida studied 5,476 juvenile criminals in Florida (for seven years). He concluded that those juveniles tried as adults committed new crimes sooner after their release from prison than the other juveniles. He noted that their crimes were also more serious and violent than their peers who were tried as juveniles. He recommends keeping juveniles in the juvenile justice system because most juvenile institutions provide education and treatment that is age appropriate for the younger inmates needing rehabilitation.”

Social CharacteristicsSocial Characteristicsof Gangsof Gangs

LeadershipLeadership MembershipMembership Recruitment and initiationRecruitment and initiation NamesNames ColorsColors DesignsDesigns Hand signsHand signs Coded messagesCoded messages ClothingClothing Wanting to leaveWanting to leave

(Kannenberg)

3 most obvious indicators of gang affiliation in community corrections.

U.S. JailsU.S. JailsUnited States Justice Department, Bureau of Justice Statistics United States Justice Department, Bureau of Justice Statistics

looked at 431 jailslooked at 431 jails interviewed 6,000 inmates randomly interviewed 6,000 inmates randomly

selectedselected about 90% were male/10% were femaleabout 90% were male/10% were female 37% were Anglo (71% of population)37% were Anglo (71% of population) 41% were Black (13% of population)41% were Black (13% of population) 19% were Hispanic (11% of population)19% were Hispanic (11% of population) 3% other groups (5% of population)3% other groups (5% of population) 36% of the inmates said they were 36% of the inmates said they were

unemployed before their most recent arrestunemployed before their most recent arrest 50% of the inmates grew up in single 50% of the inmates grew up in single

parent homesparent homes 12% had lived in households without either 12% had lived in households without either

parentparent 33% said their parents or guardians 33% said their parents or guardians

abused alcohol and drugsabused alcohol and drugs

48% of the female inmates and 13% of 48% of the female inmates and 13% of the male inmates have been sexually the male inmates have been sexually and/or physically abused at least once and/or physically abused at least once in their livesin their lives

27% of the women and 3% of the men 27% of the women and 3% of the men have been raped in the pasthave been raped in the past

50% said a relative had spent time in 50% said a relative had spent time in jail or prisonjail or prison

39% spent some part of their 39% spent some part of their childhood in households that had childhood in households that had received welfare or public housing received welfare or public housing assistanceassistance

Accommodating Disabled InmatesAccommodating Disabled InmatesFrom From 2 Options to 1 Option2 Options to 1 Option

1.1. Reasonable Reasonable accommodation on a accommodation on a case-by-case basiscase-by-case basis and/or and/or segregationsegregation..

2. 2. AllAll living units and living units and educational and educational and vocational vocational programs programs reasonably accessiblereasonably accessible by any and all by any and all disabled inmates.disabled inmates.

#1 no longer allowed per U.S. Supreme Court/ADA of 1990.

Persistence-Beyond-Childhood Persistence-Beyond-Childhood Model of SocializationModel of Socialization

stresses the importance of early learning and the implication is stresses the importance of early learning and the implication is that the patterns of behavior and attitudes are lifelongthat the patterns of behavior and attitudes are lifelong

goal is to transmit culture and written and unwritten rules of goal is to transmit culture and written and unwritten rules of conduct (laws and customs) to the younger members of our conduct (laws and customs) to the younger members of our society and that the culture and conduct are maintained beyond society and that the culture and conduct are maintained beyond childhoodchildhood

objectives include respecting and obeying authority, objectives include respecting and obeying authority, conforming to rules, being a dedicated worker and conforming to rules, being a dedicated worker and responsible citizenresponsible citizen (either learned or not learned)(either learned or not learned)

family and peer groupsfamily and peer groups are informal/primary socializing agents are informal/primary socializing agents (and person is unaware of process) (and person is unaware of process) (positive and negative)(positive and negative)

schools and churchesschools and churches are formal/secondary socializing agents are formal/secondary socializing agents (and process is obvious to person) (and process is obvious to person) (positive and negative)(positive and negative)

(Kannenberg)

Flexible ThinkingFlexible Thinking

being open to a variety ofbeing open to a variety ofdifferent points of view ordifferent points of view or

perspectives perspectives (versus being closed-minded, (versus being closed-minded, dogmatic or rigid in how we see things)dogmatic or rigid in how we see things)

depending on the socialdepending on the socialsituation or setting situation or setting (flexibility required at work, but (flexibility required at work, but

only optional at home)only optional at home)

SKILL #1

Exercise 1Exercise 1

Do individually.

