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Pretrial Services Conference 10-8-2012 at Lake Cumberland State Park
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Lisa K. Howard, Program AdministratorMark Stonex, District SupervisorBrigid Adams, Reentry Branch Manager
Kentucky Department of Corrections 1
The honoring of the presumption of innocence, the right to bail that is not
excessive, and all other legal and constitutional rights afforded to accused
persons awaiting trial while balancing these individual rights with the need to protect the
community, maintain the integrity of the judicial process, and assure court
appearance.
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1. Presumption of innocence
2. Right to counsel
3. Right against self-incrimination
4. Right to due process of law
5. Right to equal protection under the law
6. Right to bail that is not excessive
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A way of talking about change that was 1st developed for the field of addictions but has broadened and become a favored approach for use with populations in a variety of settings.
Has been introduced to criminal justice in general and probation efforts specifically.
Represents a turn to moving probation departments into the “business of behavior change”
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Anyone can change if they really want to because it’s easy _____
Anyone can change if they really want to because all you really need is willpower, resolve and strength of character _____
Change is difficult for most people, most of the time _____
Motivation is fundamental to change, rather than a personality trait or characteristic _____
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Change is not possible because nothing works and I’ve tried everything _____
Change is not possible because people don’t change _____
People make changes all of the time. Many without the assistance of health professionals or programs _____
Research suggests that people who successfully change are motivated _____
Punishment is the only way to motivate change _____
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If we make people feel bad enough, they will change _____
People really need to suffer before they will change _____
There is no empirical evidence to support the use of programs that rely on excessive confrontation or that attempts to shame an individual to make lifestyle changes _____
The individual has to value change intrinsically _____
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The mission statements of most supervision agencies emphasize two main tasks: holding offenders accountable to conditions (compliance), and encouraging positive behavior change (rehabilitation). Though these two tasks may seem self-evident, a quick look at the history of corrections shows that the field has emphasized different goals at different times. These two tasks have frequently been at odds with one another, and even today, the tension between them can be hard to manage.
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Today we will look at an overview of this type approach to case management.
And ponder 8 reasons to consider the Motivational Interviewing approach
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“Motivational Interviewing makes a lot of sense to me-I mean, it seems to be a lot like banking. We’ve got to make a deposit before we can make a withdrawal.” (training participant)
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Motivational Interviewing is not just a collection of techniques to apply on
an offender. Raising motivation levels and increasing an offender’s readiness to change requires a certain “climate”-a helpful attitude and a supportive approach that one takes with an offender!!!
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This climate of change becomes of hospitable to developing a helpful relationship-and this relationship must occur between officer and offender for enduring change to take place.
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It would seem that supervision, as a criminal justice entity, is much like the passenger railroad industry of our past century. Railroad executives mistakenly had come to believe they were in the train business instead of the transportation business. Due to this fatal fault of vision, the trucking and airfreight industries prospered, while the passenger railroad engines missed an important opportunity to fill a customer need.
We have come to believe that we are in the supervision business rather than the behavior change business.
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Our field seems primarily concerned with the process of probation/parole-insuring adequate supervision, compliance with probation/parole orders and the completion of mounds of attendant paperwork. Process takes center stage rather than a principal focus on strategies and techniques that will encourage positive behavior change and impact outcomes
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Consider any continuing education training recently conducted. More often than not, training titles would have included phrases such as, "Managing the...," "Supervising the...,""Officer Safety," "Computer Training," "Risk Assessment" or the ubiquitous phrase, "How To Deal With the...(sex offender, dually diagnosed, hostile client, etc.)"
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This is not to imply that these training topics are unimportant ,but rather to point out the sheer absence of any tactical curiosity regarding positive behavior change. The business of probation proliferates. Managing trumps motivating. Supervision obscures relationships. Intimidation overshadows encouragement. Compliance remains in ascendancy.
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This claim only underscores our field’s fixation on the business of supervision!-not the business of behavior change!
We must come to terms with the simple fact that the momentum for BEHAVIOR CHANGE begins with us!
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Change is a process often takes time and happens slowly and incrementally.
To enable this process, we must foster a “culture of change”.
In the past we have either secured compliance or increased the readiness to change.
Motivational Interviewing contends that Objectives of control and motivation can exist side by side.
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To understand and further behavior change is to understand the interpersonal climate between officer and probationer that encourages change.
Motivational enhancement steers clear of both the “hard” and “soft” approach!
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Hard Approach is overly directive and places offenders in passive recipient roles.
Soft Approach places the Officer in a role that is too passive and vulnerable.
An emerging motivational approach finds middle ground by those who understand the “both/and” inclusion.
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Staff can examine how to impose sanctions and build helpful relationships.
With proper training officers can build the skills to supervise for compliance and increase the Offenders readiness for change.
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To utilize MI, staff must adopt a "lens" or a way of viewing the offender that is consistent with the Strengths Perspective.
The Strengths Perspective in the justice field is first and foremost a belief in the offender's ability to change.
