Probation: Building Safer Communities to live, work and raise our children

1. Probation: Building Safer Communities to live, work and raise our children We can't solve problems by using the same kind of thinking we used when we created them. – Albert Einstein Presentation by: Judith Sachwald Former Director of Parole and Probation State of Maryland, USA May 23, 2008

2. Division of Parole and Probation VISION It is the vision of the Division of Parole and Probation to become a comprehensive community corrections agency that works in collaboration with criminal justice agencies, communities and service providers to prevent and interrupt the criminal behavior of probationers, parolees and other supervisees. The Division will identify and implement evidence-based practices to facilitate the successful reintegration of supervisees into their families and communities. The Division will develop a safe and supportive work environment that encourages all employees to achieve their maximum professional potential. MISSION The Division of Parole and Probation will ensure the safety of its employees and enhance public safety by holding supervisees accountable to victims and the community and by helping supervisees through the process of becoming law-abiding and productive. PROFESSIONAL PRINCIPLES The Division of Parole and Probation recognizes that all of its employees are essential to achieving the mission and embraces these principles: DIGNITY We respect the dignity of each individual. PRIDEWe take pride in our ability to work together as a team. HUMOR We maintain perspective on our task, ourselves, and each other. INTEGRITY We value honesty in all we do. ACCOUNTABILITY We measure ourselves according to our highest standards. CREATIVITY We encourage and support innovations based on evidence. LEADERSHIP We strive for excellence in the criminal justice community.

3. Reduce arrests and technical violations Productive and responsible lifestyle

4. Goals of Supervision • Protect public safety • Hold offenders accountable to victims and the community • Help offenders to become law-abiding and productive members of the community So, how do we get there?

5. Keys to Successful Outcomes • Engage offender in change process • Active, rather than passive • Goal-oriented • Assign ownership to the offender • Deportment, empowerment

6. Case Planning • Offender Risk and Need Assessment • Offender Interests Areas • Clear Expectations • Incremental Steps: How to get from A to B? • Motivational Interviewing/communication styles

7. Case Planning Process • Collect Data—objective information, risk and other assessments, home environment • Identify interest areas with offender • Provide feedback to offender • Process offender information with offender • Identify triggers (people, place and things)

8. Planning Process • Solicit input • Share information • Joint development of behavioral contract • Provides teaching tool for the offender • Give feedback to the offender on findings Alone we can do so little; together we can do so much.— Helen Keller

9. Offender Interests • Why? • Buy-in to the process • Compromise: priority of accomplishments • Work towards own goals • Links to addressing criminogenic needs?

10. Source: Maryland Division of Parole and Probation

11. Offender Ownership • Buy-in • Understand issues • Work on commitment to success • Goal: OFFENDER OWNS BACKGROUND AND FUTURE The final forming of a person's character lies in their own hands. Anne Frank

12. Contract • Spells out expectations including positive and negative actions that will be taken in response to the offender’s behaviors • Informed agreement • Requires offender and agent commitment and signatures • Summarizes responsibilities • Frequently remind offender about content of the agreement Offender compliance increases whenrules are clear, fair, and applied to all

13. Contract vs. Plan • Plan: prescribes conditions with little or no offender input • Conditions Only • Authoritarian • Contract: agreed upon conditions with priorities, expectations, outcomes and assignments • Prioritize conditions • Emphasizes offender’s criminogenic needs • Identifies expectations & outcomes

14. Clear Expectations • What has been the offender’s PRIOR experience on supervision? • What is success? • What will the offender expect from you? • What will result in warrant/revocation?

15. Build on Strengths • Strong foundation/assets • Does offender have family member who is willing to help? • Does offender have a job or a job skill? • Short-term incremental steps with rewards built into contract • Interests

16. Incremental Steps • How to Get from Point A to Point B? • Social Learning Environment • Problem Solving Skills B A

17. Step by Step • Road to success is too loooooooong • Offender’s want immediate results • Agent must spellout small steps • Social learningenvironment • Monitor progress

18. Criminogenic Needs: • Anti-Social Values 2) Criminal Peers 3) Low Self-Control 4) Dysfunctional Family Ties 5) Substance Abuse 6) Criminal Personality Focus on the “Big Six” Eric Shepardson & Lina Bello, UMCP Bureau of Governmental Research 2001.

