Cognitive Behavioral Interventions
with Youthful Offenders
“But it’s not my
fault!”
Dr. Steve Parese
Danbury, NC
Today’s Agenda
1. What predicts criminality?
Which interventions work best?
2. What is Cognitive Skills
Instruction? How do we use it?
3. What is Cognitive Restructuring? How do we use it?
Part 1: Predicting
Criminality
Is it possible to predict
which youth are most likely
to become habitual
offenders later in life?
And if so, does that mean
we can intervene?
Predictors of Criminality
What elements of
ENVIRONMENT
and/or
PERSONALITY
most accurately
predict later
criminality?
Based on research by Paul Gendreau, 1996 through NIC Academy, Longmont, CO.
What Predicts Criminality?
#6: Low Levels of
Personal
Achievement
(academic, vocational, etc.)
Based on research by Paul Gendreau, 1996 through NIC Academy, Longmont, CO.
What Predicts Criminality?
#5: Criminality and
Psychological
Problems
in Family of Origin
Based on research by Paul Gendreau, 1996 through NIC Academy, Longmont, CO.
What Predicts Criminality?
#4: History of
Antisocial
Behavior
from an early age
Based on research by Paul Gendreau, 1996 through NIC Academy, Longmont, CO.
What Predicts Criminality?
#3: Temperament &
Personality
Factors (poor impulsive or
anger management, poor insight,
etc.)
Based on research by Paul Gendreau, 1996 through NIC Academy, Longmont, CO.
What Predicts Criminality?
#2: Association
with antisocial
peers
Isolation
from prosocial
peers
Based on research by Paul Gendreau, 1996 through NIC Academy, Longmont, CO.
What Predicts Criminality?
#1: Antisocial and
procriminal
attitudes
Based on research by Paul Gendreau, 1996 through NIC Academy, Longmont, CO.
B. What Actually Works?
Which approach has the greatest success?
So What Works?
1. Psychotherapy
Minimal impact on
institutional adjustment
1% reduction in recidivism
So What Works?
2. Behavior
Management
Immediate but fading
impact on institutional
adjustment
10% reduction in recidivism
So What Works?
3. CognitiveBehavioral
Intervention
Gradual impact on
institutional adjustment
30% -50% reduction in
recidivism
Key Point #1
The strongest predictor of
criminality is antisocial thinking.
As a result, the most effective
approaches are cognitive
behavioral interventions (CBI),
which target antisocial thinking
and help high-risk youth learn
prosocial skills for handling
challenging situations.
Part 2: Cognitive Skills
Instruction
Cognitive Skills Instruction
is used when antisocial
behavior is due primarily to
a lack of prosocial skills.
Cognitive Skills Instruction = NEW TOOLS
TEACH NEW
PROSOCIAL
SKILLS
Cognitive Life Skills
What personal and interpersonal life skills are
needed to succeed in today’s world -- without
aggression or manipulation?
Work in groups to brainstorm
your ideas.
Cognitive Life Skills
What personal and interpersonal life skills are
needed to succeed in today’s world?
1. SOCIAL SKILLS
• Starting a conversation
• Apologizing
• Giving a compliment
Drawn from “The Prepare Curriculum” by Arnold Goldstein
Cognitive Life Skills
What personal and interpersonal life skills are
needed to succeed in today’s world?
2. DEALING W/STRESS
• Controlling your anger
• Making a complaint
• Dealing with accusation
Drawn from “The Prepare Curriculum” by Arnold Goldstein
Cognitive Life Skills
What personal and interpersonal life skills are
needed to succeed in today’s world?
3. UNDERSTANDING
FEELINGS
• Expressing your feelings
• Understanding others’ feelings
• Dealing with others’ anger
Drawn from “The Prepare Curriculum” by Arnold Goldstein
Cognitive Life Skills
What personal and interpersonal life skills are
needed to succeed in today’s world?
4. PLANNING SKILLS
• Identifying the problem
• Setting a goal
• Gathering information
Drawn from “The Prepare Curriculum” by Arnold Goldstein
How to teach
PROSOCIAL
SKILLS
How to teach
PROSOCIAL
SKILLS
1. DESCRIBE IT
Break the skill into simple steps.
Provide a clear rationale for learning
the skill.
How to teach
PROSOCIAL
SKILLS
2. SHOW IT
Provide a dramatic instructor
demonstration in a realistic
setting.
