1. GUIDEPOSTS FOR DECISION-MAKING
Risk Principle
Need Principle
Person Principle
Relationship Principle

2. CENTRAL EIGHT NEEDS Antisocial Behavior Antisocial Personality Pattern
Antisocial Cognition
Antisocial Peers
Substance Abuse
Dysfunctional Family Relations
Employment/Education
Leisure/Recreation

3. The Big Four - Antisocial Behavior
Young age of entry
Versatility of crime
Inability to manage high-risk situations w/o criminal behavior
Targets of change
Develop new behaviors for high-risk situations
Develop self-efficacy for these behaviors
Develop beliefs supporting these behaviors

4. The Big Four – Antisocial Personality Pattern
Low impulse control
Aggressive / easily angered
Poor problem-solving
Callous disregard
Targets of change
Develop skills in these areas above
Develop self-efficacy for these skills
Develop beliefs supporting these skills

5. The Big Four - Antisocial Cognition
Presence of crime-favoring:
Attitudes
Values
Beliefs
Rationalizations
Personal identity
Targets of change
Cognitive restructuring
Building and practicing prosocial cognitions

6. The Big Four - Antisocial Peers
Association with criminal others
Lack of association with prosocial others
Social support for crime
Targets of change
Enhance association with prosocial others
Increase exposure to prosocial supports
Reduce association with criminal others

7. IDENTIFYING NEEDS Through on-going assessment listening asking
observing

8. GUIDEPOSTS FOR DECISION-MAKING
Risk Principle
Need Principle
Person Principle
Relationship Principle

9. Now What?
How are we currently doing with identifying and responding to RNR issues?
How do we demonstrate high relationship and high structure at the same time?

10. Ongoing Effective Conversations
Structuring Skills
“check-in” (i.e., checking for any crisis, exchanging social pleasantries, etc.),
a review of the previous session
previous homework discussion and assigning future homework
global session structure
intervention targets
prioritizing needs
Relationship Building Skills
role clarification
agreement on goals
active listening skills
effective feedback skills
global positive relationship
Behavioral Techniques
general and specific modeling
effective use of reinforcement and disapproval
problem solving
self-management skills
use of rehearsal strategies
Cognitive Techniques
targeting of procriminal attitudes
application of a behavioral model with the client
cognitive restructuring

11. Integrating Corrections and Treatment Perspectives

12. PERSPECTIVES CORRECTIONS Level of supervision Community safety
Criminogenic need
Offender category
TREATMENT
Level of care
Client safety
Treatment need
DSM diagnosis

13. CURRENT STATE OF AFFAIRS
Lack of communication among agencies
“Not my job” syndrome
Minimal understanding of each agency’s priorities
Stretched thin
Service silos
Ambivalence about:
Transparency
Accountability
Vulnerability

14. ROLE OVERLAP… ROLE CONFUSION
Capacity-building
Containment
Community

15. TABLE EXERCISE
What are the differences in goals, orientations and practices? What are the similarities? What does not work to bridge the gap? What has worked?

16. Listening Educating Learning Coordinating
COMMUNICATION
Listening Educating Learning Coordinating

17. SUCCESSFUL STRATEGIES
Collaborative Problem Solving
Prosocial Modeling and Reinforcement
Attention to the PO/Client Relationship
Frequent Role Clarification

18. SUCCESSFUL INTERVENTIONS
Cognitive Behavioral Therapy
SSIC, T4C, R&R, ART, R P
EMDR
MBSR
Seeking Safety
Dialectical Behavioral Therapy
Blueprint Programs (MST, FFT, IFT, Lifeskills)
Drug Courts

19. IMPORTANT CONSIDERATIONS
Motivational Interviewing
Gender-specific Programming
Trauma-informed Care
Frequent Reassessment

20. ASAM PPC First published in 1991 Latest edition will be released now
Medical model
Assessment, service planning and treatment

21. Use of the DSM Mental health diagnostic tool
Clinical, medical, treatment perspectives
Diagnoses symptoms
Goal is to alleviate suffering

22. DSM 5 UPDATES No more multiaxial diagnoses No more GAF score
No more NOS
Many name changes, section changes
Trauma and Stressor related disorders
Disruptive, Impulse-Control and Conduct Disorders
No abuse/dependence distinction; renamed as a use disorder

23. Treatment ruts
Corrections ruts

24. GROUP DISCUSSIONS
What are you going to do differently to increase listening, educating, learning and coordinating?