Core Correctional Practices

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TAKING IT TO THE NEXT LEVEL:

Core Correctional Practices

Paula Smith, Ph.D.

School of Criminal Justice

College of Education, Criminal Justice and Human Services

University of Cincinnati

Presented at the

Annual Meeting of the IACCAC

Indianapolis, IN

November 2012

Correctional Paradigms

Rehabilitation Punishment

Rehabilitation Paradigm

Rehabilitation should be undertaken as part of a coherent paradigm and consists of three components:

Theoretical Framework (Criminological)

Empirical Support (Correctional)

Tools for Practitioners (Technological)

CRIMINOLOGICAL COMPONENT

Theoretical Framework

Psychology of Criminal Conduct

The psychology of criminal conduct is based on principles of human behavior that are rooted in behavioral, cognitive and social learning theories.

This approach seeks to provide an theoretical, empirical and practical understanding of criminal behavior .

CORRECTIONAL COMPONENT

The Contributions of Meta-Analysis and the

Principles of Effective Intervention

Principles of Effective Intervention:

The RNR Framework

RISK NEED RESPONSIVITY

WHO WHAT HOW

Deliver more intense intervention to higher risk offenders

Target criminogenic needs to reduce risk for recidivism

Use CBT approaches

Match mode/style of service to offender

The Risk Principle

If you intend to reduce recidivism, then it is critical to focus on the offenders who are most likely to re-offend!

Assess and identify higher risk offenders.

Deliver greater dosage of treatment to higher risk offenders.

The Risk Principle

Avoid including lower risk offenders in more intense (or restrictive) services as it is likely to increase recidivism rates.

WHY?

We disrupt protective factors.

We expose them to higher risk peers.

We also force them to interact with us…

The Need Principle

Criminal History

Antisocial Attitudes/Cognitive-Emotional States

Antisocial Peers

Temperamental and Personality Factors

______________________________________________________

Family and Marital Factors

Education and Employment

Substance Abuse

Leisure and Recreation

The Responsivity Principle

Use cognitive-behavioral strategies to decrease antisocial behaviors and increase prosocial behaviors.

Match the style and mode of service to key offender characteristics and learning styles.

Taking Stock of the

Principles of Effective Intervention

Smith, Gendreau and Swartz (2009)

There are more than 40 published meta-analyses of the correctional treatment literature.

Results have been replicated with remarkable consistency; there is considerable support for the

RNR framework across quantitative reviews of the literature.

Core Correctional Practices

Gendreau, Andrews and Theriault (2010)

Effective Reinforcement

Effective Disapproval

Effective Use of Authority

Cognitive Restructuring

Anti-Criminal Modeling/Structured Skill Building

Problem Solving

Relationship Skills/Motivational Interviewing

Relationship Skills in Mandated Treatment

Skeem et al. (2007)

CARING AND FAIRNESS

TRUST

AUTHORITATIVE (VERSUS AUTHORITARIAN)

Relationship Skills in Correctional Settings

Spiegler and Guevremont (2010)

…the therapist-client relationship is a necessary but not a sufficient condition of treatment (p. 9).

Core Correctional Practices

Staff members should view themselves as agents of change and support the goals of offender rehabilitation.

TECHNOLOGICAL COMPONENT

Technology Transfer and the

Diffusion of Innovation

Demonstration Projects vs. Routine Programs

Previous research has found a difference in the average effect size for demonstration projects vs.

routine programs in corrections.

Egg et al. (2000)

Lab and Whitehead (1990)

Lipsey (1999)

Lowenkamp et al. (2006)

Ortmann (2000)

Demonstration Projects vs. Routine Programs

The UC database now contains more than 680 evaluations of individual programs/correctional agencies.

Unfortunately, the vast majority (64%) do not receive a passing grade.

UC Program Evaluation Research:

Adult Residential Programs

We examined the program level characteristics correlated with outcome in three major studies involving several hundred programs and more than

40,000 offenders.

Adult Residential Programs:

Treatment

1.

Criminogenic needs are targeted.

2.

Cognitive-behavioral approaches are used.

3.

Facilitators use structured skill building exercises with clients.

Modeling and role playing skills

Graduated rehearsal

4.

Offenders are supervised in treatment and the community.

5.

Intensity and duration of services are varied by risk and need.

Adult Residential Programs:

Evaluation

1.

The program collects recidivism data on participants.

2.

The program has conducted an outcome evaluation.

3.

External quality assurance protocols have been established.