How to teach
PROSOCIAL
SKILLS
3. TRY IT
Guide student skill practice in
personally relevant and
realistic role plays.
How to teach
PROSOCIAL
SKILLS
4. COACH IT
Provide feedback and
coaching from peers and
instructors.
How to teach
PROSOCIAL
SKILLS
5. PRACTICE IT
Practice the skill in real
life situations. Process
these attempts in later
sessions.
How To Handle Criticism
What are the essential steps of this skill?
Work in groups to brainstorm your ideas.
1.
_________________________
2.
_________________________
3.
_________________________
How To Handle Criticism
What are the essential steps of this skill?
Work in groups to brainstorm your ideas.
1. Stop & Think
2. Listen Carefully
3. Show You Understand
4. Ask for Their Solution
5. Tell Your Side
Key Point #2
Youthful offenders have often
never learned the prosocial skills
that are necessary to manage
social situations without
manipulation and/or violence.
Cognitive skills instruction teaches
skills such as self-control, effective
communication, and problem
solving through a dynamic process
of demonstration and role-playing.
Part 3: Cognitive
Restructuring
Cognitive Restructuring is
used when antisocial
behavior is due primarily to
entrenched antisocial
beliefs.
Cognitive Restructuring= NEW RULES
CHALLENGE OLD
ANTISOCIAL
ATTITUDES
Antisocial Distortions
1. Self Centeredness
Focusing exclusively on own
needs, feelings, or perspective.
Disregarding those of others.
2. Blaming Others
Putting responsibility onto
others, society, bad mood, etc.
Seeing self as a victim of others
or fate.
Source: Gibbs, J. C., Potter, G. H., & Goldstein, A. P. (1995). The EQUIP Program. Champaign, IL: Research
Press.
Antisocial Distortions
3. Minimizing/Mislabeling
Understating the seriousness of
actions, or labeling others in belittling
or dehumanizing terms.
4. Assuming the Worst
Attributing hostile intentions or
fixating on negative outcomes.
Assuming improvement is
impossible.
Source: Gibbs, J. C., Potter, G. H., & Goldstein, A. P. (1995). The EQUIP Program. Champaign, IL: Research
Press.
Antisocial Distortions
A. “It wasn’t that bad. I could have broken
his nose and all I did was push him.”
Minimizing/Mislabeling
B. “Why should I feel bad? Everyone knows
she’s a @#$%-ing whore.”
Minimizing/Mislabeling
36
36
Antisocial Distortions
C. “You have to look out for number one.
Nobody else will.”
Self-Centeredness
D. “Give me a break! I was having a bad
day -- what do you want? Actually, this
never would have happened if my teacher
hadn’t ....”
Blaming Others
37
37
Antisocial Distortions
E. “I saw the way she looked at me. She
was getting ready to bust on me, make me
look bad.”
Assuming the Worst
F. “Rules are meant for other people,
not for me.”
Self-Centeredness
38
38
Antisocial Distortions
G. “I’ll @#$% up regardless, so why put in
the effort? It’s hopeless. I’m just like my
father.”
Assuming the Worst
H. “It’s not my fault he got hurt. He
should have been watching where he was
going.”
Blaming Others
39
39
How to challenge
ANTISOCIAL
ATTITUDES
BENIGN CONFRONTATION
A cognitive counseling technique which leads
youth to an uncomfortable level of selfawareness regarding their justifications.
Benign Confrontation
Methodology
1.LISTEN
2.SUMMARIZE
3.CHALLENGE
RULES
“ZINGERS”
You can CHALLENGE a justification by SEPARATING LAWS
OF:
“Where I come
from you can’t
let someone
talk to you like
that…”
1. Street vs School
Help youth see that what
might be acceptable at home
or on the streets is NOT
acceptable in
school/program.
Benign Confrontatio
“Where
I come
from…”
Separating Street vs School
“I understand that on the streets, you
might have to take matters into your
own hands. On the streets, there’s no
one there to protect you, so you have
to take care of yourself.
But here in this program, things are
different. Here, the staff are paid to
keep kids safe....
“Now I want you to think about this
while I take an important call....
“ZINGERS”
You can CHALLENGE a justification by APPEALING TO:
“He asked for it,
he got what he
deserved…”
2. CHARACTER
Help youth gain empathy
for the other person by
appealing to his better
nature.
Benign
Confrontation
“He
asked
for it, by Appealing to Character
he got what he
deserved…”
“I can see that there’s a part of you
that thinks Richard deserves what he
got.
