“What Works” applied to Corrections
(not just treatment/services)
Prepared By:
Faye S. Taxman, Ph.D.
Virginia Commonwealth University
This project is sponsored by the National Institute on Corrections, National Institute on
Drug Abuse (NIDA), the Maryland Division of Parole and Probation, and the University of
Maryland. All questions should be directed to fstaxman@vcu.edu.
What Defines Evidence in EBPs?
Practice
No Research
Post Hoc Test
Knowledge
Best
Development
Practices
EBP
QuasiExperimental
Designs
Randomized
Trial(s)
Randomized
Trials/
2+Confirmations
2
What Has Been Tried: CJ Interventions?
• Intensive Supervision
• Boot Camp
• Case Management
•
•
•
•
TASC
DTAP (Diversion to TX, 12 Month Residential)
Drug Courts
Tx with Sanctions (e.g. Break the Cycle,
Seamless System, etc.)
• In-Prison Tx (TC) with Aftercare
Without engaging offender in change,
doomed to failure!!!3
What Has Been Tried: Clinical?
•
•
•
•
•
•
•
Education (Psycho-Social)
Non-Directive Counseling
Directive Counseling
Motivational Interviewing
Moral Reasoning
Emotional Skills
12 Step with Curriculum
•
•
•
•
Cognitive Processing
Cognitive Behavioral (Social Skills, Behavioral Management, etc.)
Therapeutic Communities
Contingency Management/Token Economies
Skills & Decision-Making: Shape Behavior4
What Does NOT Work (non-Behavioral)*
•
•
•
•
•
•
•
•
•
•
•
•
Fear and other emotional appeals
Threatening
Shaming offenders
Education programs
Bibliotherapy
Freudian approaches
Talking cures
Self-Help programs
Vague unstructured programs
Fostering self-regard (self-esteem)
“Punishing smarter”
Incarceration
*Latessa, 2003
5
What Have We Learned?
• DOES NOT WORK: Boot camps & controlinterventions
• WORKS: Strong Change Orientation-Social Learning
• MIXED RESULTS but positive if:
Program/Staff
Organization
•Measure Fidelity
•At Least 90 Days
•Recognize Staff
•Contract to spell out
•Service Integration
Expectations
•Compliance Management •Performance Driven
Offender
•Use Social Learning Models
•High Risk
•CBT/TC
•Engaging Offenders
•Compliance Mgt
6
Quandary of Corrections
Law
Enforcement
Social Work
7
8
Procedural Justice
Treat like all others, Fairness
Responsivity
Diagnosis, Address Behavioral Drivers
Behavioral Management
Shape Behavior, Reinforcers,
Contingency Management
Social Learning Models
9
Reduce Recidivism
EBPs in Corrections
Offender:
Organization:
Shared Vision
Learning Environment
Staff Development
Measure Performance
Reinforce Staff Gains
Collaborations
Engage others
Recognize Drivers of Crml Behavior
Place in Services for “Drivers”
Place in Tx for “Drivers”
Hold Accountable
Staff Tools:
Social Learning Models
Rapport Building
Motivational Enhancements
Positive Reinforcers
10
Sustained Offender Change
Process for Offender Change
Sustained
Engagement
Change
Assessment
& Case Planning
Change
Formal
Controls
Behavioral
Change
•Better Case
Information
•More Vested
Offender
Services
•Reduced
Drug-Use
Sufficient
Retention
Natural Support
Systems
Expectations
& Ground Rules
•Reduced
Crime
•Improved
Family/
Community
Informal
Controls
Deportment
4 Months
Express Empathy
Avoid Argumentation
Roll with Resistance
Deploy Discrepancy
Support Self-Efficacy
11
12 Months
18 Months
Applying “What Works”
• Develop Rapport between offender/staff
• Gather Input of Offenders (Engagement)
• Diagnose Offender Typologies (Practice
Guidelines)
• Identify Special Tracks with no more than
3 target behaviors at one time
• Use Proximal, Intermediate Performance
Measures
12
Step 1: Communicating
With the Offender
13
Communication Skills
•
Use directive, offender-centered communication style
• Help offenders resolve ambivalence about change
• Develop deportment skills to work with other staff and
offenders
• Use open questions, affirmations, summarizations, and
reflective listening
• Utilize empathetic listening to address resistance
14
How to Improve Communication
• Use
social learning theory to teach offenders
• Model new skills for offenders
• Monitor offenders for progress
• Reinforce the positives
15
Step 2: Assessing Risk/Need &
Engaging Offenders
16
Assessment and Planning
• Select standardized or objective assessment
tool (Essential)
• Diagnose risks and needs
• Provide cornerstone of intervention approach
• Draw offender into behavioral change
process
17
Focus On the “Big Six”
Criminogenic Needs:
1)Anti-Social Values
2) Criminal Peers
3) Low Self-Control
4) Dysfunctional Family Ties
5) Substance Abuse
6) Criminal Personality
Eric Shepardson & Lina Bello, Bureau of Governmental Research 2001, www.bgr.umd.edu.
