1. OJDDA Conference 1

2. 2 Practical Application of Effective Practices Troy Fuller and John Aarons OJDDA Training Team

3. Acknowledgements Research Conducted By: Ed Latessa, Ph.D. University of Cincinnati Corrections Institute Don Andrews, Ph. D. James Bonta, Ph.D. 3

4. 4 Rationale for Training IMPORTANCE OF TRAINING A recent study of parole by the Urban Institute indicated that the “no parole” group performed about as well as the “mandatory and discretionary parole” group. A meta-analytic review of approximately 25 studies indicated that probation is no more effective than other community-based sanctions such as fines, community service, etc. Bonta et al. (forthcoming)

5. Rationale for Training PROBLEMS WITH “TRADITIONAL” COMMUNITY SUPERVISION Dosage Length of community supervision Caseload size Unknown risk of offenders Content of interaction with offender Focus on external controls Other policy/procedural issues 5

6. 6 Rationale for EPICS Training IMPORTANCE OF TRAINING The most current research is suggesting that the relationship with the officer and what is discussed is important.

7. Necessary Ingredients for CHANGE Approach Offender Characteristics Facilitator Characteristics Expectancy Adapted from: Michael D. Clark. (2001). “Influencing Positive Behavior Change: Increasing the Therapeutic Approach of Juvenile Courts.”

8. 8 Relationship Skills RELATIONSHIP SKILLS Staff should be open, warm, and have respectful communication. Staff should be non-blaming, empathic, and genuine. Staff should be flexible, use humour, and be engaging. Staff should be enthusiastic and express optimism. Staff should avoid argumentation and support self-efficacy.

9. 9 Rationale for Training IMPORTANCE OF TRAINING A study on case management practices in Manitoba probation found that the development of supervision plans was based more on what the court mandated than what the assessments indicated.  in number of topics discussed,  in recidivism The more you focus on the more likely you are to increase recidivism. FOCUS ON CRIMINOGENIC!!!!! Bonta, Rugge, Seto, and Coles (2004)

10. 10 Rationale for Training VERA INSTITUTE “If we get [community supervision] right, we could cut incarceration by 50 percent, have less crime rather than more crime, and spend the same amount of money.” Right Conversation Right Kid Right Time Improved Result

11. Principles of Effective Intervention THREE MAIN PRINCIPLES Risk Need Responsivity *********Activities********************* 11

12. Principles of Effective Intervention NEED PRINCIPLE Identify and target criminogenic needs: - Attitudes, values, beliefs - Peer associations - Personality - Education/employment - Family - Substance abuse - Leisure/recreation 12

13. Principles of Effective Intervention RESPONSIVITY PRINCIPLE Specific responsivity - Remove barriers to treatment - Match style and mode of service delivery to key offender characteristics 13

14. 14 Cognitive-Behavioral Model DEFINING THEMES AND CHARACTERISTICS ACTIVE PRESENT-FOCUS BASED ON THEORIES OF LEARNING INDIVIDUALIZED WELL RESEARCHED RELATIVELY BRIEF

15. 15 Cognitive-Behavioral Model DEFINING THEMES AND CHARACTERISTICS STEPWISE PROGRESSION SimpleComplex EasierHarder Less threateningMore threatening

16. 16 Cognitive-Behavioral Model DEFINING THEMES AND CHARACTERISTICS TREATMENT PACKAGES Treatment plans should combine various techniques: - Reinforcement - Modeling and role playing - Token economies - Response cost - Contingency contracts - Thinking reports

18. 18 Structure of Contact 1. Check-In 2. Review 3. Intervention 4. Homework and Behavioral Rehearsal

19. 19 Structure of Contact CHECK-IN CHECK-IN: 1. To determine if client has any crises/acute needs 2. Build rapport 3. Discuss compliance issues

20. 20 Structure of Contact REVIEW 1. The skills discussed in your prior meeting 2. The application of those skills 3. Troubleshooting any continued problems in the use of those skills