This Strengths perspective embraces the science of "getting up." For the previous 40 years, criminal justice has focused on the science and classification of "falling down,“ as evidenced by our sole focus on deficits, disorders and failure.
The Strengths perspective pays attention to what strengths, resources, and assets probationers might turn to as they attempt to manage and overcome their troubles.
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8 reasons to consider
Motivational Interviewing
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1.) Aligns With Evidence-Based Practice:
Research strongly suggests that “Motivational Interviewing” techniques, rather than persuasion tactics, effectively enhance motivation for initiating and maintaining behavior change.
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Risk—Directing programs toward higher risk offenders.
Need—Targeting behaviors that reduce crime.
Responsivity—Being responsive to offender style.
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Evidence-based practice highlights the important role that P&P officers have in offender outcome. In the past, rehabilitation was primarily the domain of mental health professionals, but EBP emphasizes that frontline staff, such as probation and parole officers, also have the opportunity to influence the change process. For example, officers conduct assessments, meet regularly with offenders, determine to which programs offenders are referred, and can speak with offenders in ways that motivate change. EBP elevates the officer’s role from that of a mere observer and reporter of compliance to that of a professional—someone who has specialized skills to influence positive behavior change.
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2.) Can Help The Officer Get “Back Into The Game” of Behavior change
Historically, motivation has been viewed as a more or less “fixed” characteristic of offenders. However recent evidence suggests there may be quite a lot than an officer can do to influence an offender’s chances of successfully completing supervision
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3.) Suggests effective tools for handling resistance and can keep difficult situations from getting worse
Part of the equation involves using known techniques to draw out more positive talk while the other part of the equation is having a collaborative style where offenders feel more comfortable talking about change.
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4.) It keeps Officers from doing all the work, and makes interactions more change focused
Interactions are more change focused when the officer understands where the change comes from
Change focused interactions place the responsibility for behavior change on the Offender
Motivational interactions create an appetite for change in offender by amplifying their ambivalence
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5.) Motivational Interviewing will change who does the talking:
Training in Motivational Interviewing teaches techniques to strategically steer a conversation in a particular direction.
Using strategies to get the Offender talking is a prerequisite to being an effective motivational interviewer.
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6.) This approach will help you prepare offenders for change.
Once the Offender is talking you can encourage productive talk
Basic listening and speaking strategies: Open questions Affirm positive talk and behavior Reflect what you are hearing or seeing Summarize what has been said
These 4 techniques, known as the OARS, will help an offender think about change
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7.) Motivational Interviewing changes what is talked about
There is good evidence that people can actually talk themselves in and out of change
Certain statements and questions-and provider style-seem to predict whether people decide to change during brief conversations
Offenders may come in with a certain range of readiness, but what the Officer says from that point on makes a difference in how the individual speaks and thinks and ultimately in how he or she chooses to behave.
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5 categories of self-motivational speech “DARN-C”
Desire. Desire expresses a wish to attain or succeed: “I wish I could get off supervision.” “I really want to get a job.”
Ability. Ability talks about confidence: “I could quit smoking pot.” “I believe I could get back with my
spouse. I’ve done it before, and it’s possible.” Reasons. Reasons involve a tangible incentive, motive, or rationale for
change. For instance, reasons might focus on how change would make things better or how continued behavior would make things worse:
“At least my wife would quit bugging me if I found a job.” “Smoking crack really flares up my asthma.”
Need. Need, at least initially, may overlap with reasons. After a while, need may involve more emotion: “I’ve got to. I must.” Need moves beyond logical reasons into urgency. Where reason says, “I should,” need says, “I must.”
Commitment. Commitment expresses a readiness or agreement to change:
“Five job applications? Yeah, I’ll do that.”
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Legal sanctions may motivate some people, but in general, the power of external punishment as a motivator is overestimated. The most powerful motivators are intrinsic: family, children, friends, keeping a job, gaining the respect of others, or feeling a measure of control over life. For most people, change is an inside job.
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Drawbacks of current behavior◦ What concerns do you have about your drug use?◦ What concerns does your wife have about your
drug use?◦ What has your drug use cost you?
Benefits of Change:◦ If you went ahead and took care of that class, how
would that make things better for you?◦ You talk a lot about your family. How would
finding a job benefit your family?◦ How would that make things better for your kids?
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How badly do you want that? How does that make you feel? How would that make you feel different? Drawbacks of current behavior Ability to change?
◦ How would you do that if you wanted to?◦ What would that take?◦ If you did decide to change, what makes you think you
could do it? Specific commitments the offender will make to change:
◦ How are you going to do that?◦ What will that look like?◦ How are you going to make sure that happens?
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Thanks for coming in on time. It feels to you that people might be blowing this out of proportion. You don’t feel like I can understand where you’re coming from. At this point, it doesn’t seem that big a deal to you. Drinking has some positive aspects for you. It’s frustrating. (You’re frustrated with having to be here.) It’s difficult. (I know this must be difficult for you.) It’s hard for you. (It might be hard for you.) I can see why you might think that. So the thing that most concerns you is . . . . You want to do the right thing. That’s a good idea. I think you could do it if you really wanted to. I think that will work for you. Thanks for talking with me. I appreciate your honesty.
