Presentation is loading. Please wait.

Presentation is loading. Please wait.

EPICS-II Effective Practices In Correctional Settings- II Effective Practices in Correctional Settings-II.

Similar presentations


Presentation on theme: "EPICS-II Effective Practices In Correctional Settings- II Effective Practices in Correctional Settings-II."— Presentation transcript:

1 EPICS-II Effective Practices In Correctional Settings- II Effective Practices in Correctional Settings-II

2 Introductions Melanie Lowenkamp Jen Kisela

3 EPICS-II Effective Practices In Correctional Settings-II “When I read about the training I thought “I already do that”….when I went to the training I thought “I already do this”….when I got back and did it how I was trained I thought “I have been doing this”….it wasn’t until I got this incredibly different response from the offenders that I realized I had never done this before.” - Federal Probation Officer Anna Pakiela, Personal Communication 2009.

4 EPICS-II Effective Practices In Correctional Settings-II Ohio Community Corrections Data

5 What Do You Feel Responsible For?

6 Inter Heart Study Risk factors for heart attack Identified 9 factors that predicted 90% of all heart attacks First 2 predicted 2/3rds

7 Risk Factors For Heart Attack Cholesterol Current smoking Diabetes Hypertension Abdominal obesity Psychosocial Failure to eat vegetables and fruits daily Failure to exercise No alcohol consumption

8 Comparison of HA & Crime Risk Factors Cholesterol Current smoking Diabetes Hypertension Abdominal obesity Psychosocial Failure to eat fruits & veg Failure to exercise No alcohol consumption Attitudes Peers Personality Employment Family Substance abuse Housing, finances Personal distress Lower socio-economic status

9 How Does What We Target & How We Target Make A Difference Plenty of current research indicating that when we incorporate core correctional practices we see reductions in recidivism Using core correctional practices ensures we are targeting relevant criminogenic needs & using a general model to change behavior

10 Skeem et al, 2007, Trotter, 1996 & 1999, Paparozzi & Gendreau, 2005, and others Quality and nature of relationship Andrews & Dowden, 1999 and others What we talk about Taxman 2008 Moving beyond the check in Bonta et al., 2008, Dowden & Andrews, 2004 Core Correctional Practices

11 The Balanced Approach Paparozi and Gendreau. An Intensive Supervision Program that Worked: Service Delivery, Professional Orientation, and Organizational Supportiveness. The Prison Journal, Vol. 85 No. 4, December 2005.

12 Core Correctional Practices Dowden and Andrews, 2004

13 Behavioral Analysis RACE CHART-session structure What to target Bridging skills Intervention skills How to target Fidelity of implementation Peer coaching How well we do both Relationship Skills

14 EPICS-II Effective Practices In Correctional Settings-II Relationship Skills What type of relationship yields the highest benefit How to coach and mentor your clients & peers Important factors associated with effective correctional programs What type of relationship yields the highest benefit How to coach and mentor your clients & peers Important factors associated with effective correctional programs

15 EPICS-II Effective Practices In Correctional Settings-II Relationship “a connection, association, or involvement” Professional and work related Friendly, but not friends “a connection, association, or involvement” Professional and work related Friendly, but not friends

16 EPICS-II Effective Practices In Correctional Settings-II Discussion Think about an effective coach you’ve had in your life (for sports, work, etc.) What qualities did that person have? What made him/her a good coach?

17 EPICS-II Effective Practices In Correctional Settings-II Relationship Skills Spiegler and Guevremont note that the relationship “…is a necessary but not a sufficient condition of treatment.” Must also target criminogenic needs Spiegler and Guevremont note that the relationship “…is a necessary but not a sufficient condition of treatment.” Must also target criminogenic needs

18 Skills: Collaboration, autonomy, self-efficacy Empathy Active listening Giving feedback Role Clarification Structured skill building and graduated practice EPICS-II Effective Practices In Correctional Settings-II Relationship Skills

19 EPICS-II Effective Practices In Correctional Settings-II Role Clarification Key skill in working with involuntary clients Helps the client understand what to expect and what is expected of them Should be covered at the beginning of supervision

20 EPICS-II Effective Practices In Correctional Settings-II Role Clarification Explain the supervision process Explain the various roles and responsibilities of a supervision officer What are we (officer/offender) here for? What are we hoping to get out of this? What is required? What can be negotiated? Confidentiality of information

