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Getting Into Practice:Using Evidence Based Practices on the Job
Goals for Today• Getting ready • Review Risk, Need, Responsivity Principles• Caseload Management Based on Risk
Level• Caseload focus based on Needs and
Responsivity• How to Use Motivational Interviewing
Depending on Stage of Change• Cognitive Behavioral Interventions• Wording for Court Reports• Creating case plans
Are you Ready?
• Enforcer or Social Worker?• Is the system broken?• Are offenders capable of change?• Compliance or Long-Term Change?• Should offenders know we’re trying
to change them?• Do you dislike your clientele?
Are You Ready
• Are you ready for Collaboration?• Are you ready for Creativity?• Are you here to Help People?• Are you here to Help Society?• Are you feeling Competent?
Social Worker or Enforcer
Broken System
Offender Change
Compliance and Long Term Change
Secret Strategies
Collaboration
Creativity
Helping Offenders
Improve Society
Confidence Level
The Principles That Came From the What Works Research
RISK PRINCIPLENEEDS PRINCIPLE
RESPONSIVITY PRINCIPLEand
“professional discretion”
A Definition of Motivational Interviewing
“A directive, client-centered counseling style for helping clients explore and resolve ambivalence about behavior change.”
William R. Miller, 1991
RISK PRINCIPLE
Match level of services to level of risk
Higher Risk Offenders need MORE
Lower Risk Offenders need LESS
1
Measure with Assessment Tools
Diversion
For lower risk offenders
Court Reports
• New information for Judges
Prison Resources
• Limited – but essential
Violations
• Graduated Sanctions
Vary the Amount of Contact Depending on Risk Levels
• Different Strokes for Different Folks
Excellence in Evaluations
• The right assessment instruments• Good training for evaluators• Timely and on-going risk assessments
Manage Efficiently
• Technology and Creativity– Para-professionals, Teams, Kiosks, Phone
Reporting
NEEDS PRINCIPLE
Match Offenders to
Services
That address
Criminogenic Needs
2
Stages of Change Model
Relapse
Pre-contemplation
Contemplation
Determination
Maintenance
Action
PERMANENT EXIT
ENTER HERE
Prochaska & DiClemente (1986)
Major Motivational Interviewing Skills
Open-Ended QuestionsAffirmationsReflectionsSummarizations
Miller and Rollnick (1991), “Motivational Interviewing”, Guilford Press.
Pre-Contemplationno awareness of a problem
• Listen to the offender’s thinking process• Notice discrepincies between what the
offender wants in life and how he/she behaves• Develop discrepancies by using MI skills
Amber in Pre-Contemplation
• Amber is 32 year old• Drug offender -On parole• Goal: Wants to stay out of prison• Risk Factors:
School and Work ProblemsUnproductive Use of Leisure TimeSubstance Abuse, Anti-social Peers
Robbie in Pre Contemplation
• Robbie is 16 years old • Auto Theft -On Probation• Goal: Wants his mother to just “back-off” • Risks Factors:
Dysfunctional familyAnti-social valuesLow Self-Control
Kevin in Pre contemplation
• Kevin is 45 years old• DV Offender - on Probation• Goal: To be a good father• Risk Factors:
Anti-Social ValuesJust a little PsychopothyLow Self-ControlDysfunctional Family
Contemplationbeginning to see possibilities
• Explore ambivalence with MI Skills• Identify Pros and Cons• Weigh Both Sides
Amber in Contemplation
• Considering a life with not drugs• Says it would be too hard to stop
Robbie in Contemplation
• Robbie sees a connection between his behavior and the family dynamics at home
• He doesn’t know what to do about it though
Kevin in Contemplation
• Kevin is concerned about how his behavior might be affecting his son
• Kevin says he doesn’t want his son to follow in his footsteps and
says he wants a better relationship with his family
Determinationdecided to try something new
• Remove obstacles• Identify steps to Change• Make a Plan• Set Dates
Amber in Determination
• Amber has decided she’ll do whatever it takes to try to remove drugs from her life
Robbie in Determination
• Robbie has decided that there are things he can do to have a better relationship with his mother and wants to learn how he can change things at home.
Kevin in Determination
• Kevin decides he’s ready to enroll in the DV program even though he doesn’t think he can really learn anything new
Actionmaking some changes
• Acknowledge actions• Remove barriers• Provide Positive Reinforcement• Support Self-Efficacy
Amber in Action
• Amber has been going to substance abuse treatment for a month
• She has tested clean for a month
Robbie in Action• Robbie has attended an anti-theft
class for two months• He has used his pro-social cousin Rick as a resource, and has avoided conflicts with his mother.
