Download presentation
Presentation is loading. Please wait.
1
The Principles of Effective Interventions
Results and Lessons Learned from Ohio
2
Slide 2 Credits About the UCCI The University of Cincinnati Corrections Institute (UCCI) is affiliated with the Division of Criminal Justice at the University of Cincinnati. About the Authors This training was developed by Christopher T. Lowenkamp, Ph.D., assistant director, University of Cincinnati Corrections Institute. Copyright © 2004 University of Cincinnati Corrections Institutute. All Rights Reserved.
3
Sections of Presentation
Slide 3 Sections of Presentation Overview of effective interventions Risk Principle Need Principle Treatment Principle Program Integrity What we found in Ohio Summary
4
Section 1 Principles of Effective Interventions
Effective Interventions…Lessons Learned Slide 4 Section 1 Principles of Effective Interventions
5
Principles of Effective Interventions
Slide 5 Principles of Effective Interventions = Risk Principle (Who)—Higher risk offenders = Need Principle (What)—Criminogenic needs = Treatment Principle (How)—Use behavioral approaches = Specific Responsivity (How)—Matching =Program Integrity(All of the above and then some)—Quality
6
Section 2 Risk Principle
Effective Interventions…Lessons Learned Slide 6 Section 2 Risk Principle
7
Slide 7 The Risk Principle Target those offenders with a higher probability of recidivism Provide most intensive treatment to higher risk offenders Intensive treatment for lower risk offenders can increase recidivism Play Audio:
8
Risk Factors and What It Means To Be High Risk—How to Target High Risk
Slide 8 Risk Factors and What It Means To Be High Risk—How to Target High Risk Attitudes, values, and beliefs Friends History of antisocial behavior Personality Employment Family Substance abuse
9
The Risk Principle and Correctional Intervention
Slide 9 The Risk Principle and Correctional Intervention Dowden & Andrews, 1999
10
The Risk Principle and Community Supervision
Slide 10 The Risk Principle and Community Supervision Hanley, 2003
11
Section 3 Need Principle
Effective Interventions…Lessons Learned Slide 11 Section 3 Need Principle
12
The Need Principle Assess and identify criminogenic needs
Slide 12 The Need Principle Assess and identify criminogenic needs Target criminogenic needs. Must be focused intervention. If this is followed recidivism rates can be lowered.
13
Criminogenic Needs Family Vocational skills and employment Anger
Slide 13 Criminogenic Needs Family Vocational skills and employment Anger Self control Self management skills 6. Prosocial modeling 7. Antisocial attitudes Substance abuse treatment Reducing antisocial peer contacts Relapse prevention Andrews and Dowden, 1999
14
Non-Criminogenic Needs
Slide 14 Non-Criminogenic Needs Stress and/or anxiety Self-esteem Cohesiveness of peer group Discipline Vague emotional problems 6. Fear of official punishment 7. Physical activity Creativity Andrews and Dowden, 1999
15
The Need Principle Seems Straightforward, but…
Slide 15 The Need Principle Seems Straightforward, but… Look at the targets of programs from around the country Offenders lack creativity Offenders need to get back to nature It worked for me Offenders lack discipline Offenders lack organization skills We just want them to be happy Treat offenders like babies and dress them in diapers Offenders need to have a pet in prison Offenders need acupuncture Offenders need a better diet Offenders need to learn how to put on makeup and dress better Male offenders need to get in touch with their feminine side Latessa, Cullen, Gendreau, 2002
16
The Need Principle Seems Straightforward, but…
Slide 16 The Need Principle Seems Straightforward, but… 1. Look at “creative sentences” judges are coming up with around the country Yoga Tai Chi Writing “I will not do stupid things” 2500 times Dressing up like victim (in a dress) and being forced to walk around downtown Jogging for an hour for trying to run from police Listening to music or reading Carrying a photograph of the victim in wallet USA Today, February 23, 2004
17
The Need Principle and Correctional Intervention
Slide 17 The Need Principle and Correctional Intervention Gendreau, French, and Taylor, 2002
18
Section 4 Treatment Principle
Effective Interventions…Lessons Learned Slide 18 Section 4 Treatment Principle
19
The Treatment Principle
Slide 19 The Treatment Principle The most effective interventions are behavioral Focus on current factors that influence behavior Action oriented Offender behaviors are appropriately reinforced The most effective behavioral models are Social learning—practice new skills and behaviors Cognitive behavioral approaches that target criminogenic needs
20
Key Concepts of Cognitive Theories
Slide 20 Key Concepts of Cognitive Theories Thinking affects behavior Antisocial, distorted, unproductive irrational thinking causes antisocial and unproductive behavior Thinking can be influenced and changed We can change how we feel and behave by changing what we think
21
Implications of Theories to Treatment
Slide 21 Implications of Theories to Treatment
22
Ineffective Approaches
Slide 22 Ineffective Approaches Talking cures Drug education Bibliotherapy Self-help programs Medical model Self esteem Punishing smarter programs
23
The Treatment Principle and Correctional Intervention
Slide 23 The Treatment Principle and Correctional Intervention Dowden and Andrews, 2000
24
Section 5 Program Integrity
Effective Interventions…Lessons Learned Slide 24 Section 5 Program Integrity
25
Program Integrity Includes principles discussed and more
Slide 25 Program Integrity Includes principles discussed and more Staff, assessment practices, evaluation Can be measured using the Correctional Program Assessment Inventory Instrument measures implementation, assessment, treatment, staff, evaluation, and other miscellaneous factors related to program integrity
26
Slide 26 Program Integrity Some research has been done linking the degree of program integrity (as measured by a CPAI based measure) to the program’s ability to reduce recidivism Studies with juvenile programs and adult programs