21. 21 Structure of Contact INTERVENTION 1. Identify continued areas of need 2. Identify trends in problems that the client experiences 3. Teach relevant skills 4. Target problematic thinking

22. 22 Structure of Contact HOMEWORK AND PRACTICE 1. Give the client an opportunity to see you model what you are talking about 2. Provide the client with the opportunity to role play the new skill BEFORE leaving your office with feedback 3. Assign the client homework that focuses on applying the new skill 4. Give instructions that the client should follow before the next visit

23. Reinforcement DEFINITION Positive reinforcement involves the application of a stimulus to increase behavior. Example: An offender completes his homework assignments for one week, and receives two extra hours of free time. 23

24. Reinforcement DEFINITION Negative reinforcement involves the removal of a stimulus to increase behavior. Example: An offender remains sober for four consecutive months, and the probation officer extends her curfew. 24

25. Reinforcement COMPONENTS OF EFFECTIVE REINFORCEMENT The systematic use of reinforcement is the most powerful tool in strengthening or teaching new behavior. The effective use of reinforcement involves selecting and administering appropriate reinforcers. 25

26. Reinforcement TYPES OF REINFORCERS Material objects can be used as tangible reinforcers. Examples of tangible reinforcers include food, clothes, electronic devices, books, and recreational equipment. 26

27. Reinforcement TYPES OF REINFORCERS Token reinforcers are symbolic items that have value because of what they can be exchanged for or what they stand for. Examples of token reinforcers include money, awards, certificates, as well as tokens/points. 27

28. Reinforcement TYPES OF REINFORCERS Social reinforcers include praise, acknowledgement, attention, approval, etc. There are several advantages associated with the use of social reinforcers: - ease of administration - limitless supply - availability for immediately use - natural reinforcers 28

29. Reinforcement EXAMPLES OF REINFORCERS Some sample reinforcers in community- based correctional settings include: - specific praise/feedback on performance - indirect praise - group recognition - extended curfew - less frequent meetings with staff - assist group facilitator/act as a mentor - badges, ribbons, certificates - job in a special setting - gift certificates 29

30. Reinforcement GUIDELINES FOR ADMINISTERING REINFORCERS The reinforcer must be administered during or immediately following the behavior. Reinforcement must be contingent on performing the desired behavior. In other words, the person must be required to engage in the desired behavior in order to receive reinforcement. Reinforcers should be administered consistently. 30

31. Reinforcement EFFECTIVE SOCIAL REINFORCEMENT Immediately tell the offender that you like the type of behavior or speech just exhibited. Explain why you like what the client said or did (provide specific reasons). The support provided to the client regarding the approved behavior is given greater emphasis in order to distinguish it from the type of support normally given to the client. 31

32. 32 Reinforcement SKILL DEMONSTRATION Please watch the following demonstration of the skill. Be sure to note each step as it is practiced.

33. Reinforcement PARTICIPATION EXERCISE Please complete Reinforcement Exercise At Your Table. 33

34. Reinforcement POTENTIAL PROBLEMS What can you do if you have little or no behavior to reinforce? There are two alternatives: - Watch carefully and, when the behavior occurs even at a low level, begin giving systematic reinforcement. - Model and prompt the desired behavior. 34

35. Punishment DEFINITION Punishment involves the application of a stimulus to decrease behavior. Example: An offender has possession of contraband, and the correctional officer gives him extra chores to do. 35

36. Punishment DEFINITION Punishment also involves the removal of a stimulus to decrease behavior. Example: An offender has a positive drug screen after a weekend pass, and his case manager takes away his privileges for one week. 36

37. Punishment GUIDELINES FOR ADMINISTERING PUNISHERS The consequence (removal of reinforcers or introduction of undesirable consequences) should occur immediately after the target behavior. The consequence should be administered each time the target behavior occurs. The client should be made aware of the target behavior for which the consequence will be administered. Reinforcement should not closely follow the delivery of the consequence. The consequence should be preceded by a warning cue. 37

