Cognitive Self-Change
Jack Bush
Cognitive Skills
vs
Criminal Thinking
Cognitive Skills
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Problem Definition
Problem Solving
Perspective Taking
Stop and Think
Generating Alternatives
Testing Solutions
Cognitive Self-Change
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Thinking Controls Behavior
When Thinking Changes, Behavior
Changes
“We don’t demand that offenders
change. We do require that they
learn how to change.”
Each Group
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Cognitive Check-Ins
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Thinking Reports
Timing
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Check-Ins
3 to 5 minutes
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Thinking Reports
1 hour
4 Steps in Cognitive Self
Change
1.
2.
3.
4.
Report thoughts, feelings, attitudes
and beliefs.
Recognize how they lead to hurtful
actions.
Use new thoughts, attitudes and
beliefs that lead away from trouble.
Practice
Cognitive Check Ins
1.
2.
3.
4.
Situation of inappropriate behavior
or temptation of inappropriate
behavior
Report thoughts, feelings, attitudes
& beliefs
How they put them at risk
Describe alternative thinking or
could have used
Cognitive Check Ins
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Offenders only do Steps 1 & 2 until
proficient
Only then add Step 3
Offenders only do Steps 1, 2 and 3
until proficient
Then add Step 4
Thinking Report
Situation/Thoughts/Feelings/Attitudes
Offender presents draft
Thinking Report
Situation
“An officer told me to pick up a piece
of paper on the floor at chow. I got
angry and cursed at him. I got a DR
for disrespect and disobeying a direct
order.”
Thinking Report
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Thinking
“Fuck you, you fucking want-to-be
cop.
If you want it picked up bad
enough, pick it up yourself.
I have a good mind to drive you
right where you stand.
If you ask me instead of telling me
then maybe I’d pick it up, asshole.”
Thinking Report
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Feelings
Anger, victimized, singled out
Attitudes/Beliefs
Cops are assholes. I have a right
to be respected.
Additional Thoughts
1.
2.
3.
4.
“You get off on telling people what
to do.
I’m sick of being insulted around
here.
All these cops are alike.
I can’t take any more of this shit.”
Additional Feelings
Belittled
Disrespected
Additional Attitudes & Beliefs
“The only way to get respect is to let
people know you’ll hurt them if they
don’t. Without the ability to be
violent, no one will respect you.
When someone orders me to do
something, they are disrespecting
me.”
How Thoughts Led to Behavior
Clear Transition
“We have a pretty good picture of how
Marcus was thinking and feeling.
Now let’s do Step 2. Let’s look at
how these thoughts and feelings led
to the behavior.”
Key Pieces Leading to Risk
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Which thoughts led to behavior?
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Ask group.
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Ask offender if he agrees.
Key Pieces
Thoughts
1. “Fuck you, you fucking want-to-be
cop.
2. You get off on telling people what to
do.
3. I’m sick of being insulted around
here.
4. I can’t take any more of this shit.”
Key Pieces
Feelings
Anger, belittled, disrespected
Key Pieces
Attitudes & Beliefs
“The only way to get respect is to let
people know you’ll hurt them if they
don’t. Without the ability to be
violent, no one will respect you.
When someone orders me to do
something, they are disrespecting
me.”
Key Pieces
Trigger
1st Key Thought
Key Pieces
Trigger
1st Key Thought
Next Key Thought
Key Pieces
Trigger
1st Key Thought
Next Key Thought
Next Key Thought
Key Pieces
Trigger
1st Key Thought
Criminal Act
Next Key Thought
Next Key Thought
“Fuck you, you want-to-be cop.”
“Fuck you, you want-to-be cop.”
“You get off . . .”
Feeling disrespected
“Fuck you, you want-to-be cop.”
“You get off . . .”
Feeling disrespected
“I’m sick of being insulted . . .”
Feeling disrespected & angry
“Fuck you, you want-to-be cop.”
“You get off . . .”
“I can’t take . . .”
Feeling disrespected
“I’m sick of being insulted . . .”
Feeling disrespected & angry
“Fuck you, you want-to-be cop.”
“I cursed him.”
“I can’t take . . .”
“You get off . . .”
Feeling disrespected
“I’m sick of being insulted . . .”
Feeling disrespected & angry
Steps of Thinking Report
1 Identifies additional thoughts/feelings
2 How They led to troublesome behavior
a) Identification of key “risk
pieces”
b) Connection between risk
pieces
3) Replace old thinking with new thinking
What the process is
Reporting
thoughts, feelings & attitudes
What the Process Isn’t
Explaining
Describing
Justifying
Thoughts, feelings and attitudes
Language:
What Not to Say
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Don’t give them examples
Don’t interpret
Don’t tell then what you would have
been thinking/feeling
Don’t use your words instead of
theirs
What to Ask Other Group
Members
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Does this look like it was all the
thoughts and feelings?
What could you ask to help him
remember more?
Language:
How You Say It Matters
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Can you remember any more
thoughts . .
I’m not sure what you mean by . . .
Can you explain it to me?
What was the very first thought
(feeling) you had . . .
Did these thoughts go with particular
feelings? How do they fit together?
Language:
How You Say It Matters
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Was there a feeling that went with
this thought? (a thought with the
feeling?)
Was there a thought/feeling that fit
between the ones you’ve listed
Was there a kind of attitude behind
these thoughts (feelings)?
Do you have a general belief about
this kind of situation? What does it
sound like?
Completion Criteria
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A completion of a set of specified
tasks
Achievement of “competency” in
each step
Completion of a minimum time in
treatment
Personal Risk Management
Plan
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Past acts of violence and crime,
circumstances, thoughts, feelings,
attitudes, beliefs
Past relapse behaviors
Description and examples of current,
everyday situations that trigger risk
thinking
Goals and plans for minimizing future
risk of violence and crime
Goals and Plans
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Specific plans for avoiding risk situations
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Coping strategies when in risk situations
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Description and examples of new thinking
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How new thinking will be used in risk
situations and every day situations
Elements of Program
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Check-Ins
Thinking Reports
Individual Journal Assignments
Fearless Criminal Inventory
Personal Risk Management Plan
Staff Tasks
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Prepare for each group
Review each group
Document each group
Conduct regular progress reviews
Focus intently on process
Progress Reports
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2 to 3 months
Formal meeting
Prepare Summary Form
Go over progress and deficits
½ hour +
Treatment Completion
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Complete tasks
Thinking reports
Cognitive check-ins
Group presentations
Journal assignments
Special tasks
Length of Program
6 to 22 months
Impact of Cognitive Self-Change
Program
Length
Of Time
(Months)
New Accusations After Years
1
2
3
7+
25%
42%
1–6
0
49%
49%
67%
80%
71%
77%
(Bush, 1995)
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46%