Write down your answers. Blanks (no answers) must be explained.

“Famous person” must have positively influenced society in past or present.

CommunicationCommunication

being able to relate to othersbeing able to relate to others

byby

sharing thoughts and feelingssharing thoughts and feelings

byby

speaking or writingspeaking or writing

SKILL #2

At work talking on the phone or face-to-face, in e-mail messages, writing reports or office memorandum, etc.

Sexual HarassmentSexual Harassment

(United States Equal Employment Opportunity Commission)(United States Equal Employment Opportunity Commission)

3 conditions:3 conditions:

1.1. Unwanted by you;Unwanted by you;

2.2. Repeated (2 or more times); andRepeated (2 or more times); and

3.3. Known to others.Known to others.

““Hostile work environment” unlawful.Hostile work environment” unlawful.

Discrimination illegal per federal law based on:Discrimination illegal per federal law based on:

Age (40 years or older)Age (40 years or older) SexSex RaceRace

Mental or physical disabilityMental or physical disability

Exercise 2Exercise 2

Work in small groups addressing one to two problems each.

Be very specific with your plan to be assertive. Talk about time, place and agenda. Discuss what you will do if the initial intervention is not successful.

TeamworkTeamworkcooperatingcooperating with with

different peopledifferent people

to achieve the to achieve the

same goalssame goals

SKILL #3

•What happens in community corrections if we don’t cooperate with others? •What happens in community corrections if we don’t have the same goals?

Exercise 3Exercise 3

No talking or walking once the puzzle pieces are dumped out of the envelopes.

What worked?

What didn’t work?

Leadership SkillsLeadership Skills

guiding and supporting peopleguiding and supporting people

who are differentwho are different

to cooperate andto cooperate and

achieve achieve theirtheir goals goals

(goals of all customers: (goals of all customers:

clients, families, staff, referral sources, clients, families, staff, referral sources,

governing agencies, neighbors of program, etc.)governing agencies, neighbors of program, etc.)

SKILL #4

Exercise 4Exercise 4

Teams of 2 people.

Must work together at the same office location and see the same clients/type of clients.

Using page 20, create a position statement:

1. What do you believe is the problem and why?

2. How are you going to correct the problem?

3. How will you be able to determine if it is fixed?

Turning it in to your supervisor is required.

Notify me if the change is incorporated in your P&P and you will be sent a framed “Cultural Diversity Awareness Award” by CJAS.

Ability to Overcome Personal Ability to Overcome Personal and Social Barriersand Social Barriers

understanding and appreciating understanding and appreciating where we came from, as well as where we came from, as well as

our own strengths and weaknessesour own strengths and weaknesses

makes it easier for us to value makes it easier for us to value treating people with differences treating people with differences

the way they want to be treatedthe way they want to be treated

SKILL #5

In business and human services, referred to as the “Platinum Rule.”

Exercise 5Exercise 5

Work individually.

Answer all 4 questions (about the neighborhood you grew up in, your parents’ education and employment, your race/ethnicity and religion, and a culture different than your own that influenced you).

However, you will not be required to talk about anything that you think is too private or personal.

The goal is to determine what personal and social barriers we have been able to overcome and how this makes us more effective with our culturally diverse customers.

Post TestPost Test

What are the five cultural diversity skills that an individual should be able to demonstrate before being

hired for a position in community corrections?

1._______________________

2._______________________

3._______________________

4._______________________

5._______________________If these five skills are not in your current job description, please ask that they be added as soon as possible. In addition, request that they be part of

your ongoing performance appraisal to improve

cultural diversity in community corrections.