But there’s another part of you -- a
kinder part of you -- that knows quite
well that you went overboard. You
were so helpful last week when I
“I
have another
matter
deal
with, but
needed
someone
to doto
that
tour.
when
we’re
going to talk
WhereI get
wasback
that boy
today?”
more about this....
“ZINGERS”
You can CHALLENGE a justification by APPEALING TO:
3. SELF-INTEREST
“It was worth it
to teach that
punk a
lesson…”
Help the youth see how his
choice was not in his own
long-term best interest
Benign
“It
wasConfrontation
worth it by
to teach that
punk a
lesson…”
Appealing to Self-Interest
“So you’re saying that it was worth it
all to put that aggravating classmate of
yours in his place. I can see where you
got some satisfaction by giving him a
black eye...
But look at all the consequences you
have to deal with now! You’ll be
confined to your room, unable to watch
tonight’s movie, and restricted from
playing
tournament.
“I needintothe
usebasketball
the men’s
room, but I’ll
Honestly,
I’m surprised.
be right back.
Why don’tI’ve
youalways
think on
thought
were way too smart to lose
this foryou
a minute?”
your temper this way.”
“ZINGERS”
You can CHALLENGE a justification by:
“What’s the big
deal? I was only
borrowing those
tools...”
4. RELABELING Behavior
Relabel the youth’s
antisocial behavior in
more accurate terms.
Benign
Confrontation
by
“I was
only
borrowing those
tools...”
Relabeling Behavior
“You can say you were only
‘borrowing’ those tools from the auto
tech shop, but we both know what
happened.
Mr. Johnson had to leave for a minute,
and you took advantage of that
moment to walk off with something
that wasn’t yours. That’s not
“I‘borrowing,’
have to say, it’s
I’m STEALING...
disappointed.and
You
have $20 worth
of
tools,
and
all
it
cost
you know it too.”
you was the respect I used to have for
you. Think about it for a minute....”
Key Point #3
Many at-risk youth use distorted
thinking to justify their antisocial
choices, avoiding guilt and
remorse for hurtful behavior.
Cognitive restructuring creates an
‘uncomfortable level of selfawareness’ in them, bringing
thinking to the surface and often
motivating behavioral change as
well.
Part 4: Stages of
Change
Change takes time, and
often occurs through a
series of predictable
stages. Forced or rushed
changes seldom last.
Self-change
requires an
uncomfortable level
of self-awareness.
Think about a change you made in your life,
perhaps after years of resistance.
Why did you eventually decide to change?
Stage 1:
Resistance
It isn’t that we can’t find a
solution, it’s that we don’t
see the problem!
Many years
Stage 2:
Thinking
We are aware of the problem
and its consequences, but
haven’t made a real
commitment to solving it yet.
6+ months from change
Stage 3:
Planning
We intend to make a real
change in the next 30 days.
We set solid goals and
develop plans to reach those
goals.
Next 30 days
Stage 4:
Action
We actively begin a planned
improvement by changing our
behavior, our experiences,
and/or our environment.
First 6 months
Stage 5:
Maintenance
We’ve been fairly successful
in making change during this
period, and new habits are
fairly well established.
Good Things in
Life
6+ months
Nick about his fighting:
“I DO lose my cool from
time to time. I know I ought
to do something about it,
cuz I get in trouble all the
time for it, but nothing
seems to work for me. I
guess I’m just hotheaded
by nature.”
Which stage of change is he in?
Stage 2: Thinking
Anna about her drug use:
“It’s a day-by-day thing. I’ve
been clean and sober for
nearly a year now, going to NA
meetings and all, but there
was a time when I thought I
wasn’t going to make it.”
Which stage of change is she in?
Stage 5: Maintenance
Terry about his auto theft.
“Enough is enough. This time I
got 60 days in the detention
center, and the judge told me
the next time I would be tried
as an adult. When I get out
next week....
Which stage of change is he in?
Stage 3: Planning
Key Point #4
The only true and lasting change
is SELF-change, which takes
place through a series of
predictable stages.
While troubled youth may resist
pressure from adult authorities,
they are often open to the
influence of mentor relationships,
and may be inspired (but not
forced) to change.
THANK YOU!
Dr. Steve Parese
For more information about staff training
this content, email me
SBParese@aol.com
or visit:
Dr. Steve Parese
WorkinItOut.com
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