38. Punishment POTENTIAL PROBLEMS If punishment is used alone, then another maladaptive behavior is likely to fill the gap. Therefore, it is important to reinforce a competing response. Competing Values/Behaviors 38

39. Punishment POTENTIAL PROBLEMS The unwanted behavior may increase at first. Don’t Be Surprised. Part of Change Process. 39

40. Punishment POTENTIAL PROBLEMS It is important to look for unwanted side effects: - emotional reactions (e.g., anger, anxiety, etc.) - avoidance/withdrawal - perpetuation effects - negative peer support 40

41. Effective Disapproval GUIDELINES FOR EFFECTIVE DISAPPROVAL Immediately tell the offender that you did not like the type of behavior or speech just exhibited by the client. Explain why you did not like what the offender said or did (provide specific reasons). 41

42. Effective Disapproval GUIDELINES FOR EFFECTIVE DISAPPROVAL The disapproval is given greater emphasis in order to distinguish it from the type of support normally given to the client. The staff member encourages the client to think about why the behavior is undesirable, and what kinds of short and long term consequences will be derived through continued use of this behavior. 42

43. 43 Effective Disapproval SKILL DEMONSTRATION Please watch the following demonstration of the skill. Be sure to note each step as it is practiced.

44. Effective Disapproval PARTICIPATION EXERCISE Please complete Effective Disapproval Exercise. 44

45. Effective Use of Authority GUIDELINES FOR EFFECTIVE USE OF AUTHORITY Focus message on behavior and not the client. Be direct and specific concerning demands. Use a normal voice. Do not yell and scream!!! Specify choice and attendant consequences—this is a big one! Do not use doomsday ultimatums. 45

46. Effective Use of Authority GUIDELINES FOR EFFECTIVE USE OF AUTHORITY Give encouraging messages. Support words with action. Follow through! Provide respectful guidance towards compliance. Look for good things too; do not just monitor for compliance. Reward or praise compliance. 46

47. 47 Effective Use of Authority SKILL DEMONSTRATION Please watch the following demonstration of the skill. Be sure to note each step as it is practiced.

48. 48 Effective Use of Authority PARTICIPATION EXERCISE Please complete Effective Use of Authority Exercise.

49. Behavioral Contracts DEFINITION A behavioral contract is an agreement between two or more persons that lists specific behaviors that the parties will perform and the consequences that will result. 49

50. Behavioral Contracts NEGOTIATING A BEHAVIORAL CONTRACT Arrange a meeting with the client. Discuss concerns with his/her behavioral performance. Explain the concept of a behavioral contract, and provide a few examples. 50

51. Behavioral Contracts NEGOTIATING A BEHAVIORAL CONTRACT Select appropriate reinforcers with the client. Negotiate the ratio of behavior to reinforcement. Specifically, establish what must be done to receive reinforcement. Determine the achievement level to be met by the client. In order to ensure motivation, you might initially start the client within an easily achievable level and negotiate for a higher level of performance. 51

52. Behavioral Contracts PARTICIPATION EXERCISE Complete sample behavioral contract. 52

53. Modeling DEFINITIONS A model is a person who demonstrates a behavior for another person. The term modeling is the process through which a trainer demonstrates the behavior to be learned by the trainee. Imitation occurs when the trainee says or does what the trainer did, or something very similar. 53

54. Anti-Criminal Modeling GUIDELINES FOR MODELING Be sure to carefully identify the exact behavior you are going to teach. Define the behavior in observable, measurable terms. Be certain that the behavior is within the developmental level of the trainee. Simplify the behavior (i.e., specify the skill steps). 54

55. Anti-Criminal Modeling GUIDELINES FOR MODELING Be certain that the learner pays attention to the behavior being modeled. Do not model inappropriate behaviors! Keep a record of the client’s progress. 55

