NYS Probation Officers Association Conference 2012 Gary Govel and Patti Donohue Community Corrections Representatives NYS Division of Criminal Justice Services Office of Probation and Correctional Alternatives OFFICE OF PROBATION AND CORRECTIONAL ALTERNATIVES DCJS Office of Probation and Correctional Alternatives 1

“The Six Habits of Highly Effective Probation Officers” The essential styles and skills needed to be an effective PO… 2

Number One Use of motivational interviewing styles Empathic Genuine Honest Supportive Trustworthy Solution-Focused/Hopeful Fair Consistent Contingency-Based Interested Non- Argumentative Non-Judgmental Use of motivational interviewing skills Express Empathy Develop Discrepancy Roll with Resistance Support Self-Efficacy 3

Number Two Knowledge and use of cognitive behavioral interventions/treatments to target the major criminogenic need areas identified for offenders: SELF-CONTROL AND SELF-MANAGEMENT INTER-PERSONAL PROBLEM SOLVING SOCIAL PERSPECTIVE TAKING VALUES COGNITIVE STYLE (CONCRETE VS. ABSTRACT) CRITICAL REASONING 4

Number Three Facilitation of Offender Employment According to NIC: –In the U.S. more than 700,000 adults are released from prisons and over 9 million adults cycle through jails yearly –There are complex behavioral health issues that impact the offender’s ability to obtain and retain gainful employment while remaining crime free. NYS OWDS offers: –Training in Offender Employment Competencies certifying professionally trained staff to facilitate the RSW! and R C! Curriculum offered by OPCA –The goal is for offenders to become taxpayers and productive citizens in their communities 5

Number Four Use of graduated sanctions that are Consistent/Swift/Predictable/Proportionate The officer must consider: 1.The probationer’s history of compliance with the terms and conditions of probation; the gravity of the noncompliant behavior including the dangerousness to self and/or others; and other case specific circumstances. 2.Which sanctions might be suitable to achieve compliance and / or offender accountability or reducing the need for formal court intervention. 3.A series of graduated sanctions (such as intensifying the level of supervision, reprimands by department administrator, official changes in service providers and greater restrictions on movement) which can be imposed administratively by the department. 4.If the sanction is a violation of probation, review the feasibility and advisability of continuing the probation sentence with or without modification extending the probation term as provided by law: or when revocation of the probation sentence is recommended whether to propose a sentence of imprisonment coupled with probation as authorized by law when the original sentence of probation, contained no condition of imprisonment. 6

Number Five Use of graduated rewards/incentives Reinforcement is the act of strengthening someone following a correct or desired response. If we wish to increase pro-social behaviors we must use incentives/ rewards when pro-social behavior occurs. Things to Remember About Reinforcers:  There are many different types of reinforcers. They can be categorized as social or non- social.  Not all reinforcers are as powerful as others nor do they have the same impact on everyone.  People respond more favorably to different kinds of reinforcers. In general the most influential reinforcers are social. We need to learn to catch offenders doing things right - just as often as we have learned to catch them doing things wrong! 7

Number Six Facilitating the relationship between the PO and the probationer  Thinking Reflectively -getting the gist of what they are trying to say to you  Listening Reflective y -let them know you heard them and understand, whether you agree or not  Be judicious with the ‘why’? A good rule of thumb for the use of the why question is that one must “earn the right” to use it by establishing a good degree of rapport and trust with the probationer. The RESPONSIVITY PRINCIPLE states that supervision and treatment services should be delivered in a style and mode that is consistent with the ability, willingness and learning style of the probationer. 8

Questions? 9

Answers! Adult Info: Juvenile Info and Training Info: