2.) Focuses on Offender Strengths and Resources: Motivational Interviewing focuses on identifying and leveraging an offender's strengths, resources, and internal motivation to change, rather than solely focusing on risks, deficits, and external controls. This strengths-based approach aligns well with rehabilitation and behavior change. 3.) Supports Officer Role in Facilitating Change: Motivational Interviewing emphasizes the important role probation/parole officers can play in influencing an offender's readiness and willingness to change problem behaviors, rather than just monitoring compliance with supervision conditions. When done well, MI can help officers move from a primarily controlling role to one where they also support and facilitate an offender's own motivation and efforts toward

1. Lisa K. Howard, Program Administrator
Mark Stonex, District Supervisor
Brigid Adams, Reentry Branch Manager
Kentucky Department of Corrections 1

2. The honoring of the presumption of innocence,
the right to bail that is not excessive, and all
other legal and constitutional rights afforded
to accused persons awaiting trial while
balancing these individual rights with the need
to protect the community, maintain the
integrity of the judicial process, and assure
court appearance.
2

3. 1. Presumption of innocence
2. Right to counsel
3. Right against self-incrimination
4. Right to due process of law
5. Right to equal protection under the law
6. Right to bail that is not excessive
3

4. 4

5.  A way of talking about change that was 1st
developed for the field of addictions but has
broadened and become a favored approach for use
with populations in a variety of settings.
 Has been introduced to criminal justice in general
and probation efforts specifically.
 Represents a turn to moving probation
departments into the ―business of behavior change‖
5

6.  Anyone can change if they really want to
because it‘s easy _____
 Anyone can change if they really want to
because all you really need is willpower,
resolve and strength of character _____
 Change is difficult for most people, most of
the time _____
 Motivation is fundamental to change, rather
than a personality trait or characteristic _____
6

7.  Change is not possible because nothing
works and I‘ve tried everything _____
 Change is not possible because people don‘t
change _____
 People make changes all of the time. Many
without the assistance of health professionals
or programs _____
 Research suggests that people who
successfully change are motivated _____
 Punishment is the only way to motivate
change _____
7

8.  If we make people feel bad enough, they will
change _____
 People really need to suffer before they will
change _____
 There is no empirical evidence to support the
use of programs that rely on excessive
confrontation or that attempts to shame an
individual to make lifestyle changes _____
 The individual has to value change
intrinsically _____
8

9.  The mission statements of most supervision
agencies emphasize two main tasks: holding
offenders accountable to conditions (compliance),
and encouraging positive behavior change
(rehabilitation). Though these two tasks may seem
self-evident, a quick look at the history of
corrections shows that the field has emphasized
different goals at different times. These two tasks
have frequently been at odds with one another, and
even today, the tension between them can be hard
to manage.
9

10.  Today we will look at an overview of this type
approach to case management.
 And ponder 8 reasons to consider the
Motivational Interviewing approach
10

11.  ―Motivational Interviewing makes a lot of
sense to me-I mean, it seems to be a lot like
banking. We‘ve got to make a deposit before
we can make a withdrawal.‖ (training
participant)
11

12.  Motivational Interviewing is not just a
collection of techniques to apply on
an offender. Raising motivation levels and
increasing an offender‘s readiness to change
requires a certain ―climate‖-a helpful attitude
and a supportive approach that one takes
with an offender!!!
12

13.  This climate of change becomes of hospitable
to developing a helpful relationship-and this
relationship must occur between officer and
offender for enduring change to take place.
13

14.  It would seem that supervision, as a criminal justice
entity, is much like the passenger railroad industry
of our past century. Railroad executives mistakenly
had come to believe they were in the train business
instead of the transportation business. Due to this
fatal fault of vision, the trucking and airfreight
industries prospered, while the passenger railroad
engines missed an important opportunity to fill a
customer need.
 We have come to believe that we are in the
supervision business rather than the behavior
change business.
14

15.  Our field seems primarily concerned with the
process of probation/parole-insuring
adequate supervision, compliance with
probation/parole orders and the completion
of mounds of attendant paperwork. Process
takes center stage rather than a principal
focus on strategies and techniques that will
encourage positive behavior change and
impact outcomes
15