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8.) It allows Officers to enforce Court Orders and deliver sanctions without leaving a motivational style:
Officers are kind of like consultants, in that we manage the relationship between the court and the offender.
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Strategies for keeping a motivational edge during probation violations:
1. Explain your dual roles (become the go-between)
2. Address behavior with an “Even Keel” attitude
3. Dispense the appropriate sanctions, but not getting agitated or taking the violation personally
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Motivationally-inclined Officers offer their support - and their regrets - to the offender who might be considering a violation of the courts orders.
MI Role Play.lnk
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A motivational approach is about finding the middle ground of a consultant who works both sides (the releasing authority and the offender). Officers can work in partnership with the Offender, while still being true to their court roles.
Officers can respect personal choice but not always approve of the offenders behavior. By their skills and strategies, Officers can supervise for compliance, and at the same time, increase readiness for change.
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‣ 3 major aspects of successful Motivational Interviewing
‣ Judging Readiness for Change‣ 4 Principles of Motivational Interviewing‣ Application of Motivational Interviewing
Principles and Practices during the case management process
‣ Motivational Interviewing Techniques1. OARS
2. EARS
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Collaborative
Evocative
Autonomous
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Not authoritative, but a partnership. Envision two people sitting on a couch and looking at a photo album. One explains and describes, the other listens and asks for explanation when necessary.
Why would collaborative statements be part of a successful motivational interview?
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Not “I have what you need.” But “You have what you need, and I am going to help you find it.” Everyone is motivated. There is a part of them that wants to change.
Why would evocative statements be part of a successful motivational interview?
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Everyone has a choice. We need to remember that no matter what we say it is ultimately up to the offender. The more we understand this, the less personal it becomes if they make poor decisions.
Why would this be part of a successful motivational interview?
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MI research has identified four main principles for targeting readiness to change.
These four principles are:
1.Risk Principle – “How Much”2.Need Principle – “What Targets”3.Responsively Principle – “How”4.Principle of Program Integrity – “What Works”
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I walk down the street. There is a deep hole in the sidewalk. I fall in.
I am lost…I am helpless. It isn’t my fault. It takes forever to find a way out.
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I walk down the street. There is a deep hole in the sidewalk. I pretend I don’t see it. I fall in again.
I can’t believe I’m in the same place. But it isn’t my fault. It still takes a long time to get out.
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I walk down the street. There is a deep hole in the sidewalk. I see it there. I fall in…it’s a habit…but my eyes are open.
I know where I am. It is my fault. I get out immediately.
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I walk down the street. There is a deep hole in the sidewalk. I walk around it.
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I walk down a different street.
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1. Express Empathy
2. Develop Discrepancy
3. Roll with Resistance
4. Support Self-Efficacy
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• Acceptance facilitates change.
• Skillful reflective listening is fundamental.
• Seek to understand the offender's perspective without judging, criticizing or blaming.
• Ambivalence is normal.
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• The offender rather than the officer/staff should present the arguments for change.
• Change is motivated by a perceived discrepancy between present behavior and important goals or values.
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• Avoid arguing for change.• Resistance behavior should not be directly
opposed.• New perspectives are invited but not
imposed.• The offender is the primary resource in
finding answers and solutions.• Resistance behavior is a signal to respond
differently.
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• Belief in the possibility of change is an important motivator.
• The offender is responsible for choosing and carrying out personal change.
• The probation officer's own belief in the offender’s ability to change becomes a self-fulfilling prophecy.
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Four basic principles are identified for effective motivational interviewing:
1.Focus on understanding the dilemma (ambivalence)
2.Don’t be the one arguing for change
3.Evoke the offender’s own arguments for change
4.Encourage a realistic belief that change is possible
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• Our first basic principle of effective motivational interviewing is: focus on understanding the dilemma. For us to be able to understand the dilemma, we must have a good set of interviewing skills to utilize with the offender. One set of these skills, can be remembered with a pneumonic device called OARS.
• Motivational interviewing builds upon a skill set involving client-centered interviewing skills. These skills revolve around a four-part process that can be summed up with the acronym OARS:
•O - Open Questions•A - Affirm•R - Reflect•S - Summarize
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Reflection is a tool to help with the second principle of motivational interviewing: Don’t be the one arguing for change. If we argue for change we will not get the same positive result as if we have the offender decide to make the change herself. Reflection is a worthwhile skill to combat the tendency to argue for change. This next exercise will illustrate this.
Keep in mind reflecting is NOT simply parroting back what the speaker has said. You should always maintain eye contact with the person you are talking to. Good reflective listening takes practice. The more you do it, the more you use these skills the better you will get at it.
The interviewee will help you to get better at reflective listening. Another key is to not be afraid of the silence. Use it to your advantage. Remember, the focus of motivational interviewing is not to ‘get enough information to complete the report’ but that ‘I want to motivate my interviewee for change.