21 Steps of Role Clarification Identify the agency’s goals for the supervision process Ask the client to identify what he hopes to accomplish during the supervision process Identify what you, as a representative of the agency, hope to accomplish Define the supervision processIdentify and discuss expectations of confidentiality

22 What to target Behavioral Analysis RACE CHART- session structure

23 EPICS-II Effective Practices In Correctional Settings-II Risk Assessment Important for driving case planning, management, and risk reduction The results direct: Whom to target (high risk) What to target (criminogenic needs)

24 Sample assessment scores Criminal History=MODERATE Education, Employment, and Financial situation=LOW Family and social support=LOW Neighborhood Problems= LOW Substance Use= HIGH Peer Associations= HIGH Criminal Attitude and behavior problems= MODERATE

25 EPICS-II Effective Practices In Correctional Settings-II To be effective at reducing an offender’s risk we have to understand what puts them at risk.

26 EPICS-II Effective Practices In Correctional Settings-II Behavioral Analysis “How do I know what to target?” Identifies high risk people, places, things, thoughts Uncovers specific targets for discussion Given as homework Used throughout supervision Identifies high risk people, places, things, thoughts Uncovers specific targets for discussion Given as homework Used throughout supervision

27 Behavioral Analysis Process where offender reports the offense chain for the last ten times he/she was in trouble or could have been in trouble Allows you and offender to look for patterns in behavior. These patterns tell us what to extinguish, identify situations to avoid, skills to develop, and what to reinforce This process makes supervision proactive instead of reactive! Process where offender reports the offense chain for the last ten times he/she was in trouble or could have been in trouble Allows you and offender to look for patterns in behavior. These patterns tell us what to extinguish, identify situations to avoid, skills to develop, and what to reinforce This process makes supervision proactive instead of reactive!

28 Behavioral Analysis When (day of week and time) Who were you with (before/during)? Where were you? What were you thinking/feeling (before/during)? What did you do? What were you thinking/feeling after?

29 Sample BA When (day of week and time) Who were you with before/during? Where were you? What were you thinking/feeling before/during? What did you do? What were you thinking/feeling after? Weekday Afternoon Guys at Community service downtown I got time to stop by my house and see my grandma and get something to eat. Stopped by the house for a few minutes then went back I shouldn’t have done that. That was stupid I could’ve gotten caught Sunday morning Andre Da’shon Prison I’m gonna play this football ticket and make some money I played it and got caught with it afterwards That’s a petty rule It’s not about the ticket. Annoyed Weekday morning SelfMy house I could get a good chunk of money for my mom’s TV I took the TV to the pawn shop I need help. Guilt

30 EPICS-II Effective Practices In Correctional Settings-II RACE Relapse prevention model used to help understand how to respond to their high risk people, places, things. Along with BA used early in supervision Implementing the steps of RACE will be an ongoing process Helps the client learn to make responsible choices

31 RACE RECOGNIZE High risk influencers that tempt the offender AVOID By taking steps away from situations COPE In situations where the high risk influencer cannot be avoided EVALUATE Evaluate progress, make changes to the plan

32 RACE Recognize Learn to recognize high-risk situations Avoid Can you avoid? Plan to avoid Cope If you cannot avoid, plan to manage Evaluate How can you better handle the scenario? What did you do well?

33 RACE Audio example EPICS-II Effective Practices In Correctional Settings-II

34 Avoidance Worksheet List all of the situations you might encounter this PPTT? If you avoid this situation what will you do instead? What specific steps will you take to avoid this situation What problems do you anticipate in avoiding this situation? What skills will you need to successfully implement the plan? Can you realistically avoid this high risk person, place, thing, trigger (PPTT)? After completing avoidance worksheet proceed to coping-contingency plan

35 Avoidance Worksheet - R=Stress List all of the situations you might encounter this PPTT? If you avoid this situation what will you do instead? What specific steps will you take to avoid this situation What problems do you anticipate in avoiding this situation? What skills will you need to successfully implement the plan? Conflict with girlfriend (screaming at each other) Separate from each other when tension is present. Calmly discuss issue. Talk to her when we are both calm. Create a plan that we both agree on. Difficulty learning a new way to communicate. Going back to old habits. Communication skills 3 Step Time out technique Can you realistically avoid this high risk person, place, thing, trigger (PPTT)?