Kevin in Action
• Kevin brings in a progress report from his DV treatment program which says he has good insight but monopolizes the group’s time.
Maintenancestability with behavior change
• Develop skills to Maintain Behavior• Continue to Support Self-Efficacy • Continue to Remove Obstacles
Amber in Maintenance
• Amber has been clean for nine months
• She’s starting to think about some plans for her future
Robbie in Maintenance
• Robbie is getting along with both his parents
• He has started using some new skills to avoid arguments at home.
• He has changed the peers he hangs out with
Kevin in Maintenance
• Kevin has been in treatment for nine months
• Kevin and his wife are getting along much better
• Kevin thinks he’s learned a lot in treatment
Relapsereturning to old behavior
• Learn from Mistakes• Figure Out What To Do Next• Determine which state of change the
offender is in after relapsing
Amber in Relapse
• Amber spent some time with old friends and used again.
• She’s very remorseful and disappointed in herself
Robbie in Relapse
• Robbie is suspended for talking back to his teacher.
• He blames the teacher for the incident and doesn’t take any responsibility
Kevin in Relapse• Kevin was rearrested for hitting his
wife.• He’s sorry his wife and son are afraid
of him again. • He’s very upset about being in jail
Criminal Personality
AKA
ANTI-SOCIAL PERSONALITY Or
PSYCHOPATHY
Extreme Callousness, grandiosity and irresponsibility
Thinking Distortions
Thinking Distortions
• All or Nothing• Overgeneralization• Mental Filter• Disqualifying the Positive• Jumping to Conclusions
Thinking Distortions• Magnification or Minimization• Emotional Reasoning• Should Statements• Labeling• Personalization
Cognitive Behavioral Interventions Increase Awareness
and Challenge Thinking
• Challenge Thinking• Analysis of Antecedents and
Consequences• Keeping Journals• Rating Your Feelings
Cognitive BehavioralActivities Leading to Change
• Thought Stopping• Homework assignments• Time-Outs• Relaxation Techniques• Contracts • Token Economies• Positive Reinforcement• Modeling• Skill Training• Role Playing • Coaching
Cognitive Behavioral Focus
• Engagement• Cognitive Restructuring• Emotional Regulation• Social Skills• Problem Solving• Relapse Prevention
Criminogenic Needs and Court Reports
• Formatting• Conditions• Wording
NEEDS PRINCIPLE Match Offenders to
Services
That address
Criminogenic Needs
2
Stages of Change Model
Relapse
Pre-contemplation
Contemplation
Determination
Maintenance
Action
PERMANENT EXIT
ENTER HERE
Prochaska & DiClemente (1986)
RESPONSIVITY PRINCIPLE
Match Treatment Type to Individual Characteristics of
Offenders
3
RESPONSIVITY FACTORS
• General population: – Gender, ethnicity, race, age, mental
illness, depression, anxiety, language• Criminal Population:
– Poor social skills, inadequate problem solving, concrete thinking processes, poor verbal skills, learning style, motivation (Bonta, 1995)
Other Client Issues
• Special problem areas not necessarily related to recidivism but particularly important in the offender’s life
Case Plan
• Risk Score• Risk Factors• Motivation Stage• Strengths• Interventions• Due Dates• Responsivity Factors• Other Client Issues
CENTRAL
CRIMINOGENIC NEEDS
1. Anti-Social Values 2. Criminal Peers3. Low Self Control 4. Criminal Personality 5. Dysfunctional Family6. School and Work Problems7. Unproductive Use of Leisure Time8. Substance Abuse
Role Models
• Criminal Justice Professional• Pro-social Family Members• Pro-social Peers• Pro-social Employers• Community Mentors
– Church– Mentoring Programs– Community Members
ANTI-SOCIAL THINKING
• Role Models• Information• Cognitive-Behavioral Restructuring• Motivation• Empathy• Acknowledgement
Conditions
• General• Flexible• Linked to Risk Factors• Offense Specific
Sample Wording for Court Reports
• Name the Instrument• Explain what it Measures• Give the offender’s Risk level compared
to other offenders• Identify Criminogenic Risk Factors and
other client issues• List appropriate interventions and explain how they relate to risk factors