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Now we begin to see the third basic principle of effective motivational interviewing: Evoke the offender’s own arguments for change. By doing this, the offender hears himself, in his own voice, saying what needs to be done. This is a much more effective motivator than being told what needs to occur.
This is where you begin to blend in the need for two specific types of questions: evocative and elaborating. Evocative questions will encourage the offender to go into more depth or explanation to provide new information; while elaborating questions will encourage the offender to say more about something they have already told you. By using these types of questions, we will elicit these change talk statements from the offender.
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E – Elaborating: Asking for elaboration, more details, in what ways, provide an example
A – Affirming: Commenting positively on the person’s statement
R – Reflecting: Clarifies the interviewer’s meaning
S – Summarizing: Collecting bundles or ‘chunks’ of change talk
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Once you have encountered a significant amount of change talk from the offender, and overcome resistance, it is time to negotiate a plan for change and thereby create a change plan. This involves a process of setting goals, considering change options and eliciting a commitment for change from the offender.
By creating a change plan, we are encouraging a realistic belief that change is possible. That’s our fourth basic principle of effective motivational interviewing.
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Change is predictable. It is a process that moves through the following well-defined stages:
◦ Pre-Contemplation◦ Contemplation◦ Preparation◦ Action◦ Maintenance◦ Relapse
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• Age: 39• Criminal History: DUI x 2, Assault and Battery• Family: Married, 2 children• Work: Full-time construction for 2 years• Substance use: Daily drinker w/ history of cocaine
use
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Confidence Levels◦ 1-3◦ 4-6◦ 7-10
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Over 4,000 individuals employed by KY DOC
22,344 offenders incarcerated▫ 13 prisons, 80+ jails, 20+ halfway houses
42,338 offenders under supervision◦ ~ 30% on parole◦ ~ 70% on probation
Population as of 9/28/2012
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Release Year Recidivism Rate @ 24 months
2000 28.90%
2001 30.00%
2002 31.70%
2003 35.40%
2004 33.00%
2005 34.00%
2006 35.00%
2007 32.00%
2008 29.50%
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Mission: To protect the citizens of the Commonwealth
and to provide a safe, secure and humane environment for staff and offenders in carrying out the mandates of the legislative and judicial processes; and to provide opportunities for offenders to acquire skills which facilitate non-criminal behavior.
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Population of KY = 4,339,367 (2010)
One in 100: Behind Bars (2008)◦ Kentucky prison population growth rate of 12%
One in 31 (2009)◦ For Kentucky, one in 35 adults is in prison or
under supervision
www.pewcenteronthestates.org
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Use evocative questions to address their desire to change:◦ What worries you about your current situation?◦ What makes you think you need to do something
about your problem?◦ What is there about your behavior that you or other
people might see as reasons for concern?◦ How has this stopped you from doing what you want
to do in life?◦ How would you like for things to be different?◦ What would you like your life to look like in 5 years?◦ What are you thinking about your involvement with
the courts?
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Major change for the DOC to shift from:
Incarceration and Supervision based on security/custody levels
Incarceration and Supervision based on risk and needs
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Implement the use of a validated risk and needs assessment tool
◦ Identify criminogenic needs
◦ Determine risk based on the needs
◦ Create opportunities that address the needs and reduce the risk
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Anti-social cognition Anti-social companions Anti-social personality Family / Marital Substance Abuse Employment School Leisure and/or recreation
Criminal History
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Detailed survey of risk and need factors
Can be used in all forensic settings
Appropriate for use with male and female offenders 16 years of age and older
Based on North American sample of 135,791 adult offenders
Gender and population based norms
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To provide a record of case information from intake to case closure
To provide a record of case processing and service provision
To supply a common language across systems
To link case and service information consistently
To link assessment and service with evidence-based approaches
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A. Offender History Form
1. General Risk/Need Factors
2. Specific Risk/Need Factors
3. Prison Experience – Institutional Factors
4. Other Client Issues
5. Special Responsivity Considerations
6. Risk/Need Summary/Override
7. Risk/Need Profile
8. Program/Placement Decision
9. Case Management Plan
10. Progress Record
11. Discharge Summary
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Sequencing of the Sections
82 82
LS/CMITM Section 1 Subcomponents
Criminal History
Education/Employment
Family/Marital
Leisure/Recreation
Companions
Alcohol/Drug Problem
Procriminal Attitude/Orientation
Antisocial Pattern
The “Central Eight” Criminogenic Needs
History of Antisocial Behavior
Education/Employment
Family/Marital
Leisure/Recreation
Antisocial Associates
Substance Abuse
Antisocial Attitudes
Antisocial Personality Pattern
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Risk: The level of service should vary with level of risk
Need: Appropriate intermediate targets of change (criminogenic needs)
Responsivity: General, use behavioral, social learning, cognitive behavioral
strategies Specific, match intervention modes and strategies to learning
styles, motivation, and demographics of case
Professional Discretion: Non-adherence for specified reasons
Tx Integrity: The correct dosage delivered by qualified providers
RNR Principles of Effective Correctional Treatment
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• Match level of services to level of risk
• Prioritize Supervision and Treatment Resources for Higher-Risk Offenders
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Risk Principle
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Authors of Study
O’Donnell et al., 1971
Baird et al., 1979
Andrews & Kiessling, 1980
Andrews & Friesen, 1987
Offender RISK LEVEL
Minimum Intensive
Low Risk
High Risk
16%
78%
22%
56%
Low Risk
High Risk
3%
37%
10%
18%
12%
58%
17%
31%
12%
92%
29%
25%
% Recidivism: Tx BY RISK LEVEL
Low Risk
High Risk
Low Risk
High Risk
( 6%)
( 22%)
( 7%)
( 19%)
( 5%)
( 27%)
( 17%)
( 67%)
Impact on RECIDIVISM
* Some studies combined intensive Tx with supervision or other services
Patterns in Risk Level & Tx Intensity
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Offender Risk of RecidivismResembles a Bell-Shaped Curve (Normal Distribution)
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Triage: Cutting the “Tail” Off One End of Your Caseload
Low Risk Offender – has more favorable pro-social thinking and behavior than other risk levels.