19. Attitudes/Orientation • Antisocial values • Antisocial attitudes • Legal cynicism • Personal irresponsibility

20. Companions • Criminal peers/networks • Few natural support systems • Impact of geography • Location, location, location • Triggers

21. Family/Marital • Criminal—family/spouse • Non-rewarding relationships • Residence • Stability • What are the strengths? • How to work on family issues? • What to do about long-standingissues? • Short term steps?

22. Alcohol/Drug Problems • Use, abuse, dependency • Entrepreneur vs. addict • Impact on criminal activity • Integrated into other lifestyle issues

23. Antisocial Personality • 3 or more of the following: • failure to conform to lawful behaviors • deceitfulness, impulsivity • irritability and aggressiveness • reckless disregard for safety of self or others • repeated failure to sustain consistent work behavior or honor financial obligations • lack of remorse

24. Individualized Case Plans

25. Case Plans in the Real World • Assessment and Diagnosis, Learning Styles • Focus on: • Stages of Change (motivation) • Interests of the Offender (pro-social) • Cognitive Abilities • Incremental Steps • Long Term Goal: DEVELOP NATURAL SUPPORT SYSTEMS AS PROTECTIVE FACTOR

26. Monitor Case Plan Progress • Offender Progress in 3 Key Areas: • Typology CoreConditions • Peers • Employment/School Progress • Reassess the offender if the offender fails to meet Core Conditions in 2 sessions—focus on CHANGE IN CIRCUMSTANCES • Approach Court if conditions are insufficient

27. Offender “Buy-In” • Engage the offender by focusing on interests • Focus on: • Drug use • Peer associations • Geographical factors • Employment/education needs • Do not over stack obligations

28. It’s Working in Maryland! • The likelihood of arrest was reduced by 38% for offenders in the experimental group • The likelihood of a warrant being filed was reduced by 38% for offenders in the experimental group Your happy feet, ah, may they dance forever, Your happy feet, And follow ways where clouds and shadows sever And sunbeams meet. Gustav Suits

29. Resources Sachwald, J. (2000). Proactive Community Supervision: A Plan for Making Maryland Communities Safer. Towson, MD: Department of Public Safety and Correctional Services. Online at www.dpscs.state.md.us/publicinfo/publications/pdfs/pppcs.pdf . Sachwald, J,, E. Eley, Jr., and F.S. Taxman. “An Ounce of Prevention: Proactive Community Supervision Reduces Violation Behavior”. Topics in Community Corrections 2006. Washington DC: National Institute of Corrections. Online at www.nicic.org/library/period307 . Sachwald, J., and P. Tesluk. “Leading Change in Community Corrections: Embracing Transformational Leadership”. Topics in Community Corrections – 2005. Washington DC: National Institute of Corrections. Online at www.nicic.org/library/period284. Taxman, F.S., (2001) “Nuts and Bolts” of PCS. Bureau of Governmental Research, University of Maryland at College Park. Online at www.dpscs.state.md.us/publicinfo/publications/pdfs/nutsandbolts.pdf. Taxman, F. S., C.Yancey, and J. Bilanin. (2006). Proactive Community Supervision in Maryland: Changing Offender Outcomes. Online at www.dpscs.state.md.us/publicinfo/publications/pdfs/PCS_Evaluation_Feb06.pdf . Online at www.dpscs.state.md.us/publicinfo/publications/pdfs/PCS_Evaluation_Feb06.pdf. Taxman, F. S., E. Shepardson, and J. Byrne. (2004), Tools of the Trade: A Guide to Incorporating Science Into Practice. Washington, DC: National Institute of Corrections. Online at www.nicic.org/Library/020095 .