Rehabilitation:
The Ideal vs. The Context
Faye S. Taxman, Danielle S. Rudes, Catherine Salzinger,
Michael Caudy, & Amy Murphy
George Mason University
www.gmuace.org
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Rehabilitation
1. Educate in basic or vocational skills;
2. Involve in therapeutic activities to facilitate
changes in attitudes, behaviors, or values; or,
3. Alter through punishment.
The rehabilitation ideal provides a
punitive experience with
opportunities to learn to become
a contributing member of society.
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Challenges: Providing rehabilitative services
within correctional settings.
 Correctional settings do not allow for autonomy, they
focus on control. (Toch, 1987; Goffman, 1961; Dahlen & Johnson,
2010)
 Correctional settings replace client-centered efforts
with programming suitable for a punitive setting. (Dahlen
& Johnson, 2010)
 Correctional settings affect staff actions and behaviors
by emphasizing control. (Rudes, Lerch, & Taxman, 2011)
 Can “what works” (evidence-based practices) thrive
within a correctional culture?
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Study—Mixed Methods
 Used RNR Program Tool
for Adults to assess use of
evidence-based practices
and quality programming
in one community (N=38)
 Content analysis of 4 common curriculums:
Seeking Safety (SS), A Cognitive Behavioral Approach: Treating
Cocaine Addiction (CBT), Thinking for a Change (T4C), & Strategies
for Self-Improvement and Change (SSC)
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RNR Program Tool for Adults Ranks Programs
Based on EBPs and “What Works”
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Average quality score (lowest scores in
implementation and needs)
55/100
Average # of therapeutic approaches used
3.5
% programs that use more controls than
therapeutic approaches
53%
% programs that use more sanctions than rewards 53%
Curriculum Review: Positive & Forward vs.
Negative & Backward
Criminal Justice Curricula
Present/Fwd Looking
Positive/Supportive
Backward Looking
Negative Lang/Dir
Present/Positive
Backwd/Negative
T4C
38%
31%
48%
---
SSC
11%
28%
29%
17%
54%
47%
Non-Criminal Justice Curricula
SS
26%
18%
16%
45%
CBT
25%
23%
6%
38%
46%
52%
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Curriculum Review: Therapeutic Direction
• “Show them how to do this” (T4C).
• “If the patient becomes upset, emphasize the
emotional pain and then redirect the conversation to
a neutral, present topic” (SS).
• Minimal use in CJ curricula (just 13 times total, <1%)
• More common in non-CJ curricula (59 occurrences;
about 3% of codes).
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Implications of the Culture of Control
 Affects treatment programs in untold ways
 Structurally, programs reinforce the notion of control
 Difficult to build programs that focus on motivation
and client-centered care
 Emphasis on risk management is directed at staff;
privileging controls over incentives
 Curriculums reinforce the notion that individuals must
change regardless of content
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Thank you!
Questions & Comments
Catherine Salzinger
ssalzing@masonlive.gmu.edu
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