“What Works” applied to Corrections (not just treatment/services)

1. “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.

2. What DefinesEvidence in EBPs? Practice KnowledgeDevelopment BestPractices EBP No Research Post Hoc Test Quasi-Experimental Designs Randomized Trial(s) Randomized Trials/ 2+Confirmations

3. 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!!!

4. 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 Behavior

5. 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

6. What Have We Learned? • DOES NOT WORK: Boot camps & control- interventions • WORKS: Strong Change Orientation-Social Learning • MIXED RESULTS but positive if: • Organization • Measure Fidelity • Recognize Staff • Service Integration • Performance Driven • Program/Staff • At Least 90 Days • Contract to spell out • Expectations • Compliance Management • Use Social Learning Models • CBT/TC • Offender • High Risk • Engaging Offenders • Compliance Mgt

7. Quandary of Corrections Law Enforcement Social Work

9. Procedural Justice Treat like all others, Fairness Responsivity Diagnosis, Address Behavioral Drivers Behavioral Management Shape Behavior, Reinforcers, Contingency Management Social Learning Models

10. EBPs in Corrections Organization: Shared Vision Learning Environment Staff Development Measure Performance Reinforce Staff Gains Collaborations Engage others Offender: Recognize Drivers of Crml Behavior Place in Services for “Drivers” Place in Tx for “Drivers” Hold Accountable Reduce Recidivism Staff Tools: Social Learning Models Rapport Building Motivational Enhancements Positive Reinforcers Sustained Offender Change

11. Process for Offender Change Sustained Change Engagement Change Assessment & Case Planning Formal Controls • ReducedCrime • ReducedDrug-Use • Improved • Family/Community Behavioral Change • Better Case Information • More Vested Offender Sufficient Retention Services Expectations & Ground Rules Natural Support Systems Informal Controls Deportment Express Empathy Avoid Argumentation Roll with Resistance Deploy Discrepancy Support Self-Efficacy 4 Months 12 Months 18 Months

12. Applying “What Works” • Develop Rapportbetween offender/staff • Gather Input of Offenders(Engagement) • Diagnose Offender Typologies (Practice Guidelines) • Identify SpecialTracks with no more than 3 target behaviors at one time • Use Proximal, Intermediate Performance Measures

13. Step 1: Communicating With the Offender

14. 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

15. How to Improve Communication • Use social learning theory to teach offenders • Model new skills for offenders • Monitor offenders for progress • Reinforce the positives

16. Step 2: Assessing Risk/Need &Engaging Offenders

17. 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

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, Bureau of Governmental Research 2001, www.bgr.umd.edu.

19. LSI-R Assessment • Ranks LSI-R scores • Helps prioritizeresponsibilities

20. Offender Behavioral Triggers • Gathers key behavioral information • Identifies triggers (people, places, things)

21. Step 3: Case Plans & Working Relationships with Offenders

22. 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”

23. Offender Self-Assessment (O-Self) • Increases offender “buy-in” • Provides offender the opportunity to prioritize needs • Gives offender a role in identifying areas of interest

24. Case Plan Report • Provides teaching tool for the offender • Summarizes diagnosis & prescribed plan

25. Step 4: Applying the Responsivity Principle

26. Evaluation of Relapse Trigger AnalysisRelapse Prevention Self Diagnosis Relapse Pre-contemplation Maintenance Contemplation EducationB and C Analysis Action Determination Social and Life Skill Development Treatment and Control Options Adapted from Prochaska & DiClemente (1986) Appropriate Services for Stages of Change

27. Practice Guidelines

28. Step 5: Enhancing Supervision Skills

29. Principles of Enhanced Supervision • Utilize internal and external controls • Target key behaviors • Take incremental steps • Provide appropriate services

30. 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 aSwift and Certainmanner

31. 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

32. 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

33. Offender Behavioral Contract • Serves as agreement • Provides signatures (offender & agent) • Summarizes responsibilities • Monitors performance

34. Step 6: Managing Compliance

35. % Positive for Any Illicit Drug Petry et al., 2000

36. 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

37. Step 7: Helping the Organization

38. 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 organizational culture and confront ideology

39. 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 • Core Training • Explain concepts • Practice skills • Provide explanations • Answer questions • Quality Assurance • Work with staff on site • Reduce defensiveness • Provide feedback to staff • Booster Sessions • Reassure staff concerns • Assist in application • Refresh concepts Organizational Development

40. QUALITY CONTACT STANDARDS Agent Name: ____________________________________________________ Deportment and Manner of Being With an Offender Assessment and Planning Treatment and Service Referral Sanctions and Ground Rules 40

41. 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

42. Tools of the Trade: A Guide to Incorporating Science into Practice http://www.people.vcu.edu/~fstaxman/