18
LSI-R Assessment
• Ranks LSI-R
scores
• Helps prioritize
responsibilities
19
Offender Behavioral Triggers
• Gathers
key
behavioral
information
• Identifies
triggers
(people,
places,
things)
20
Step 3: Case Plans & Working
Relationships with Offenders
21
Principles of Case Planning
• Provide offender with objective feedback
• Show results of assessment
• Allow offenders to have input into case plans
• Increase offender “buy-in”
22
Offender Self-Assessment
(O-Self)
•
Increases
offender “buyin”
•
Provides
offender the
opportunity to
prioritize needs
•
Gives offender
a role in
identifying
areas of
interest
23
Case Plan Report
• Provides
teaching tool
for the
offender
• Summarizes
diagnosis &
prescribed
plan
24
Step 4: Applying the Responsivity
Principle
25
Appropriate Services for Stages of Change
Evaluation of
Relapse
Trigger Analysis
Relapse Prevention
Self Diagnosis
Relapse
Pre-contemplation
Maintenance
Contemplation
Action
Education
B and C
Analysis
Determination
Social and Life
Skill Development
Adapted from Prochaska & DiClemente (1986)
Treatment and Control Options
26
Practice Guidelines
Typology
Disassociated
Domestic Violence
Supervision Plan Focus
Developing a social network
Addressing violent tendencies, power and
control issues, and substance abuse issues
Drug-Involved
Addressing addiction issues
Mental Health
Finding treatment and care for mental
health issues
Sex Offender
Including controls and treatment to
address sexual deviancy
Violent Offender
Internal and external controls for violent
behaviors
27
Step 5: Enhancing Supervision Skills
28
Principles of Enhanced Supervision
• Utilize internal and external controls
• Target key behaviors
• Take incremental steps
• Provide appropriate services
29
Behavioral Management
Target key behaviors:
— Focus: 3 behaviors
— Avoid Ambiguity: Be Clear and Crisp
– Objectivity: Feedback to the offenders must be
observable and concrete
– Address behaviors in a Swift
manner
and Certain
30
Controls are “Keys” to Supervision
External Controls
Drug Testing
Supervision
Curfews
Geographic Limitations
Daily Structure
Successful
Supervision
Internal Controls
Social Skill Development
Emotional Stability
Sense of Responsibility
Morals
31
Services
• Target effective interventions (e.g. Cognitive
Behavioral, Skill Based, etc.)
• Focus on dosage units (duration, frequency)
• Focus on supports—informal social controls
• Focus on geographical locations
32
Offender Behavioral Contract
• Serves as
agreement
• Provides
signatures
(offender & agent)
• Summarizes
responsibilities
• Monitors
performance
33
Step 6: Managing Compliance
34
% Positive for Any Illicit Drug
50
Standard
Cont. Mgt.
40
30
%
20
10
0
Intake
Petry et al., 2000
Week 4
Week 8
35
Behavioral Management Approaches
What is a reinforcer?
Anything that will be of value to the offender, and that
will motivate production of good behavior.
• Withdrawal of aversive conditions:
– Foregoing a urine test
– Decreasing frequency of meetings with staff
• Reinforce Behaviors at a 4 to 1 Ratio. Having more
positive reinforcements than negative reinforcements
36
Step 7: Helping the Organization
37
EBP Will Only Work if there is:
• Use data to make decisions
• Practice true system collaboration--sharing of
influence
• Desire to stop doing some things and terminate
programs
• Invest in research and data
• Desire to “retool” (programs, practices, and staff
skills)
• Recognize that it may contradict current
38
organizational culture and confront ideology
Organizational Development
• Establish coaches within organization
• Keep key concepts in the forefront of everyone’s mind
Pre-Training
•Introduce concepts
•Answer questions
•Provide tools
Booster Sessions
•Reassure staff concerns
•Assist in application
•Refresh concepts
Quality Assurance
•Work with staff on site
•Reduce defensiveness
•Provide feedback to staff
Core Training
•Explain concepts
•Practice skills
•Provide explanations
•Answer questions
Booster Sessions
•Reassure staff concerns
•Assist in application
•Refresh concepts
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QUALITY CONTACT STANDARDS
Agent Name: ____________________________________________________
Deportment and Manner of Being With an Offender
1
Introduced self or greeted offender in a confident, friendly manner and thanked them for their time and effort when closing the session.
LOW
2
3
4
5
HIGH
1
2
3
4
5
HIGH
4
5
HIGH
5
HIGH
Was organized and prepared with case materials, recent test results, and session goals.
LOW
4
2
Posture and physical gestures (e.g., hand shakes, eye contact, non-verbal communication) were deliberate, dignified, and conveyed interest and respect.
LOW
3
1
1
2
3
Achieved goal of meeting and closed session with review of immediate action plan for offender.
LOW
1
2
3
4
Assessment and Planning
5
Used appropriate communication skills to decrease tension and reinforce positive behavior, minimize interruptions and avoid raising voice
LOW
6
1
2
1
4
5
HIGH
4
5
HIGH
3
4
5
HIGH
Verified current case information and status (e.g., address, employment) and record case information that reflects minimal supervision standards.
LOW
1
2
3
4
5
HIGH
4
5
HIGH
Maintained focus for change on offender and their problem-solving ability.
LOW
10
3
2
Treatment and Service Referral
9
3
Explored and conducted on-going assessments for offender’s ambivalence (to change), criminogenic needs and relevant circumstances of the case.
LOW
8
2
Reviewed and updated the offender’s progress towards previously established goals.
LOW
7
1
1
2
3
Adequately discussed referral needs, and jointly planned goals & obstacles with offender and guided through the stages of change.
LOW
1
2
3
4
5
HIGH
Sanctions and Ground Rules
11
When necessary, appropriately reminded offender of ground rules for effective supervision and legal consequences for non-compliance.
LOW
12
1
2
3
4
5
HIGH
4
5
HIGH
When appropriate (dictated by sanction contract), provided sanctions clearly in a fair manner.
LOW
TOTAL
1
2
+
3
+
+
+
=
40
40
To Do List:
• Identify objective assessment tool
• Emphasize rapport building between staff &
offenders
• Train staff to identify appropriate services for
each offender
• Measure staff’s ability and performance
• Evaluate implementation efforts on continual
basis
• Focus on Incentives over punishments
41
Tools of the Trade:
A Guide to Incorporating Science into Practice
http://www.people.vcu.edu/~fstaxman/
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