Transcript The LSI Training Emphasizes Three Important Performance

EVIDENCE-BASED
PRACTICE
IN
COMMUNITY
CORRECTIONS
We’re all on the
to the Future
EVIDENCE BASED
PRACTICE
SOME DEFINITIONS:
Evidence – Data from controlled studies
Practice – Decision, policies and
procedures
Recidivism – New arrest
Goals for Today:
 Learn about the research and find out
What Works
 Learn about Risk, Needs & Responsivity
 Learn about Stages of Change
 Learn about Motivational Interviewing
 Understand changes taking place in our
nation’s criminal justice system
WHAT THE PUBLIC
WANTS
• Citizens want:
– punishment and treatment
(Applegate, Cullen, Fisher (1997)
• 1700 Californians said:
– Prevention
– More Prisons
– Don’t know
83%
13%
5%
(Fairbank, Maslin, Maullin & Assoc. 1998)
Directions in the
Criminal Justice System
• Martinson’s research
“nothing works” (1974)
• Carleton University
research of Bonta,
Andrews, Gendreau “what
works” (1994)
• Miller, Rollnick
Motivational Interviewing
(1991)
The Carleton University
Research Showed Us . . .
RECIDIVISM
CAN
BE
REDUCED
What Correlates with
Reduced Recidivism?
•
•
•
•
•
Criminal Sanctions----------Intensive Supervision ------Inappropriate Treatment--Unspecified Treatment-----Appropriate Treatment------
-.07
-.07
-.06
+.13
+.30
The Principles That Came From
the What Works Research
RISK PRINCIPLE
NEEDS PRINCIPLE
RESPONSIVITY PRINCIPLE
and
“professional discretion”
Actuarial Assessments
to Identify
Risks and Needs
1
RISK PRINCIPLE
Match level of services to level
of risk
Higher Risk Offenders need MORE
Lower Risk Offenders need LESS
Risk Level and Treatment
% Recidivism
STUDY
RISK LEVEL
MINIMAL
INTENSIVE
O’Donnell et at
(1971)
Low
High
16
78
22
56
Baird et al
(1979)
Low
High
3
37
10
18
Andrews & Kiessling
(1980)
Low
High
12
58
17
31
Andrews & Friesen
(1987)
Low
High
12
92
17
25
Bonta & Wallace et al Low
(2000)
High
14
51
32
31Andrews D.A
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& Bonta J.
2
NEEDS
PRINCIPLE
Match Offenders to
Services
That address
Criminogenic Needs
CENTRAL
CRIMINOGENIC NEEDS
1.
2.
3.
4.
5.
6.
7.
8.
Anti-Social Values
Criminal Peers
Low Self Control
Criminal Personality
Dysfunctional Family
School and Work Problems
Unproductive Use of Leisure Time
Substance Abuse
1-Anti-Social Values
The person who doesn’t
take responsibility for his/her own
behavior
ANTI-SOCIAL THINKING
CONDUCT
JUSTIFICATION
COMPARISON
LABELING
OUTCOME
VICTIM
MINIMIZING
IGNORING
MISCONSTRUING
THE CONSEQUENCES
A. Bandura
DEHUMANIZING
BLAMING
Not in the “mainstream”
•
•
•
•
•
•
Work
School
Family
Goals
Finances
Environment
2-Criminal Peers
Those who engage in illegal behavior
Gang Associates
Drug Users
Thieves
Friends who use or condone violence
Friends who victimize others
3-Low Self Control
Behavioral difficulties in many areas
Lengthy criminal history
Disciplinary actions at work
Fights with family or friends
4- Criminal Personality
AKA
ANTI-SOCIAL PERSONALITY
Or
PSYCHOPATHY
Callous, grandiose, irresponsible
HARE PSYCHOPATHY CHECK-LIST REVISED
Factor One Items– Personality Style
– Glibness/superficial charm
– Pathological lying
– Grandiose sense of self-worth
– Conning/manipulative
– Lack of remorse or guilt
– Shallow affect
– Callous/lack of empathy
– Failure to accept responsibility for own
actions
HARE PSYCHOPATHY CHECK-LIST REVISED
Factor Two Items – Life Style
– Need for stimulation/proneness to
boredom
– Parasitic lifestyle
– Poor behavioral controls
– Promiscuous sexual behavior
– Early behavioral problems
– Lack of realistic, long-term goals
– Impulsivity
– Irresponsibility
– Many short-term marital relationships
– Juvenile delinquency
– Revocation of conditional release
– Criminal versatility
5-Dysfunctional Families
Non-supportive family environment
at the Present time
Chaotic
Neglectful or Abusive
Inconsistent
Substance Abusing
Criminality
6-School and Work Problems
Lack of achievement or participation in
conventional, pro-social daily activity
Instability
Conflict with superiors
Negative peer interactions
Lack of job/school satisfaction
7- Leisure and Recreation
Absence of constructive, pro-social
activities
Too much idle time
No sports, hobbies, clubs, teams,
church groups
8-Substance Abuse
More than occasional or recreational
drug or alcohol use
Abuse or Dependence which
interferes with life
3
RESPONSIVITY
PRINCIPLE
Match Treatment Type to
Individual Characteristics of
Offenders
RESPONSIVITY
FACTORS
• General population:
– Gender, ethnicity, race, age, mental
illness, depression, anxiety, language
• Criminal Population
– Poor social skills, inadequate problem
solving, concrete thinking processes,
poor verbal skills, learning style,
motivation (Bonta, 1995)
What About Professional
Discretion?