Divert to administrative supervision.
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• Match Services (Interventions) to Criminogenic Needs
• Prioritize treatment to highest scoring criminogenic needs
• In the case of a tie, treat the intrinsic need first
Need Principle
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Antisocial Attitudes .21 (78) Self-Control Deficits .22 (59) Antisocial Associates .21 (51) Non-Criminal Alternative Behavior in High-Risk
Situations .22 (18) Family Process .29 (30) School/Work .15 (88) Substance Abuse .11 (36) ns Leisure Recreation not tested
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• General responsivity principle – use behavioral, social learning, cognitive behavioral strategies
• Specific responsivity principle – match intervention modes and strategies to learning styles, motivation, and demographics of case
Responsivity Principle
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General responsivity .40
Plus core correctional practices (relationship and structuring skills) .43
Plus selection, training and clinical supervision of staff .46
Adherence with General Responsivity
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CBT treats emotional and behavioral disorders as maladaptive learned responses that can be replaced by healthier responses
Action-oriented, using behavior modification techniquesBehavioral homework assignments and journal
keepingRehearsal of productive thinking patternsModeling of coping skills followed by rehearsal, then
coaching
93 93
• Match treatment mode to offender characteristics
• Examples – language/learning style; race/ gender/ethnicity; motivational level
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Specific Responsivity Principle
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Psychopathy Motivational level Gender-specific programming Culturally-specific programming Integrate the several personality models Static and dynamic responsivity factors Mental disorder
Specific Responsivity ExamplesKey offender characteristics being addressed by different modes of treatment:
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Mean Effect Size by Adherence to RNR
Mea
n E
ffec
t S
ize
# of RNR Principles Adhered To
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Program Characteristics Recidivism
Routine Probation (P) 50%
P + Minimal Program 46% (Programs with average effect size)
P + Best Intervention Type 40%(Programs with largest effect size)
P + B + Good Implementation (I) 35%
P + B + I + Over 6 Months Duration 32%
Source: Blueprints for Violence Prevention (2001). The importance of implementation fidelity. Blueprints News, Vol. 2 (1).
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Sources: (1) An Overview of Treatment Effectiveness, D.A. Andrews, 1994.(2) Effects of Community Sanctions and incarceration on recidivism, P. Gendreau, 2001.
TraditionalPunishments
(30 studies)
Treatment EffectivenessPercentage Reduction in Recidivism in 154 Controlled Studies
ISPs
(47 studies)
UnspecifiedTreatment
(54 studies)
Inappropriate Treatment
(32 studies)
AppropriateTreatment
(38 studies)
-7% -7% - 6%
13%
30%
-10
0
10
20
30
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Recidivism Wall:Impediment to More Pro-social Thinking & Behavior
“Central Eight”Criminogenic
Needs
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Static Items• Age
• Gender
• Race• Criminal history• Intellectual functioning
Dynamic Items
• Pro-criminal attitudes• Criminal associates• Dysfunctional
family relations• Alcohol/drug problems• Low self-control• Education/employment• Leisure/recreation
Static and Dynamic Items
100
LS/CMI™ Risk/Need Scores
101
Semi-Structured Interviewing – Three Stages
(1)Setup
(3) Close-out
(2) Information-gathering
‘Funnel’
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What do you like about marijuana? Where did you grow up? How will you cut down on your drinking? Are you willing to join the group? What brings you here today? Do you want to stay in this relationship? Have you ever thought about walking as a
simple form of relaxation? Is it important to have meaning in your life?
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In the past, how have you overcome other obstacles in your life?
Are you willing to try this for a week? In what ways is your anger a problem for
you? Do you care about your family? What are the most important reasons why
you want to manage your emotions? Have you set a date for quitting drinking? Is this an open-ended question?
