1. What Are They Thinking? Addressing Risk Factors with Offenders

2. OVERVIEW AND EXPECTATIONS

3. Training Objectives
Present and discuss components of Thinking for a Change (T4C)
Provide research that supports T4C
Explain how techniques can be used in daily interactions with offenders
Demonstrate techniques
Participants practice techniques

4. Officer’s role in Offender Supervision
Protect society
Provide an atmosphere and opportunities to bring about or support positive changes in the offender.

5. Meaningful Opportunity
One Voice One Message
Offender
Choice to Change
Accountability
Rules
Meaningful Opportunity
to Change
Security
Treatment

6. The Principles of Cognitive Interventions
Self-awareness and Self-responsibility motivates self-change
The development of internal control
Risk Management
Relapse prevention

7. The Principles of Cognitive Interventions
Objectivity/non judgmental
Choice
Non-coercive use of authority
Thinking drives behavior
“Their Eyes”/ “Their Speed”

8. Theoretical Foundations

9. Beliefs and Attitudes)
Behavior
Thoughts and Feelings
Physical Sensations
Cognitive Structure
(Thinking Patterns
Beliefs and Attitudes)

10. COGNITIVE RESTRUCTURING
1960’s –Cognitive Behavioral Theory
1970’s –Rational Emotive Therapy (RET)
1970’s –Criminal Thinking Errors
1980’s –Cognitive Self Change and “Thinking Reports”
1980’s – “Reasoning and Rehabilitation”

11. COGNITIVE SKILLS 1960’s –Social Learning Theory
1970’s –Anger Management
1980’s –Aggression Replacement Training
1990’s –Problem Solving

12. Major Set of Risk/Need Factors
1. Anti-social/Pro-criminal attitudes, values, beliefs and cognitive-emotional states
2. Pro-criminal associates and isolation from anti-criminal others
3. Temperamental and personality factors conducive to criminal activity including:
Psychopathy
Weak Socialization
Impulsivity
Restless/aggressive energy
Egocentrism
Below average verbal intelligence
A taste for risk
Weak problem-solving/self-regulation skills

13. Major Set of Risk/Need Factors
4. A history of antisocial behavior
- Evident from a young age
- In a variety of settings
- Involving a number and variety of different acts
5. Familial factors that include criminality and a variety of psychological problems in the family of origin including:
- Low levels of affection,caring and cohesiveness
- Poor parental supervision and discipline practices
- Outright neglect and abuse
6. Low levels of personal education, vocational or financial achievement

14. Dynamic Criminogenic Risk
* Conning/Manipulation *Poor Use of Leisure Time
* Impulsivity *Affiliation w/Criminals
* Low frustration Tolerance *Boredom/Dissatisfaction
* Danger/Thrill Seeking *Drug Abuse History
*Poor Consequential Thinking *Poor Family Relations
*Poor Option Generation *Conflicted Spousal Relation
*Alienation from Mainstream *Conflicts with Authority
Socialization *Conflicts with Peers
*Egocentrism *Instability/Excitability
*Neutralization/Non Empathy *Poverty of Social Skills
*Externalization/Blaming *Poor Recognition of Patterned
*Hostility/Resistance Toward Work Responses
*Attachment to Criminal Activities

15. Moral/Ethical Principles
CRIMINAL CONTINUUM CRIME - Anything that infringes on the rights, dignity, or property of another.
No Errors
No Crime
Total Errors
Total Crime
Minimal
Occasional
Habitual
Continuous
Responsible
Self-adjusting
Irresponsible
Maladjusting
Serious Crime
Unarrestable
Petty Crime
Rape
Murder
Robbery
Lying, Cheating
Broken Promises
Traffic Tickets
DUI
Petit Theft
Other-Centered
Values
Family
Friends
Service to Others
Community
Job
Self Centered
Values
Looking Good
Feeling Good
Power
Control
Boundary
Loss of Control
Legal Consequences
Social Mores
Moral/Ethical Principles

16. Learning the Rewards of Criminal Thinking
Look Good
Feel Good
Power
Self-
Centered
Thinking
Be Right
Control
Reinforcement
WIN
LOSE
Belittle,
Threaten
Power
Struggle
Detection,
Punishment
Crime,
Irresponsibility,
Violence
License
(Entitlement)
Victim Stance
Righteous Anger

17. Thinking for a Change

18. National Institute of Corrections (NIC)
Small agency under the Department of Justice
Founded in mid-seventies following the Attica Prison riots
GOAL: to develop corrections knowledge, coordinate research, formulate policy and provide training
Includes jail, prisons, and community corrections

19. Thinking For A Change (T4C)
Cognitive-behavioral program developed by experts for NIC in the 1990’s
Addresses criminal behavior via three components:
Cognitive Restructuring
Problem Solving
Social Skills
Based on the “What Works” literature

20. “What Works” Background
Martinson, a criminologist, performed a meta-analysis of over 800 published corrections programs from the 1970’s.
Martinson concluded that “Nothing Works” – programs provided to offenders in the correctional system were not found to be effective in reducing criminal behavior or recidivism.
Ted Palmer, another criminologist, replicated Martinson’s study.