56. Anti-Criminal Modeling GUIDELINES FOR MODELING Demonstrate the behavior in concrete and vivid ways. Use self-instructions. Reinforce the client for demonstrating the desired behavior (and follow the guidelines for effective reinforcement discussed earlier). 56

57. Social Skills Training REVIEW OF STEPS 1. Define the skill 2. Record/measure the skill 3. Set goals 4. Teach social skills 5. Reduce inappropriate behaviors 6. Evaluate social skills 7. Extend social skills 57

58. Social Skills Training “TEACHABLE MOMENTS” It is also important to capitalize on the teachable moment. This allows you to turn such occasions into a corrective teaching interaction. 58

59. Social Skills Training TIPS TO EXTEND/GENERALIZE SOCIAL SKILLS Involve socially competent peers, who reinforce and model appropriate skills, in the intervention. Train in more than one setting. Intervene directly in the setting where the social skills need to be exhibited. 59

60. 60 Cognitive Restructuring Man is disturbed not by things but the views he takes of them. - Epictetus, 135 A.D. It is very obvious that we are influenced not by “facts” but by our interpretation of facts. - Alfred Adler, 1954 Still the man hears what he wants to hear and disregards the rest. - Simon and Garfunkel, 1968

61. Cognitive Restructuring BEHAVIOR 61 EXTERNAL INTERNAL

62. 62 Cognitive Restructuring SKILL DEMONSTRATION Please watch the following demonstration of how to teach the cognitive behavioral model.

63. Cognitive Restructuring PARTICIPATION EXERCISE Please complete Cognitive Restructuring Exercise 63

64. Cognitive Restructuring “TAPES” Tapes are thoughts or ideas that you have that say it is acceptable to engage in criminal or some other antisocial behavior. - Neutralizations - System Bashing - Victim Stance - Macho Man/Woman 64

65. Cognitive Restructuring “COUNTERS” Once we identify a tape that leads to criminal or other problematic behavior, we need to develop a counter. Counters are alternative thoughts and behaviors that replace the old tapes and behaviors. 65

66. 66 Cognitive Restructuring PARTICIPATION EXERCISE Please complete tapes and counters Exercise.

67. Cognitive Restructuring THINKING REPORTS A brief description of the situation. A detailed report of thoughts. A brief report of feelings. Identify any significant patterns displayed in the thinking report, and then discuss counters. 67

68. Problem Solving Skills STEPS OF PROBLEM SOLVING 1.Stop and Think and Identify the Problem: How do you know you have a problem? Discuss some signs or cues that might alert the client that they are facing a problem. 2.Clarify Goals: Determine what exactly the client wants to happen in the situation and what is best for him/her and everyone involved. 3.Generate Alternative Solutions: Brainstorm for possible solutions to the problem. It is important that all ideas be accepted without judgment. 68

69. Problem Solving Skills STEPS OF PROBLEM SOLVING 4. Evaluate: Review all the alternatives generated in step 3 and discuss the short-term and long-term consequences of the situation. 5. Implement the plan: Develop concrete action steps in this stage and role play the plan. The client will then use this plan in between groups. 6. Evaluate the plan: Once the client has tried the plan, he/she will need to determine whether or not it is “working”. Discuss some ways to evaluate and modify the plan implemented in Step 5. 69

70. Problem Solving Skills PARTICIPATION EXERCISE Please complete Problem Solving Exercises. 70

71. Summary of Training PUTTING IT ALL TOGETHER Community Corrections can be effective at reducing recidivism. Success with offenders requires the application of the Cognitive Behavioral Model and the Principles of Effective Intervention. Just as we have clients practice new social skills, we should too! 71

72. 72 Stages Of Change Pre- Contemplation Termination Relapse Contemplation Preparation Action Maintenance Prochaska’s “Stages of Change” Taken from: Miller, Duncan and Hubble (1999), “The Heart & Soul of Change”, American Psychological Association