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1) Open Questions
2) Affirmations
3) Reflections
4) Summarizations
Active Listening Skills (OARS)
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Understand the importance of Normative Feedback
◦ Give the offender a choice of learning the outcomes of his/her assessment
◦ Provide information about the scored results
◦ Explore the offender’s reaction
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108
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Have the ability to run reports to gather summary information about different facilities or districts
Have the opportunity to break down into areas in facilities or districts and even staff members
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Get out of the way / Leave them alone◦ Intensive treatment for low risk offenders can
actually INCREASE risk of recidivism
Zero In◦ Target those with high probability of recidivism
Live in their back pocket◦ Provide most intensive treatment available
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Assessments conducted 7/2010-7/2012
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Assessments conducted 7/2010-7/2012
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Assessments conducted 7/2010-7/2012
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Local Jails and Halfway Houses◦ Leisure/Recreation◦ Antisocial Companions◦ Education / Employment◦ Criminal History
Adult Institutions◦ Leisure/Recreation◦ Antisocial Companions◦ Criminal History
Probation and Parole◦ Leisure/Recreation
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You’ve learned how to communicate with an offender (motivational interviewing)
You’ve learned how to assess an offender (LS/CMI)
Now to learn about developing an effective case management plan
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Criminal courts Corrections Parole Board Mental Health agencies Public health agencies Veteran’s Affairs Housing Authorities Employment services Social Service agencies Faith-based agencies Communities / average citizens
119
Evidence Based vs. Promising Practices
◦ EBP: specific and defined outcomes through formal research (reductions in recidivism, increased employment, improved behavior)
◦ Promising Practices: general agreement among experienced professionals that these strategies are important and beneficial (barriers programs)
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If results are not measured, successes cannot be distinguished from failures.
If successes cannot be distinguished, they cannot be replicated.
If failure cannot be identified, they cannot be corrected.
If results cannot be demonstrated, support cannot be secured.
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All services should be monitored for effectiveness
Staff need to feel supported in these ways:◦ Policies and procedures ◦ Supervision and technical support services◦ Training to enhance knowledge, skills and abilities◦ RESOURCES!!!!
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ACT Assertive Community Treatment IDDTIntegrated Dual Disorder Treatment FPE Family Psycho-Education DBT Dialectical Behavior Treatment CBT Cognitive Behavior Therapy MI Motivational Interviewing MRT Moral Reconation Therapy TCM Targeted Case Management SE Supported Employment SH Supported Housing
Examples of EBP
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Can we mitigate risk without compromising the legal status?
A large number of defendants placed on pretrial supervision with a secured bond.
A large number of high risk defendants unsuccessful due to technical violations?
It works!
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If DOC releases 18,000 offenders in 2012, and we have a 1% reduction in the recidivism rate, we’ll save $678,000 + in incarceration costs in just one year.
Link between Treatment and Recidivism◦ Criminal Sanction -.07◦ Inappropriate Treatment -.06◦ Appropriate Treatment .30
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Punishment, sanctions or incarceration Scared straight type programs Physical Challenge programs Boot camp type programs Shaming programs
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Programs that:◦ Focus on criminogenic needs◦ Match right offender to the right program◦ Use a cognitive behavioral approach◦ Use positive reinforcements◦ Seek right levels of dosage/intensity◦ Have built-in quality assurance
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Discovering and using What Works strategies◦ Evidence-based practices◦ Outcome measures
Tool development and utilization◦ We have been heavily involved in equipping staff
and hoping they utilize what works. Effective Delivery
◦ Effective delivery is every bit as important as how effective the program itself is.
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1) Identify the need/target areas that scored highest on the LS/CMITM subcomponents.
2) For which target areas are local treatments/interventions currently available?
3) On which areas is the offender most motivated to work?
4) Which areas are more intrinsic?
5) Which areas relate to terms and conditions imposed by the court/parole board?
6) Which subcomponent areas are most connected to the non-criminogenic needs of this client?
7) Which areas are associated with strengths/protective factors?
Conceptualizing Case Plan Priorities
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Limited housing Unemployment Educational needs Mental Health Issues Healthcare needs Financial instability Family concerns Public perceptions Transportation
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Effective case management plan
◦Develop a plan with the offender to address criminogenic needs and reentry barriers◦Plan should provide achievable goals and action steps◦Prioritize goals based on need and motivation◦Timelines should be reviewed regularly◦As goals are accomplished, case management plan shall be updated
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◦The LS/CMI is like the address
◦The Case Management Plan is the directions
◦Programs / interventions are the landmarks
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“Case Manager”
“Offender”
“Inputs”
“Assessment”
“Case Management Team”
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Assessment
Case Planning
Intervention
Ongoing Assessment
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LS/CMI
Criminogenic Needs
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The strategic use of resources utilizing evidence based practices to enhance community safety through the prevention of future victimization. Case management assesses, motivates, and provides targeted interventions to offenders addressing risks for recidivism, strengths, needs, and responsivity.
…or Where the Rubber Meets the Road.
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Involve the Offender in the Plan creation
This can go a couple of different ways…
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“I’m not doing that and you can’t make me!”