4.

File reviews are regularly conducted.

5.

Offenders complete pre/post tests to document change.

Adult Residential Programs:

Overall Results

• Results indicated that there was a strong correlation between program level characteristics and reductions in recidivism (r = .60).

• All the areas matter, but assessment , treatment and implementation were particularly important.

UC Program Evaluation Research:

Adult Community-Based Programs

We examined the program level characteristics correlated with outcome in more than two hundred adult community-based programs and 13,000 offenders.

Sample included both misdemeanants and felons under community supervision.

Specific programs included day reporting centers, work release, ISP, and EM.

Director caseload

Staff input

Training

Caseload size

Funding

Process eval

Exclusions followed

Hours of tx per week

Manual

RP-supervision

Higher risk sample

Adult Community-Based Programs:

Program Level Characteristics

Director experience

Staff experience

Budget

Pre/post test

QA

# of groups available

Length of program

Manual followed

RP-treatment

75% of referrals for tx

Staff value/skill

Staff meetings

Community support

Outcome eval

Tx model

Exclusionary criteria

Separate groups by risk

Offender input

Quality aftercare

Success rate

Adult Community-Based Programs:

Four Factors

Proportion of higher risk offenders in program (at least 75% of offenders in programs were moderate or high risk)

Level of supervision for higher risk offenders (averaged longer periods of supervision than lower risk)

More treatment for higher risk offenders (at least 50% more time spent in treatment)

More referrals for services for higher risk offenders (at least 3 referrals for every 1 received by lower risk)

PROGRAM INTEGRITY – In all three studies…

• IT MATTERED.

• It can be changed.

• Good programs (based on sound theory) can substantially reduce recidivism. However, the same program poorly implemented can actually increase recidivism.

Program Implementation

Evidence-Based Practice

Cognitive-Behavioral Treatment

“They know the words but not the music.”

Edward Latessa (2010)

Program Implementation

“What Works” “How to Make It Work”

Specific Gaps in Program Implementation

ALL corrections professional should view themselves as agents of change.

It is critical to understand that short-term compliance does not necessarily translate into long-term behavioral change.

It is critical to take advantage of teachable moments in order to encourage offenders to generalize skills beyond the treatment setting.

Specific Gaps in Program Implementation

Administering a risk assessment ≠ Using the results

Identifying a domain ≠ Generating an individualized treatment plan

Implementing a structured treatment manual ≠ CBT program

Training staff ≠ Proficiency in skills related to service delivery

Overview of Implementation Projects

Phase I:

Curriculum Development/Program Design

Phase II:

Training

Phase III:

Implementation/Coaching

Phase IV:

Quality Improvement

Phase I:

Curriculum Development/Program Design

A Multidisciplinary Implementation Team (MIT) is established at each site to plan and monitor the implementation of new program elements.

The MIT should incorporate at least one member from each discipline/job title that has regular contact with program participants.

Administration

Supervisors

Clinicians and group facilitators

Case managers

Security staff

Training and/or quality assurance coordinators

Phase I:

Curriculum Development/Program Design

Sub-committees are developed to focus on four key implementation areas:

Assessment and case management

Structured treatment curricula and program schedule

Behavior modification system

Training and quality assurance

The UCCI plays an active role in this process to ensure that planned changes are consistent with evidence-based practices and the program model.

Phase II:

Training

Training hours and topics vary based on program needs.

The UCCI provides the majority of the training, but the MIT assists with instruction on specific program elements.

Phase III:

Implementation and Coaching

During this phase, modified program components are piloted with staggered implementation.

On-site and videoconference coaching are provided on a regular basis (weekly to monthly, depending on phase and need), and includes observation of service delivery with feedback.

Implementation teams meet regularly to monitor progress and provide feedback.

Phase IV:

Quality Improvement

MIT continues to meet in order to review progress and sort out logistics and make further modifications if needed.

On-site and videoconference coaching sessions continue to be provided at this stage.

The UCCI focuses on individuals responsible for supervision and oversight of the program in order to ensure fidelity over time.

Phase IV:

Quality Improvement

Several feedback mechanisms are also established:

Surveys of participant and staff satisfaction

Exit evaluations

Standardized assessments to measure client progress in treatment

Structured staff evaluations of skills associated with service delivery

Contact Information

Paula Smith, Ph.D.

Director, Corrections Institute

Center for Criminal Justice Research

University of Cincinnati

(513) 556-5836 paula.smith@uc.edu

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