Reducing RecidivismReducing Recidivism

Reducing the Rate and Use of Reducing the Rate and Use of Incarceration  Incarceration 

What Works and Best What Works and Best PracticesPractices

Implementing Effective Correctional Implementing Effective Correctional Management Management

““What Works” in CorrectionsWhat Works” in Corrections

• Not a single reviewer of studies on the effects Not a single reviewer of studies on the effects of official punishment (e.g. custody, mandatory of official punishment (e.g. custody, mandatory arrests, increased surveillance, etc.) has found arrests, increased surveillance, etc.) has found consistent evidence of reduced recidivismconsistent evidence of reduced recidivism

• At least 40% (and up to 60%) of the studies of At least 40% (and up to 60%) of the studies of correctional treatment services reported correctional treatment services reported reduced recidivism rates relative to various reduced recidivism rates relative to various comparison conditions, in every published comparison conditions, in every published reviewreview

Criminal Sanctions vs. Criminal Sanctions vs. TreatmentTreatment

-0.07

0.15

-0.1

-0.05

0

0.05

0.1

0.15

0.2

Criminal Sanctions Treatment

Reduced Recidivism

Increased Recidivism

Andrews, D.A. 1994. An Overview of Treatment Effectiveness. Research and Clinical Principles, Department of Psychology, Carleton University.

Behavioral vs. Non-BehavioralBehavioral vs. Non-Behavioral

0.07

0.29

0

0.05

0.1

0.15

0.2

0.25

0.3

0.35

Nonbehavioral (N=83) Behavioral (N=41)

Reduced Recidivism

Increased Recidivism

Andrews, D.A. 1994. An Overview of Treatment Effectiveness. Research and Clinical Principles, Department of Psychology, Carleton University.

Principles of Effective Principles of Effective InterventionIntervention

•RISK – Who to targetRISK – Who to target

•NEED – What to targetNEED – What to target

•RESPONSIVITY– How to targetRESPONSIVITY– How to target

Principles of Effective Principles of Effective InterventionIntervention

• Assess and identify higher risk offendersAssess and identify higher risk offenders

• Target higher risk offenders for more Target higher risk offenders for more intensive treatment, services and intensive treatment, services and supervisionsupervision

• Avoid including lower risk offenders in Avoid including lower risk offenders in higher-end programs; it may increase their higher-end programs; it may increase their risk and failure ratesrisk and failure rates

Major Risk/Need FactorsMajor Risk/Need Factors

1.1. Antisocial/pro-criminal attitudes, values, beliefs Antisocial/pro-criminal attitudes, values, beliefs and cognitive emotional statesand cognitive emotional states

2.2. Pro-criminal associates and isolation from anti-Pro-criminal associates and isolation from anti-criminal otherscriminal others

3.3. Temperamental and personality factors including:Temperamental and personality factors including:– psychopathypsychopathy– weak socializationweak socialization– impulsivity/self controlimpulsivity/self control– restless/aggressive energyrestless/aggressive energy– egocentrismegocentrism– below average verbal intelligencebelow average verbal intelligence– weak problem-solving/self regulation skillsweak problem-solving/self regulation skills– adventurous pleasure seekingadventurous pleasure seeking

Major Risk/Need FactorsMajor Risk/Need Factors

4.4. A history of anti-social behavior:A history of anti-social behavior:

– Evident from a young ageEvident from a young age– In a variety of settingsIn a variety of settings– Involving a number and variety of anti-social actsInvolving a number and variety of anti-social acts

5.5. Family factors including criminality in the family of Family factors including criminality in the family of origin including:origin including:

– Low levels of affection, caring and cohesivenessLow levels of affection, caring and cohesiveness– Poor parental supervision and discipline practicesPoor parental supervision and discipline practices– Neglect and abuseNeglect and abuse

Major Risk/Need FactorsMajor Risk/Need Factors

6.6. Low levels of personal education, vocational or Low levels of personal education, vocational or financial achievement financial achievement

7.7. Little involvement in anti-criminal leisure and Little involvement in anti-criminal leisure and recreational pursuitsrecreational pursuits

8.8. Substance abuseSubstance abuse

Minor Risk/Need FactorsMinor Risk/Need Factors

Minor risk factors have some correlation with criminalMinor risk factors have some correlation with criminalconduct, but less correlation than major risk factors:conduct, but less correlation than major risk factors:

– Lower intelligenceLower intelligence– Personal distressPersonal distress

• Low self esteemLow self esteem• AnxietyAnxiety• DepressionDepression

– PsychopathologyPsychopathology• Major mental illnessMajor mental illness

– Lower class originsLower class origins– Biological anomaliesBiological anomalies