27
ART Program Integrity and Program Effects
Slide 27 ART Program Integrity and Program Effects Barnoski and Aos 2004
28
FFT Program Integrity and Program Effects
Slide 28 FFT Program Integrity and Program Effects Barnoski and Aos 2004
29
Section 6 Findings From Ohio
Effective Interventions…Lessons Learned Slide 29 Section 6 Findings From Ohio
30
Slide 30 Ohio’s CBCF/HWH Study Largest study of community based correctional treatment programs ever done Total of 13,221 offenders—38 HWH and 15 CBCF Two year follow up on all offenders Recidivism measures included any new arrest and incarceration in a state prison Also examined program characteristics
31
Experimental and Comparison Groups
Slide 31 Experimental and Comparison Groups Parole with HWH Parole violators with HWH Transitional Control with HWH Furlough with HWH CBCF Probation Comparison group parole without HWH placement
32
Measure of Risk Risk score based on 14 factors
Slide 32 Measure of Risk Risk score based on 14 factors Age, education, marital status, psychological problems, drug/alcohol problems, employment, criminal history, and current offense Recidivism rate for low risk 18%, for high risk 58%
33
Section 6a What Did We Find With Regard to the Risk Principle?
Effective Interventions…Lessons Learned Slide 33 Section 6a What Did We Find With Regard to the Risk Principle?
34
The Risk Principle—All Offenders
Slide 34 The Risk Principle—All Offenders
35
The Risk Principle—Low Risk
Slide 35 The Risk Principle—Low Risk
36
The Risk Principle—Low/Moderate Risk
Slide 36 The Risk Principle—Low/Moderate Risk
37
The Risk Principle—Moderate Risk
Slide 37 The Risk Principle—Moderate Risk
38
The Risk Principle—High Risk
Slide 38 The Risk Principle—High Risk
39
Why Did This Happen? Think about what it means to be low risk
Slide 39 Why Did This Happen? Think about what it means to be low risk Who else is in the HWH/CBCF programs around the state? What happens to low risk offenders risk level?
40
Section 6b What Did We Find With Regard to the Need Principle?
Effective Interventions…Lessons Learned Slide 40 Section 6b What Did We Find With Regard to the Need Principle?
41
The Need Principle Slide 41
Negative numbers indicate increases in recidivism. Overall correlations between the number of programs offered and treatment effect is 0.13, while the correlation between the number of criminogenic services offered and treatment effect is 0.23
42
Section 6c What Did We Find With Regard to the Treatment Principle?
Effective Interventions…Lessons Learned Slide 42 Section 6c What Did We Find With Regard to the Treatment Principle?
43
The Treatment Principle
Slide 43 The Treatment Principle Other Cognitive Behavioral
44
The Treatment Principle
Slide 44 The Treatment Principle Role Play Practice
45
Section 6d What Did We Find With Regard to Program Integrity?
Effective Interventions…Lessons Learned Slide 45 Section 6d What Did We Find With Regard to Program Integrity?
46
Measure of Program Integrity
Slide 46 Measure of Program Integrity Measures based on CPAI Measures based on staff surveys Measures based on data from offender database A total of 157 items on program integrity
47
Program Implementation
Slide 47 Program Implementation Director education and experience Director being involved in training and delivering the program Program valued by community Program valued by the CJ community Sustainable funding
48
Assessment Receive appropriate clients Assess risk factors
Slide 48 Assessment Receive appropriate clients Assess risk factors Assess need factors Use standardized methods Define risk and need levels Reassess before termination with a standardized instrument
49
Slide 49 Treatment Cognitive behavioral programming and targeting criminogenic needs Role playing Practice new skills Supervised during treatment and in community Varied service and length of stay by risk Kept occupied 40-70% of time Standard completion criteria Provided aftercare
50
Staff Characteristics
Slide 50 Staff Characteristics Area of study Program input Personal qualities Ongoing training Percent with college degree
51
Evaluation Recidivism follow-up Outcome evaluations
Slide 51 Evaluation Recidivism follow-up Outcome evaluations External quality assurance File reviews Pre/post testing
52
Miscellaneous Mixed facilities Years in operation Program capacity
Slide 52 Miscellaneous Mixed facilities Years in operation Program capacity Average age of offenders All female facilities
53
Slide 53 Program Integrity—Relationship Between Program Integrity Score And Treatment Effect 0-30(2) 31-59(25) 60-69(10) 70+(1)
54
Effective Interventions…Lessons Learned
Slide 54 Section 7 Summary
55
Slide 55 Risk Assessment should be done as early on in the CJ process as possible Assessment should be conducted using a standard risk and need assessment Sentences should be based on that assessment Supervision should be based on that assessment Referrals for service should be based on that assessment Should be targeting HIGH RISK OFFENDERS for most intensive services
56
Slide 56 Need Supervision and programming should focus on targeting criminogenic needs Sentences should focus on the need principle whenever possible Needs to be targeted should be identified by risk/need assessment—not a one size fits all approach
57
Slide 57 Treatment Programming should be behavioral, cognitive-behavioral, or based on social learning Should use role playing and practice Should provide supervision during sessions Probation departments around the country are now delivering cognitive-behavioral interventions on their own rather than relying on external resource providers
58
Program Integrity IT MATTERS It can be measured It can be changed
Slide 58 Program Integrity IT MATTERS It can be measured It can be changed Good programs (based on sound theory) can substantially reduce recidivism, however, the same program poorly implemented can actually increase recidivism!
