What Are They Thinking? Addressing Risk Factors with Offenders

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What Are They Thinking?Addressing
RiskFactors with Offenders
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• OVERVIEW AND EXPECTATIONS

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Training Objectives

• Present and discuss components of Thinking for a
  Change (T4C)
• Provide research that supports T4C
• Explain how techniques can be used in daily
  interactions with offenders
• Demonstrate techniques
• Participants practice techniques

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Officers role in Offender Supervision

• Protect society
• Provide an atmosphere and opportunities to bring
  about or support positive changes in the offender.

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One Voice One Message
Offender Choice to Change
Accountability Rules
Meaningful Opportunity to Change
Security
Treatment
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The Principles of Cognitive Interventions

• Self-awareness and Self-responsibility motivates
  self-change
• The development of internal control
• Risk Management
• Relapse prevention

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The Principles of Cognitive Interventions

• Objectivity/non judgmental
• Choice
• Non-coercive use of authority
• Thinking drives behavior
• Their Eyes/ Their Speed

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Theoretical Foundations
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Behavior Thoughts and Feelings Physical
Sensations Cognitive Structure (Thinking
Patterns Beliefs and Attitudes)
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COGNITIVE RESTRUCTURING

• 1960s Cognitive Behavioral Theory
• 1970s Rational Emotive Therapy (RET)
• 1970s Criminal Thinking Errors
• 1980s Cognitive Self Change and Thinking
  Reports
• 1980s Reasoning and Rehabilitation

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COGNITIVE SKILLS

• 1960s Social Learning Theory
• 1970s Anger Management
• 1980s Aggression Replacement Training
• 1990s Problem Solving

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Major Set of Risk/Need Factors

• 1. Anti-social/Pro-criminal attitudes, values,
  beliefs and cognitive-emotional states
• 2. Pro-criminal associates and isolation from
  anti-criminal others
• 3. Temperamental and personality factors
  conducive to criminal activity including
• Psychopathy
• Weak Socialization
• Impulsivity
• Restless/aggressive energy
• Egocentrism
• Below average verbal intelligence
• A taste for risk
• Weak problem-solving/self-regulation skills

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Major Set of Risk/Need Factors

• 4. A history of antisocial behavior
• - Evident from a young age
• - In a variety of settings
• - Involving a number and variety of different
  acts
• 5. Familial factors that include criminality and
  a variety of psychological problems in the family
  of origin including
• - Low levels of affection,caring and
  cohesiveness
• - Poor parental supervision and discipline
  practices
• - Outright neglect and abuse
• 6. Low levels of personal education, vocational
  or financial achievement

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Dynamic Criminogenic Risk

• Conning/Manipulation Poor Use of
  Leisure Time
• Impulsivity
  Affiliation w/Criminals
• Low frustration Tolerance
  Boredom/Dissatisfaction
• Danger/Thrill Seeking Drug
  Abuse History
• Poor Consequential Thinking Poor Family
  Relations
• Poor Option Generation
  Conflicted Spousal Relation
• Alienation from Mainstream Conflicts
  with Authority
• Socialization Conflicts with Peers
• Egocentrism Instability/Excitabilit
  y
• Neutralization/Non Empathy Poverty of
  Social Skills
• Externalization/Blaming Poor
  Recognition of Patterned
• Hostility/Resistance Toward Work
  Responses
• Attachment to Criminal Activities

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CRIMINAL CONTINUUMCRIME - Anything that
infringes on the rights, dignity, or property of
another.
No Errors No Crime
Total Errors Total Crime
Minimal
Occasional
Habitual
Continuous
Responsible
Self-adjusting
Irresponsible
Maladjusting
Serious Crime
Unarrestable
Petty Crime
Rape Murder Robbery
Lying, Cheating Broken Promises
Traffic Tickets DUI Petit Theft
Other-Centered Values Family Friends Service to
Others Community Job
Self Centered Values Looking Good Feeling
Good Power Control
Boundary
Loss of Control
Legal Consequences Social Mores Moral/Ethical
Principles
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Learning the Rewards of Criminal Thinking
Look Good
Feel Good
Power
Self- Centered Thinking
Be Right
Control
Reinforcement
LOSE
WIN
Belittle, Threaten
Power Struggle
Detection, Punishment
Victim Stance Righteous Anger
License (Entitlement)
Crime, Irresponsibility, Violence
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Thinking for a Change
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National Institute of Corrections (NIC)

• Small agency under the Department of Justice
• Founded in mid-seventies following the Attica
  Prison riots
• GOAL to develop corrections knowledge,
  coordinate research, formulate policy and provide
  training
• Includes jail, prisons, and community corrections

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Thinking For A Change (T4C)

• Cognitive-behavioral program developed by experts
  for NIC in the 1990s
• Addresses criminal behavior via three components
• Cognitive Restructuring
• Problem Solving
• Social Skills
• Based on the What Works literature

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What Works Background

• Martinson, a criminologist, performed a
  meta-analysis of over 800 published corrections
  programs from the 1970s.
• Martinson concluded that Nothing Works
  programs provided to offenders in the
  correctional system were not found to be
  effective in reducing criminal behavior or
  recidivism.
• Ted Palmer, another criminologist, replicated
  Martinsons study.

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What Works Background

• Palmer concluded that some interventions do work
  with specific populations when a targeted outcome
  was identified.
• NIC created the What Works project based on the
  reanalysis.