21. “What Works” Background
Palmer concluded that some interventions do work with specific populations when a targeted outcome was identified.
NIC created the “What Works” project based on the reanalysis.

22. 33% fewer offenders committed new offenses
Effectiveness of Thinking for a Change (Golden, Gatchel, & Cahill 2002)
Group Completers:
33% fewer offenders committed new offenses
Significantly improved problem solving skills
Group Dropouts:
Significantly higher # of technical violations
Technical Violations:
Predicted by problem solving skills

23. Technique A: Thinking Check-In

24. Cognitive Self Change Pay attention to our thoughts and feelings.
Recognize when there is risk of our thoughts and feelings leading us into trouble.
Use new thinking that reduces that risk.

25. Thinking Reports A brief, objective description of the situation.
A list of all the thoughts you had in that situation.
A list of all the feelings you had in that situation.
Beliefs behind your thoughts and feelings.

26. Thinking Report Situation:__________________________
Thoughts: ___________________________
1. _______________________________
2. ________________________________
3. _________________________________
4. ________________________________
Feelings: ___________________________
Beliefs: _____________________________

27. SAMPLE THINKING REPORT
Situation: I was in trouble for being out of the area.
Thoughts:
1. I know if I do these things I will be going back to jail.
2. It’s really starting to get to me.
3. I feel locked up in my own apartment
4. I really resent this.
5. I shouldn’t have to follow these rules.
6. Maybe it would be better to just go back to jail and get my sentence over with.
7. I feel like I am not in charge of my life anymore.
8. I can’t stand it.
Feelings: Uncomfortable, angry, controlled, threatened
Beliefs: Nobody has the right to control my life
If I let them do this to me I am a nobody.

28. DIRECTIONS FOR OBSERVING VIDEO
Observe the main character’s actions.
Write a “thinking report” based upon
the main character’s situation.
Include the following:
Situation
Thoughts
Feelings
Beliefs

29. Technique A: Thinking Check-In
Step 1: State the violation or rule-breaking behavior to the offender.
Step 2: Have the offender describe circumstances leading to the violation or rule-breaking behavior
Step 3: Have the offender identify the thoughts and feelings leading to the behavior
Step 4: Have the offender identify one specific risk or trigger thought
Step 5: Have the offender identify one specific replacement thought
Step 6: Contract with the offender to use the replacement thought in future situations

30. ROLEPLAY / DEBRIEFING State the violation. Describe circumstances.
Identify thoughts and feelings.
Identify one specific risk thought.
Identify one specific replacement thought.
Offender agrees to use replacement thought.

31. Conflict Cycle

32. Conflict Cycle Stress + Beliefs Problem Feelings Thoughts Consequences
Actions

33. Mock Supervision Plan 1. Problem A. Negative behavior pattern
B. Significant contributing factors
C. Negative consequences
2. Behavior objectives
A. Positive behavior
B. Time frame
C. Positive payoff for client
3. Action plan
A. Task or activity
C. Officer participation/revisions

34. PROBLEM SOLVING

35. Conflict Cycle Stress + Beliefs Problem Feelings Thoughts Consequences
Actions

36. Thinking for a Change: Problem Solving Steps
Stop and Think
Problem Description
Getting information to set a Goal
Choices and Consequences
Choose-Plan-Do
Evaluate

37. Technique B: Problem Solving Framework:
Step 1: Have the offender describe the problem and analyze the situation including:
Facts about the problem/situation
Others’ Thoughts and Feelings (those who might be involved and or affected by the problem)
Offender’s Opinions and Beliefs about the problem/situation
Step 2: Have the offender identify a goal regarding the problem/situation using one of the following formulas:
I want __________________________________. OR
I want ______________ but I don’t want ____________.

38. Step 3: Brainstorm possible choices to solve the problem
Step 3: Brainstorm possible choices to solve the problem. Consider the consequence for each choice.
Step 4: Have the offender examine the choices and select the option that will increase the likelihood of achieving the identified goal.
Step 5: Develop an action plan with the offender that will allow the offender to implement the chosen choice. Who will be involved? When will the plan be implemented? Where will the plan be implemented? What will be done?
Step 6: Contract with the offender to implement the action plan
Step 7: Evaluate the action plan at the next report

39. ROLE PLAY / DEBRIEFING Describe and analyze the problem.
Identify a goal.
BRAINSTORM choices and consequences.
Choose the best option.
Develop an action plan.
Contract with the offender to implement the plan.

40. Choosing a Technique A failure to perform a particular behavior.
A failure to stop performing a particular behavior.
Why is it occurring?
Cognitive error/rationalization
Logistical problem

41. Choosing a Technique Choose a scenario from the handout.
Discuss with your partner which technique you would use and why.
Once you agree on the technique, choose another scenario and repeat the exercise.

42. CONCLUSION

43. These Techniques... 1. Address risk factors. 2. Avoid power struggles.
3. Assists in effective documentation.
4. Allow a meaningful opportunity to change.

44. Training Objectives
Present and discuss components of Thinking for a Change (T4C)
Provide research that supports T4C
Explain how techniques can be used in daily interactions with offenders
Demonstrate techniques
Participants practice techniques