1. What Works and What Doesn’t in Reducing Recidivism: The Principles of Effective Intervention: Presented by: Edward J. Latessa, Ph.D. Center for Criminal Justice Research Division of Criminal Justice University of Cincinnati www.uc.edu/criminaljustice

2. Applying the Principles of Effective Interventions with Juvenile Offenders Presented by: Edward J. Latessa, Ph.D. Center for Criminal Justice Research Division of Criminal Justice University of Cincinnati www.uc.edu/criminaljustice Edward.Latessa@uc.edu

3. Evidence Based – What does it mean? There are different forms of evidence: –The lowest form is anecdotal evidence, but it makes us feel good –The highest form is empirical evidence – results from controlled studies, but it doesn’t make us feel good

4. What does the Research tell us? There is often a Misapplication of Research: “XXX Study Says” - the problem is if you believe every study we wouldn’t eat anything (but we would drink a lot of red wine!) Looking at one study can be a mistake Need to examine a body of research So, what does the body of knowledge about correctional interventions tell us?

5. Prior Research Has Indicated…. ….that correctional services and interventions can be effective in reducing recidivism for offenders, however, not all programs are equally effective The most effective programs are based on some principles of effective interventions Risk (Who) Need (What) Treatment (How) Program Integrity (How Well)

6. Risk Principle Provide more intense services to higher-risk offenders Targeting lower risk offenders can lead to increases in recidivism rates

7. The Risk Principle & Correctional Intervention Results from Meta Analysis Dowden & Andrews, 1999

8. Average Effect Size for Juvenile Residential Facilities compared to Community Programs and Adherence to Risk Principle

9. Risk Level by New Conviction: Results from 2005 Ohio Study of over 14,000 Youth

10. Need Principle Target crime producing needs and risk factors Not met as often as needed—many programs practice “correctional quackery”

11. Definitely NOT Criminogenic Needs

14. Need Principle By assessing and targeting criminogenic needs for change, agencies can reduce the probability of recidivism Criminogenic Anti social attitudes Anti social friends Substance abuse Lack of empathy Impulsive behavior Non-Criminogenic Anxiety Low self esteem Creative abilities Medical needs Physical conditioning

16. Targeting Criminogenic Need: Results from Meta- Analyses from Youthful Offenders Reduction in Recidivism Increase in Recidivism Source: Dowden and Andrews (1999). What Works in Youthful Offender Treatment. Forum on Correctional Research..

17. Treatment Principle: Provide Behavioral Treatment

18. Behavioral vs. NonBehavioral – Results from Meta Analysis Reduced Recidivism Andrews, D.A. 1994. An Overview of Treatment Effectiveness. Research and Clinical Principles, Department of Psychology, Carleton University. The N refers to the number of studies.

19. Type of Treatment and Effect Sizes for Youthful Offenders Source: Dowden and Andrews (1999), What Works in Young Offender Treatment: A Meta Analysis. Forum on Correctional Research. Non-BehavioralBehavioral 0 0.05 0.1 0.15 0.2 0.25 Effect Size0.040.24 Reductions in Recidivism

20. Attributes of Behavioral Treatment Focus on current factors that influence behavior Action oriented Offender behavior is appropriately reinforced

21. Most Effective Behavioral Models Structured social learning where new skills and behavioral are modeled Cognitive behavioral approaches that target criminogenic risk factors Family based approaches that train family on appropriate techniques

22. Social Learning Refers to several processes through which individuals acquire attitudes, behavior, or knowledge from the persons around them. Both modeling and instrumental conditioning appear to play a role in such learning

23. The Four Principles of Cognitive Intervention 1.Thinking affects behavior 2.Antisocial, distorted, unproductive irrational thinking causes antisocial and unproductive behavior 3.Thinking can be influenced 4.We can change how we feel and behave by changing what we think

24. Relationship between Treatment Model and Treatment Effect for Residential Programs

25. Why practice? Relationship between Treatment Activities and Treatment Effect for Residential Programs

26. Recent Meta-Analysis of Cognitive Behavioral Treatment for Offenders by Landenberger & Lipsey (2005)* Reviewed 58 studies: 19 random samples 23 matched samples 16 convenience samples Found that on average CBT reduced recidivism by 25%, but the most effective configurations found more than 50% reductions

27. Factors Not significant: Setting - institution (generally closer to end of sentence) versus community Juvenile versus adult Minorities or females Brand name

28. Significant Findings (effects were stronger if): Sessions per week (2 or more) Implementation monitored Staff trained on CBT Higher proportion of treatment completers Higher risk offenders Higher if CBT is combined with other services

29. Effects based on Cognitive targets: Cognitive restructuring Anger control Individual attention in addition to group sessions *Landenberger, N, and M. Lispey (2005). The Positive Effects of Cognitive Behavioral Programs for Offenders: A Meta Analysis of Factors Associated with Effective Treatment. Journal of Experimental Criminology.

30. Some Examples of Cognitive Behavioral Correctional Curriculums Controlling Anger and Learning to Manage It (CALM and CALMER) Aggression Replacement Therapy (ART) Criminal Conduct and Substance Abuse Treatment (adult & adolescent version) Thinking for a Change (T4C) Choices, Changes & Challenges Persistently Violent Curriculum Corrective Thinking/Truthought Reasoning and Rehabilitation Moral Reconation Therapy Drug Abuse Treatment Program (FBOP) Moving On (Female Offenders)

31. Of course some things don’t work

32. Ineffective Approaches Drug prevention classes focused on fear and other emotional appeals Shaming offenders Drug education programs Non-directive, client centered approaches Bibliotherapy Freudian approaches Talking cures Self-Help programs Vague unstructured rehabilitation programs Medical model Fostering self-regard (self-esteem) “Punishing smarter” (boot camps, scared straight, etc.)

34. Fidelity Principle: Make Sure Programs Are Delivered With Fidelity and Integrity Importance can’t be stressed enough Can make or break a program Can be measured Most importantly it is dynamic and can be changed

37. Results—Impact of Program Factors Predicting Felony Adjudication Recidivism Measure

38. Lessons Learned from the Research  Who you put in a program is important – pay attention to risk  What you target is important – pay attention to criminogenic needs  How you target youth for change is important – use behavioral approaches

39. Important Considerations  Assessment is the engine that drives effective programs helps you know who & what to target use valid third generation instruments  Program Integrity make a difference Service delivery, disruption of delinquent networks, better training & supervision of staff, & QA are all important aspects of effective programs Don’t be afraid to evaluate what you do o

40. Many Programs Use the Christopher Columbus Style of Program Design WHEN HE SET OUT… He didn’t know where he was going. WHEN HE GOT THERE… He didn’t know where he was. WHEN HE GOT BACK… He didn’t know where he had been.

41. Use Evidence Based Approaches and Design Programs Around the Empirical Research