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Denial and rationalization
Dig in their heels, argue, and refuse to comply with the process.
This Offender will throw away the CMP in the office trash can.
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Explain the process, create some goals, and move on.
Pick your battles!
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“Yea, that sounds like a great idea.”
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Will agree to most any suggestions you make.
Provide non-aggressive excuses
This Offender will throw away the CMP once they get home.
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“How can I find an AA Sponsor?”
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This Offender will photo copy their CMP for Mom.
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Traditional custody and supervision framework.◦ Only consequences and violations◦ Authoritarian
ONLY helping the offender and giving them positive feedback.
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Reduce risk of recidivism through addressing the Criminogenic Needs
Evidence Based Practices and Programs
Positive interactions with the Offender
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Offender progress and desired outcomes, or regression and what to do about it.
Minor and Major Transitions
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Reduced Criminal Behavior
=
Increased Public Safety
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Offender becomes part of their own success or failure
Organized way to track offender efforts and goals.
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Return to being a productive member of the community
Restitution to Community or Victims
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Enhance effectiveness of rehabilitation at every opportunity
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Hope
Re-Integration
Self-sufficiency
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Staff do it EVERYDAY
Creative outlet for staff and offender
Reveals which offenders are working and which are not
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Electronic Document
Create Goals and Tasks
Leads to Measurable Success
Single, dynamic plan that follows the Offender throughout the system
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Provides Criminogenic Needs
Starting point for Goal creation
Builds a rapport with the Offender
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What if the Offender already has an LS/CMI?
◦ Use the LS/CMI Report◦ Talk to the Offender!◦ Contact the previous Case Manager
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LS/CMIWhat additional Inputs go into the CMP?
The Offender’s thoughts and feelings File Reviews Experience with Offender and Interviews Previous Case Manager Case Management Team Members … Offender Self-Assessment
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Difference in LS/CMI Strengths and Case Management Plan Strengths
◦ Doesn’t have to impact the risk level of a criminogenic need
◦ Enables you to assist the offender in identifying their own strengths
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Where do these come from?
When do they apply?
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Responsivity Principle
Examples of responsivity issues◦ Motivation◦ Denial◦ Maturity◦ Concrete Oriented Thinking
Ways to address responsivity
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Goals should address the highest scoring Criminogenic Needs
Case Managers guide the Offender in setting their own goals.
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Legal Problems and Criminal Behavior
Successfully complete Diversion Program for Drug Possession conviction
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Education and Employment
Obtain GED
Criminogenic Needs and Goals
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Family and MaritalImprove relationship with daughter
Criminogenic Needs and Goals
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Leisure and RecreationVolunteer in the Community
Criminogenic Needs and Goals
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Antisocial AssociatesParticipate in positive group activity
Criminogenic Needs and Goals
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Substance Abuse Achieve sobriety
Criminogenic Needs and Goals
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Antisocial attitudesNo negative encounters with law enforcement for 6 months
Criminogenic Needs and Goals
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Antisocial Personality Pattern
Complete 90 Days Violation free
Criminogenic Needs and Goals
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Goals are the overarching Objectives:◦ Achieve Sobriety◦ Obtain GED
Goals are conceptual
Tasks are concrete
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Tasks are the steps that will lead to accomplishing the Goal
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Obtain Associates Degree in Culinary Arts from Sullivan University
Get transcripts and documents needed for application
Contact Sullivan University Financial Aid Office for assistance
Save $100.00 per month for education expenses
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S Specific
M Measurable
A Achievable
R Reasonable
T Time-Limited
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State in detail what is to be achieved or accomplished
“Get transcripts and documents needed for application.”
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How will you know if the expectation has been achieved?
“Get transcripts and documents needed for application.”
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Is the Offender capable of accomplishing the Task?
“Save $100.00 per month for education expenses.”
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The Offender has the ability, the time, and the resources to accomplish the Task.
“Contact Sullivan University Financial Aid Office for assistance”
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The amount of time is specified or limited.
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Successfully complete Diversion Program for Drug Possession conviction
Be present at all scheduled Court dates
Attend Court mandated classes for Drug Possession conviction at New Horizons IOP
Pay all Court fees on time and in full
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Obtain GEDComplete TABE Testing at scheduled date and time
Meet with Adult Education Counselor to enroll in ABE Classes
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Obtain GEDComplete TABE Testing at scheduled date and time
Sign up for GED Classes at the School and attend classes when chosen from the Wait List
Go to the Library and check out a GED Prep Manual
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Obtain Employment within 6 months
Write a Resume
Fill out five job applications per week
Follow up on applications and interview when asked
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Improve relationship with daughter
Attend family counseling sessions at North Springs Counseling Group with daughter
Attend Parenting Program at Seven Counties
Plan a weekend activity with daughter, two times a month
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Improve relationship with daughter
Write at least one letter per week to daughter
Apply to Inside Out Dads program and attend when chosen from the Wait List
Add daughter and mother to visitation list in March
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Volunteer in the Community
Volunteer at First Methodist Church, at least two times per month
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Participate in positive group activity
Join recreational adult softball league and attend games and practices
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Achieve sobriety Apply to Rainbow IOP Clinic and attend program when admitted
Attend three AA Meetings per week at First Methodist Church
Successfully pass Court mandated drug testing for the next six months
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No negative encounters with law enforcement for 6 months
Make a plan for how to react if questioned or approached by law enforcement
Consistently obey traffic laws
Obtain valid State Identification
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Stay Out of Segregation for 90 Days
Make a plan for how to react if questioned or corrected by Prison Staff
Go to Recreation and do at least 30 minutes of aerobic activity each day
Apply to Moral Reconation Therapy and attend when chosen from the Wait List
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Complete 90 Days Violation free
Report to District 3 P&P Office on time for all scheduled meetings
Complete PORTAL
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Tasks form the corner stones of the CMP
The work is done here
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Set points along the way that demonstrate progress toward the overall goal.