59
Section 7 How Does Community Supervision Fit?
Effective Interventions…Lessons Learned Slide 59 Section 7 How Does Community Supervision Fit?
60
Specific Responsivity
Easiest to think of as “barriers” to treatment Motivation is becoming one of the more important considerations Motivational enhancement, motivation interviewing, or pre-treatment programming
61
Stages Of Change Relapse Maintenance Contemplation Action Preparation
Termination Pre- Contemplation Relapse Maintenance Contemplation Action Preparation Prochaska’s “Stages of Change” Taken from: Miller, Duncan and Hubble (1999), “The Heart & Soul of Change”, American Psychological Association.
62
Agency Response Pre-contemplation Contemplation Preparation Action
Maintenance Raise doubts, examine discrepancies Tip decisional balance toward change Clarify goals, TX plan, reduce barriers, enlist support Engage in TX, support change, new reinforcers Support lifestyle changes, relapse prevention
63
Motivational Enhancement
Motivation to change can be increased through Assessment Case planning Or other early meeting Offenders in jail are probably pretty motivated to change
64
Assessment Good assessment needs to be conducted to effectively sentence, supervise, and intervene with offenders Pretrial programs that offer services to reduce risk of reoffending need to survey criminogenic risk factors
65
Community Supervision
Assessment Motivational enhancement Provision of treatment services System approach Responsibility for some but not all Takes into account what other agencies in process need and do with offenders Takes into account what needs to be done by the system to reduce offending behavior and increase public safety
66
Section 8 Implementation?
Effective Interventions…Lessons Learned Slide 66 Section 8 Implementation?
67
Implementing a New Idea
Consider how dramatic a shift these ideas are Need to consider organizational attributes There are assessments for this Research suggests that dealing with these issues assists in technology transfer Integrating research with practice Exposure Adoption Implementation Practice D. Dwayne Simpson Organizational readiness for treatment innovations. Texas Christian University.
68
Exposure Accomplished through training Involves Staff Lecture
Self study Workshop Consultant Must have motivation to change and resources Convenience (time and place) also an issue D. Dwayne Simpson Organizational readiness for treatment innovations. Texas Christian University.
69
Adoption Reception and perception of perceived utility
Decision to go with it Adequacy of training Perceived ease of use How well it fits with other roles, agency, and staff abilities D. Dwayne Simpson Organizational readiness for treatment innovations. Texas Christian University.
70
Implementation Adequate resources and appropriate atmosphere for change Climate for change Clarity of mission and goals Staff cohesion Communication Openness to change Institutional supports Monitoring Feedback Rewards that reinforce positive change D. Dwayne Simpson Organizational readiness for treatment innovations. Texas Christian University.
71
Practice Long term use Staff attributes Professional growth Efficacy
Influence Adaptability D. Dwayne Simpson Organizational readiness for treatment innovations. Texas Christian University.
72
Assessments Organizational Readiness for Change Motivation for Change
Resources Staff Attributes Organizational Climate Program Training Needs Training Areas Barriers to Training Available Resources D. Dwayne Simpson Organizational readiness for treatment innovations. Texas Christian University.
73
Organizational Readiness for Change
Motivation for Change Program Needs Training Needs Pressures for Change Resources Offices Staffing Training Computer Access e-Communications Staff Attributes Growth Efficacy Influence Orientation Adaptability Organizational Climate Mission Cohesion Autonomy Communication Stress Change D. Dwayne Simpson Organizational readiness for treatment innovations. Texas Christian University.
74
Summary Have a pretty good idea of what works and what doesn’t to reduce criminal recidivism Should be implemented across all aspects of the corrections system Agencies should collaborate and take a systems approach Prior to moving forward assess staff and agency before jumping in Assess and overcome barriers Have a plan and let staff guide that plan to some degree Share the plan Realistic What will change Evaluate what has been accomplished Quality assurance Evaluate impacts Outcomes
75
Always Remember………. As Max Planck the physicist lamented:
“….a new scientific truth does not triumph by convincing its opponents and making them see the light, but rather because its opponents eventually die, and a new generation grows up that is familiar with it.” Even with the most resistant staff and agencies there is still hope
Similar presentations