36 Coping Worksheet-contingency List some potential situations where the avoidance plan may fail: What specific steps will you take to remove yourself with minimal risk of relapse or other problems What potential problems can you anticipate by implementing your plan? How will you handle these problems? What skills will you need to successfully implement the plan? Complete the following worksheet to be used in situations where unforeseen high-risk situations occur

37 Coping Worksheet-primary plan List specific circumstances surrounding this PPTT that increase the likelihood of triggering your risk reaction What specific steps will you take to effectively cope with these circumstances What potential problems can you anticipate by implementing your plan How will you handle these problems What skills will you need to successfully implement the plan Complete the following worksheet to be used in situations where the high risk PPTT CANNOT be avoided. When encountering this high risk PPTT my risk reaction is:_________________

38 Coping Worksheet-primary plan List specific circumstances surrounding this PPTT that increase the likelihood of triggering your risk reaction What specific steps will you take to effectively cope with these circumstances What potential problems can you anticipate by implementing your plan How will you handle these problems What skills will you need to successfully implement the plan She starts accusing me of being with other women Explain to her that I don’t want to argue Tell her we need to separate until we are both calm. Leave the house. She’ll continue to scream at me. She won’t let me leave. She’ll start hitting and kicking me. Take a deep breath Don’t raise my voice. Explain that I will call her in an hour. 3-step Skill step “responding to anger” Skill step “responding to an accusation” Complete the following worksheet to be used in situations where the high risk PPTT CANNOT be avoided. When encountering this high risk PPTT my risk reaction is: Anger/ Violence

39 EPICS-II Effective Practices In Correctional Settings-II Structure of an interaction Purposeful and Intentional Focuses on addressing and changing target behaviors Be prepared for meeting

40 Questions to ask yourself

41 Check-in C Homework H Assess & Apply A Reinforce R Teach T

42 Session 2- How to target Bridging Skills Intervention Skills Structured Skill building

43 EPICS-II Effective Practices In Correctional Settings-II Bridging Skills

44 EPICS-II Effective Practices In Correctional Settings-II Bridging Skills Serve as a “bridge” between relationship and behavioral change Development and maintenance of a relationship Basis of behavioral change

45 Bridging Skills Changing offender behavior

46 EPICS-II Effective Practices In Correctional Settings-II Changing Offender Behavior Punishment and Reinforcement Building blocks of operant conditioning Behavior is developed and maintained through a series of consequences Punishment stops a behavior/ Reinforcement strengthens and teaches a new behavior

47 EPICS-II Effective Practices In Correctional Settings-II Effective use of reinforcement

48 Reinforcement Positive reinforcement Involves the application of a stimulus to increase behavior. Example: A client reports getting a job and receives verbal praise. Negative reinforcement Involves the removal of a stimulus to increase behavior. Example: A halfway house client has clean U.A.s for an entire month and is taken off restriction

49 Types of Reinforcers Praise, acknowledgement, attention, approval, etc. Advantages: ease of administration, limitless supply, can use immediately, naturally reinforcing Social reinforcers Watching television, playing sports, listening to music, playing computer games, and talking on the telephone Reinforcing activities Certificates, bus tokens, food, etc. Hard to do in criminal justice system Token items and material objects

50 Skill Steps for Effective Reinforcement Tell the client what she did that you like and why it is important Ask the client, in her own words and thoughts, what are the short and long term benefits of continuing to use the behavior Contract with the client to use the skill/behavior, you are discussing, again in the future

51 Audio Demonstration

52 EPICS-II Effective Practices In Correctional Settings-II Effective use of punishment and disapproval

53 Punishment (Positive) punishment Involves the application of a stimulus to decrease behavior. : Example: An offender submits a positive drug screen and is required to report weekly. (Negative) punishment Involves the removal of a stimulus to decrease behavior. Example: An offender fails to report and has the privilege of picking report day and time removed.

54 Skill Steps for Effective Disapproval Identify the inappropriate behavior and tell the client, in an objective manner, that you disapprove of what was said or done. Ask the client to explore the short-and long-term consequences of continuing to engage in that behavior. Ask the client to identify and discuss pro-social alternatives that could be used in place of the unacceptable behavior. Contract with the client to use the pro-social alternative in the future.