Celebrate accomplishing key tasks!
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Goals are where you and the Offender are trying to get.
Tasks are the steps you will take to get there.
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Portion Control
Stabilization
Risk Reduction
Risk Containment
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Programs
◦ Evidence Based
◦ Barriers
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Staff Actions are often very simple, but can have a lot of impact.
You set the tone of the entire process.
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Provide contact information for local rehabilitation programs
Verify attendance at AA/NA via sign in sheet
Conduct routine urinalysis to include testing for marijuana and cocaine
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Role play with offender to practice Domestic Violence Action Plan
Provide contact information for local legal resources
Establish an emergency after hours contact procedure
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Case Managers must collaborate with the Offender.
Offenders need your help and guidance to achieve their goals.
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Everyone wants to feel valuable
Everyone wants respect
The power of Hope
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Problem SolverInstructorMotivatorAdvocate Source of Information
LiaisonRole ModelChange Agent
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Mutual Respect Openness Empathy Attentiveness Genuineness Flexibility Structure and Support
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Role Modeling
Communication and interaction can be the best interventions
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Received GED
Graduated Substance Abuse Program
Refusal Form Signed
Offender is currently on waiting list
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Plans will change over time
Periodically reevaluate Interventions◦ Are we reducing risk◦ Should we change course
Reducing risk over time
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Goal Creation process is the same
Tasks associated with Non-Criminogenic Needs must be S.M.A.R.T. as well!
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Improve financial situationAttend Financial Peace University at First Methodist Church.
Pay all household bills on time
Create a debt repayment plan
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Improve mental healthTake medications at morning and afternoon medline everyday
Apply to the Challenges Program and attend when chosen from the wait list
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Move out of boyfriend’s apartment
Apply for housing assistance
Make an alternative housing plan
Save $50.00 a week for deposit fee
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Offender
Case Manager
Social Service Clinician
Medical provider
Mental Health provider
Educator
Reentry Liaison
Key Stakeholders
CMP
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The Case Manager is the Quarterback and Resource Broker.
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What partners are available in your community to provide services?
What if the needed partners do not exist or are not available?
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What do you do when no resources seem readily available?
Use your lifelines!
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Both of these extremes can challenge staff
Find respective strengths and use them!
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Urban: resource rich with structured programs
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Rural: Few structured programs Family and community support may be
strong
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24/7 Dads Moral Reconation Therapy (MRT) Thinking for a Change (T4C) Relapse Prevention Therapy EPICS-Effective Practices in Community Supervision PORTAL
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Emphasize involving the Offender in creating solutions to complex problems
Use your lifelines!
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Explain the purpose of the Case
Management Plan to the Offender
Explain how the CMP works, and what each
section means
Let them ask questions
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The directives are too difficult for me to meet.◦ You’re working hard to try and comply with the
conditions. There are just too many rules for me to abide by.
◦ Sounds like your frustrated with your conditions of supervision.
Why are you hassling me? My buddy is supervised by Mr. _______ and he never hassles him like this!◦ My role is for you to be successful – how can I
be more helpful in having you abide by the rules?
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Reentry Hotline (1st in the nation)◦ 1-877-INMATE-4 or 1-877-466283-4
Reentry Taskforces (11 across the state)◦ www.kentuckyreentry.org
The Tool Kit newsletter (for staff)◦ www.corrections.ky.gov/reentry
Homeward Bound newsletter (for offenders)◦ www.corrections.ky.gov/reentry
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Impact
Offender
Staff
Community
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Apply actuarial risk tools to predict the likelihood of risk of flight and danger to the community.
Provide the least restrictive supervision necessary to effectively monitor compliance.
Report violations of bail conditions which indicate an increased risk of Pretrial failure to the court with a recommendation for modified bail conditions to mitigate risk.
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Use evidence-based practices to gain compliance and increase defendant engagement and motivation through strength-based and motivational interviewing techniques.
Use fidelity measures, data and evaluation to ensure quality and determine effectiveness of services to guide decision-making.
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If you could do anything to assist an offender’s reentry – what would it be?
What’s on your reentry bucket list? Tell me about a time that you felt you really
impacted reentry…
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