Decisions must be appropriate
Circumstances must be supportive
Resources must be present
Rationale’ must be given
Finding the Right Assessment Tool
MAKE SURE. . .
RELIABLE
VALID
CLINICALLY
USEFUL
USER FRIENDLY
Bogue, B. (JSAT)
29
“Geneology” of Risk Assessment
Tools
First Generation –Gut reaction
Second Generation – Single
Scale Tool with Static Risk Items
Third Generation –
Multiple Scale Tools with Dynamic Risk
Items
Fourth Generation – Risk,
Needs, Resonsivity and Strengths
“Geneology” of Risk Assessment
Tools
First Generation –Gut reaction
Second Generation – Single
Scale Tool with Static Risk Items
“Geneology” of Risk Assessment
Tools
Third Generation –
Multiple Scale Tools with Dynamic Risk
Items
Fourth Generation –
Risk, Needs, Resonsivity and Strengths
Popular Assessment
Tools
Adult
Juvenile
LS/CMI
ROPE
COMPAS
SPIN
YLS/CMI
RISK & RESILIENCY
COMPAS
YASI
THE END RESULT
TOTAL RISK
SCORE
CRIMINOGENIC
NEED
PROFILE
DIRECTION
OFFENDER
FOR
STRENGTHS
APPROPRIATE
TREATMENT
SHARE INFORMATION
WITH THE OFFENDER
How Good are the
Instruments?
35-40% better than chance
HOW IT ALL BEGINS:
MOTIVATED OFFENDERS
Stages of Change Model
ENTER
HERE
Relapse
PERMANENT
EXIT
Precontemplation
Maintenance
Contemplation
Action
Determination
Prochaska & DiClemente (1986)
What’s Ambivalence?
The feeling of “I want to” at the
same time a person feels “I don’t
want to”
Do as I say, NOW!
How We Move Offenders
Through the Stages of Change
MOTIVATONAL INTERVIEWING
• Started in the USA
• Looking at treatment that seemed to
cause resistance
• William R. Miller: Examined behavior
of counselors
• Direct persuasion elicits resistance
• M.I.: An alternative to direct
persuasion
Miller and Rollnick (1991), “Motivational Interviewing”, Guilford Press.
A Definition of
Motivational Interviewing
“A directive, client-centered
counseling style for helping
clients explore and resolve
ambivalence about behavior
change.”
William R. Miller, 1991
Major Motivational
Interviewing Skills
Open-Ended Questions
Affirmations
Reflections
Summarizations
Miller and Rollnick (1991), “Motivational Interviewing”,
Guilford Press.
Principles of
Motivational Interviewing
 Develop Discrepancies
 Express Empathy
 Avoid Argumentation
 Roll with Resistance
 Support Self-efficacy
A Change for the
Criminal Justice System
• Strengthens the role of the CJ
Professional as an “Agent of
Change”
• Focuses on the offender’s longterm behavioral changes in
addition to compliance issues
A Slightly Different
Focus
Caseload Organization
Case Planning with New Objectives
Communication Styles
Referrals to Appropriate Programs
Community Involvement
Data Collection and Program
Evaluation
Caseload Organization
Caseload size
More services for higher risk
Less services for lower risk
Examine the concept of offense
driven caseloads
Examine the activities traditionally
required in case management
Case Plans that Address
Risk Factors
In the Past:
Compliance with Ordered Conditions
In






+
the Future:
Reduce Impulsive Behavior
Change Anti-Social Peers
Change Non-supportive Family
Add Pro-Social Leisure Time Activities
Change Anti-Social Thinking, Values, Beliefs
Identification of and Protection from
Psychopaths
 Eliminate Substance Abuse issues
 Fix Unemployment or problem employment
Communication Styles
Include the Offender in the
Supervision Process
Continually evaluate the Stage of
Change for each criminogenic need
Encourage “change talk”
Reinforce positive behaviors
Maintain the Change Process
Strategies for Success
Learn from mistakes.
Decide what to do next.
Determine stage of change
and start again .
Develop skills
to maintain
behavior.
Continue to
remove
barriers and
support
self-efficacy.
Acknowledge action.
Remove barriers.
Support
Self-efficacy.
Reinforce behaviors.
Develop Discrepancy
Relapse
Precontemplation
Maintenance
.
Contemplation
Action
Determination
DiClemente, Norcross, et.al.
Explore
ambivalence.
Weigh both sides
of the issue.
Remove obstacles.
Identify steps to change.
Make a plan, set a date.
Explore options.
Refer to Appropriate Community Treatment
• Cognitive Behavioral
– Links thoughts to behaviors
– Examines beliefs, expectations
– Challenges thought processes
– Teaches different thinking
– Teaches new skills
– Rehearses new behaviors
– Reinforces new behaviors
• Deals with criminogenic risk factors
• Sensitivity to responsivity issues
• Measures results
Involve Community
Partners
•
•
•
•
Court
DA and Defender
Community Groups
Pro-social Family and Friends
Data Collection
Program Evaluation
Measure and track processes
Measure Outcomes
Make Changes
Celebrate Success
ENGAGE ON-GOING
SUPPORT IN COMM.
INCREASE POSITIVE
REINFORCEMENT
SKILL TRAIN WITH
DIRECTED PRACTICE
TARGET INTERVENTION
ENHANCE INTRINSIC
MOTIVATION
RISKS/NEEDS
ASSESS
ACTUARIAL RISK
MEASUREMENT FEEDBACK
MEASURE RELEVANT PRACTICES
Eight Guiding
Principles for
Risk/Recidivism
Reduction