55 Effective use of disapproval IF YOU ARE ADMINISTERING A PUNISHMENT FOLLOW STEPS 5 & 6 Tell the client what the consequence will be “Because you chose to ____, then your consequence will be ______” Deliver the consequence

56 Audio Demonstration

57 EPICS-II Effective Practices In Correctional Settings-II Effective use of Authority

58 Using authority in an effective manner Nature of our jobs: getting people to do what they don’t want to do Gives the client control in making decisions Firm, but fair approach

59 Skills steps for effective use of authority Identify a situation where the client is in a decision-making position Present the available choices and the attendant consequences DO NOT USE DOOMSDAY ULTIMATUMS At the next available opportunity, follow-up by determining if objectives were met (which choice did they make?) Reward or praise compliance (if applicable)

60 EPICS-II Effective Practices In Correctional Settings-II Intervention Skills

61 EPICS-II Effective Practices In Correctional Settings-II Intervention Skills Cognitive Model Applying and reviewing the cognitive model Problem-solving skills Time out

62 EPICS-II Effective Practices In Correctional Settings-II Cognitive Model Cognitive-Behavioral Therapy (CBT) Evidence based treatment Yields the strongest, most consistent benefit in reducing recidivism Emphasizes the important role that thoughts and feelings have in determining behavior The Cognitive Model: A pictorial representation of external events, thoughts, and the resulting behavior.

63 Cognitive Behavioral Therapy Everyone has thoughts before acting, we just aren’t always tuned into them 63

64 Cognitive Model Benefits of teaching the Cognitive Model Increases awareness of high risk thoughts that typically lead to trouble Helps the client see and understand the connection between thinking and behavior Starts the process of restructuring antisocial thoughts and replacing them with alternative, pro- social thoughts

65 The Cognitive Model “Thinking Controls Behavior” EXTERNALINTERNAL BEHAVIOR

66 Cognitive Model worksheet EXTERNAL INTERNAL THOUGHTS BEHAVIOR REPLACEMENT THOUGHTS NEW BEHAVIOR CONSEQUENCES

67 Sample worksheet EXTERNAL INTERNAL THOUGHTS BEHAVIOR REPLACEMENT THOUGHTS NEW BEHAVIOR Friends that I used with in the past called me to see if I wanted to go out with them This could be a lot of fun. I have been working hard. I deserve a break. I won’t use I’ll just watch and laugh. I might meet a guy. Go hang out. Might use. I will feel like hell tomorrow. I will feel guilty. I will worry about having to drop. I could get arrested. I might use. I might meet a guy but he’ll be a loser. I could go back to prison. Told friends I can’t do that anymore. Stayed at home with my son. Felt a big relief after I hung up phone. CONSEQUENCES Get arrested. Test positive. Get revoked. Felt proud and like “I can make it”. Spent time with son. Stayed out of trouble

68 EPICS-II Effective Practices In Correctional Settings-II Why does training fail?

69 Integrating Training into the Workplace Joyce and Showers (2002): Training consisting of.. Theory and Discussion Demonstration and Modeling Practice and Feedback Resulted in… ++

70 Only 5% of teachers using the skills

71 Joyce and Showers (2002) On-the-job training Theory and Discussion Demonstration and Modeling Practice and Feedback ++ Resulted in… +

72 95% of teachers used the skills

73 Integrating New Training in the Workplace Rogers (2002) “only about 10% of what is taught in training is transferred to the job” Training alone is not sufficient to ensure fidelity

74 Why is it so difficult to adopt a new skill?

75 2 main reasons: The training was inadequate Failure in the transfer of learning back to the workplace.

76 Why? Newly learned behavior is fragile and needs to be supported in the face of reactions from clients Initial reaction may be positive or negative Negative reactions may cause the behavior to desist Stress or discomfort may cause the behavior to desist Difficult to extinguish old habits Perception that new behavior will be too time consuming or difficult to master Organizational characteristics do not support new behavior

77 EPICS-II Assists in building the infrastructure to support implementation Provides the keys for effective implementation Training for “peer coaches” Support staff through early stages of implementation until new behavior is embedded Prepare staff for potential reactions Work one on one with staff with master the skills Direct observation & providing feedback

78 Keys to Effective Implementation Start small, train staff Ensure program integrity through consistent coaching and careful monitoring Tape interactions As supports are in place continue to train staff Pick one target and target it well!

79 EPICS-II Effective Practices In Correctional Settings-II Closing & Questions Assessment, Relapse Prevention and Session Structure Relationship & Coaching Skills Bridging Skills Intervention Skills Fidelity of Implementation


Download ppt "EPICS-II Effective Practices In Correctional Settings- II Effective Practices in Correctional Settings-II."

Similar presentations


Ads by Google