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Effectiveness of Thinking for a Change (Golden,
Gatchel, Cahill 2002)

• Group Completers
• 33 fewer offenders committed new offenses
• Significantly improved problem solving skills
• Group Dropouts
• Significantly higher of technical violations
• Technical Violations
• Predicted by problem solving skills

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Technique A Thinking Check-In
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Cognitive Self Change

• Pay attention to our thoughts and feelings.
• Recognize when there is risk of our thoughts and
  feelings leading us into trouble.
• Use new thinking that reduces that risk.

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Thinking Reports

• A brief, objective description of the situation.
• A list of all the thoughts you had in that
  situation.
• A list of all the feelings you had in that
  situation.
• Beliefs behind your thoughts and feelings.

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Thinking Report

• Situation__________________________
• Thoughts ___________________________
• 1. _______________________________
• 2. ________________________________
• 3. _________________________________
• 4. ________________________________
• Feelings ___________________________
• Beliefs _____________________________

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SAMPLE THINKING REPORT

• Situation I was in trouble for being out of the
  area.
• Thoughts
• 1. I know if I do these things I will be going
  back to jail.
• 2. Its really starting to get to me.
• 3. I feel locked up in my own apartment
• 4. I really resent this.
• 5. I shouldnt have to follow these rules.
• 6. Maybe it would be better to just go back to
  jail and get my sentence over with.
• 7. I feel like I am not in charge of my life
  anymore.
• 8. I cant stand it.
• Feelings Uncomfortable, angry, controlled,
  threatened
• Beliefs Nobody has the right to control my life
• If I let them do this to me I am a nobody.

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DIRECTIONS FOR OBSERVING VIDEO

• Observe the main characters actions.
• Write a thinking report based upon
• the main characters situation.
• Include the following
• Situation
• Thoughts
• Feelings
• Beliefs

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Technique A Thinking Check-In

• Step 1 State the violation or rule-breaking
  behavior to the offender.
• Step 2 Have the offender describe circumstances
  leading to the violation or rule-breaking
  behavior
• Step 3 Have the offender identify the thoughts
  and feelings leading to the behavior
• Step 4 Have the offender identify one specific
  risk or trigger thought
• Step 5 Have the offender identify one specific
  replacement thought
• Step 6 Contract with the offender to use the
  replacement thought in future situations

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ROLEPLAY / DEBRIEFING

• State the violation.
• Describe circumstances.
• Identify thoughts and feelings.
• Identify one specific risk thought.
• Identify one specific replacement thought.
• Offender agrees to use replacement thought.

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Conflict Cycle
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Conflict Cycle
Stress Beliefs
Problem
Feelings Thoughts
Consequences
Actions
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Mock Supervision Plan

• 1. Problem
• A. Negative behavior pattern
• B. Significant contributing factors
• C. Negative consequences
• 2. Behavior objectives
• A. Positive behavior
• B. Time frame
• C. Positive payoff for client
• 3. Action plan
• A. Task or activity
• B. Time frame
• C. Officer participation/revisions

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PROBLEM SOLVING
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Conflict Cycle
Stress Beliefs
Problem
Feelings Thoughts
Consequences
Actions
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Thinking for a ChangeProblem Solving Steps

• Stop and Think
• Problem Description
• Getting information to set a Goal
• Choices and Consequences
• Choose-Plan-Do
• Evaluate

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Technique B Problem Solving Framework

• Step 1 Have the offender describe the problem
  and analyze the situation including
• Facts about the problem/situation
• Others Thoughts and Feelings (those who might be
  involved and or affected by the problem)
• Offenders Opinions and Beliefs about the
  problem/situation
• Step 2 Have the offender identify a goal
  regarding the problem/situation using one of the
  following formulas
• I want __________________________________. OR
• I want ______________ but I dont want
  ____________.

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Step 3 Brainstorm possible choices to solve the
problem. Consider the consequence for each
choice.

• Step 4 Have the offender examine the choices and
  select the option that will increase the
  likelihood of achieving the identified goal.
• Step 5 Develop an action plan with the offender
  that will allow the offender to implement the
  chosen choice. Who will be involved? When will
  the plan be implemented? Where will the plan be
  implemented? What will be done?
• Step 6 Contract with the offender to implement
  the action plan
• Step 7 Evaluate the action plan at the next
  report

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ROLE PLAY / DEBRIEFING

• Describe and analyze the problem.
• Identify a goal.
• BRAINSTORM choices and consequences.
• Choose the best option.
• Develop an action plan.
• Contract with the offender to implement the plan.

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Choosing a Technique

• A failure to perform a particular behavior.
• A failure to stop performing a particular
  behavior.
• Why is it occurring?
• Cognitive error/rationalization
• Logistical problem

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Choosing a Technique

• Choose a scenario from the handout.
• Discuss with your partner which technique you
  would use and why.
• Once you agree on the technique, choose another
  scenario and repeat the exercise.

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• CONCLUSION

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These Techniques...

• 1. Address risk factors.
• 2. Avoid power struggles.
• 3. Assists in effective documentation.
• 4. Allow a meaningful opportunity to change.

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Training Objectives

• Present and discuss components of Thinking for a
  Change (T4C)
• Provide research that supports T4C
• Explain how techniques can be used in daily
  interactions with offenders
• Demonstrate techniques
• Participants practice techniques