• Head injuryHead injury• Hormonal disturbanceHormonal disturbance

– Fear of official punishmentFear of official punishment

Principles of Effective Principles of Effective InterventionIntervention

• NEED PRINCIPLENEED PRINCIPLE– Identify and target criminogenic needs:Identify and target criminogenic needs:

•Attitudes, values, beliefsAttitudes, values, beliefs•Peer associationsPeer associations•PersonalityPersonality•Education/employmentEducation/employment•FamilyFamily•Substance abuseSubstance abuse•Leisure/recreationLeisure/recreation

Principles of Effective Principles of Effective InterventionIntervention

Individual studies and meta-analyses Individual studies and meta-analyses have indicated that targeting non-have indicated that targeting non-criminogenic needs can lead to:criminogenic needs can lead to:

– No effect on recidivismNo effect on recidivism– Increased recidivismIncreased recidivism

Principles of Effective Principles of Effective InterventionIntervention

RESPONSIVITY PRINCIPLERESPONSIVITY PRINCIPLE

• Specific responsivitySpecific responsivity– Remove barriers to treatmentRemove barriers to treatment– Match style and mode of service delivery to Match style and mode of service delivery to

key offender characteristicskey offender characteristics

• General responsivityGeneral responsivity– Use cognitive behavioral interventionsUse cognitive behavioral interventions

Responsivity FactorsResponsivity Factors

• Internal FactorsInternal Factors– MotivationMotivation– Personality Personality

characteristics characteristics (anxiety, (anxiety, psychopathy, self-psychopathy, self-esteem)esteem)

– Cognitive Cognitive deficienciesdeficiencies

– Demographics (age, Demographics (age, race, gender, race, gender, ethnicity)ethnicity)

– StrengthsStrengths

• External FactorsExternal Factors– Counselor Counselor

characteristicscharacteristics– SettingsSettings

• InstitutionalInstitutional• CommunityCommunity

– Type of treatmentType of treatment– Support networkSupport network

Principles of Effective Principles of Effective InterventionIntervention

INEFFECTIVE APPROACHESINEFFECTIVE APPROACHES

Drug prevention classes focused on fear and other emotional Drug prevention classes focused on fear and other emotional appealsappeals

Shaming offendersShaming offendersDrug education programsDrug education programsNon-directive, client centered treatment approachesNon-directive, client centered treatment approachesBibliotherapyBibliotherapyTalking curesTalking curesSelf-Help programsSelf-Help programsVague unstructured rehabilitation programsVague unstructured rehabilitation programsFostering self-regard (self-esteem)Fostering self-regard (self-esteem)““Punishing smarter” (boot camps, scared straight, etc.)Punishing smarter” (boot camps, scared straight, etc.)

Cognitive-Behavioral ModelCognitive-Behavioral Model

• Anti-Criminal ModelingAnti-Criminal Modeling

• Effective ReinforcementEffective Reinforcement

• Effective DisapprovalEffective Disapproval

• Problem Solving TechniquesProblem Solving Techniques

• Structured Learning for Skill BuildingStructured Learning for Skill Building

Effective Use of AuthorityEffective Use of Authority

• Focus message on behavior, not Focus message on behavior, not the personthe person

• Staff are direct and specific Staff are direct and specific concerning their demandsconcerning their demands

• Staff use their normal voicesStaff use their normal voices• Staff specify choices with attendant Staff specify choices with attendant

consequencesconsequences• Staff give encouraging messagesStaff give encouraging messages• Staff support words with actionsStaff support words with actions

Effective Use of Authority Effective Use of Authority (cont.)(cont.)

– Staff are firm but fairStaff are firm but fair– Staff provide respectful guidance toward Staff provide respectful guidance toward

compliancecompliance– Staff are not just monitoring for non-Staff are not just monitoring for non-

compliance and introducing negative compliance and introducing negative sanctionssanctions

– Staff reward/praise complianceStaff reward/praise compliance

Characteristics of Effective Characteristics of Effective Correctional ProgramsCorrectional Programs

• Based of theory and researchBased of theory and research• Have effective leadershipHave effective leadership• Are implemented as designedAre implemented as designed• Assess offendersAssess offenders• Are based on effective treatment Are based on effective treatment

modelsmodels• Are based on cognitive behavioral Are based on cognitive behavioral

approachesapproaches

Characteristics of Effective Characteristics of Effective Correctional ProgramsCorrectional Programs

• Have structured aftercareHave structured aftercare• Deliver treatment and services Deliver treatment and services

consistentlyconsistently• Have qualified staffHave qualified staff• Evaluate what they doEvaluate what they do• Have sufficient resources and Have sufficient resources and

supportsupport