16.  Consider any continuing education training
recently conducted. More often than not,
training titles would have included phrases
such as, "Managing the...," "Supervising
the...,""Officer Safety," "Computer Training,"
"Risk Assessment" or the ubiquitous phrase,
"How To Deal With the...(sex offender, dually
diagnosed, hostile client, etc.)"
16

17.  This is not to imply that these training topics
are unimportant ,but rather to point out the
sheer absence of any tactical curiosity
regarding positive behavior change. The
business of probation proliferates. Managing
trumps motivating. Supervision obscures
relationships. Intimidation overshadows
encouragement. Compliance remains in
ascendancy.
17

18.  This claim only underscores our field‘s
fixation on the business of
supervision!-not the business of
behavior change!
 We must come to terms with the
simple fact that the momentum for
BEHAVIOR CHANGE begins with us!
18

19.  Change is a process often takes time and happens
slowly and incrementally.
 To enable this process, we must foster a ―culture of
change‖.
 In the past we have either secured compliance or
increased the readiness to change.
 Motivational Interviewing contends that Objectives
of control and motivation can exist side by side.
19

20.  To understand and further behavior change is
to understand the interpersonal climate
between officer and probationer that
encourages change.
 Motivational enhancement steers clear of
both the ―hard‖ and ―soft‖ approach!
20

21.  Hard Approach is overly directive and places
offenders in passive recipient roles.
 Soft Approach places the Officer in a role that
is too passive and vulnerable.
 An emerging motivational approach finds
middle ground by those who understand the
―both/and‖ inclusion.
21

22.  Staff can examine how to impose sanctions
and build helpful relationships.
 With proper training officers can build the
skills to supervise for compliance and
increase the Offenders readiness for change.
22

23.  To utilize MI, staff must adopt a "lens" or a way of viewing the
offender that is consistent with the Strengths Perspective.
 The Strengths Perspective in the justice field is first and
foremost a belief in the offender's ability to change.
 This Strengths perspective embraces the science of "getting
up." For the previous 40 years, criminal justice has focused
on the science and classification of "falling down,― as
evidenced by our sole focus on deficits, disorders and failure.
 The Strengths perspective pays attention to what strengths,
resources, and assets probationers might turn to as they
attempt to manage and overcome their troubles.
23

24. 8 reasons to
consider
Motivational
Interviewing
24

25. 1.) Aligns With Evidence-Based Practice:
Research strongly suggests that ―Motivational
Interviewing‖ techniques, rather than persuasion
tactics, effectively enhance motivation for initiating
and maintaining behavior change.
25

26.  Risk—Directing programs toward higher risk
offenders.
 Need—Targeting behaviors that reduce crime.
 Responsivity—Being responsive to offender
style.
26

27.  Evidence-based practice highlights the important role that
P&P officers have in offender outcome. In the past,
rehabilitation was primarily the domain of mental health
professionals, but EBP emphasizes that frontline staff, such as
probation and parole officers, also have the opportunity to
influence the change process. For example, officers conduct
assessments, meet regularly with offenders, determine to
which programs offenders are referred, and can speak with
offenders in ways that motivate change. EBP elevates the
officer‘s role from that of a mere observer and reporter of
compliance to that of a professional—someone who has
specialized skills to influence positive behavior change.
27

28. 2.) Can Help The Officer Get “Back Into The
Game” of Behavior change
Historically, motivation has been viewed as a more
or less ―fixed‖ characteristic of offenders. However
recent evidence suggests there may be quite a lot
than an officer can do to influence an offender‘s
chances of successfully completing supervision
28

29. 3.) Suggests effective tools for handling
resistance and can keep difficult situations
from getting worse
Part of the equation involves using known
techniques to draw out more positive talk while the
other part of the equation is having a collaborative
style where offenders feel more comfortable
talking about change.
29

30. 4.) It keeps Officers from doing all the work,
and makes interactions more change
focused
Interactions are more change focused when the
officer understands where the change comes from
Change focused interactions place the
responsibility for behavior change on the Offender
Motivational interactions create an appetite for
change in offender by amplifying their ambivalence
30

31. 5.) Motivational Interviewing will change
who does the talking:
Training in Motivational Interviewing teaches
techniques to strategically steer a
conversation in a particular direction.
Using strategies to get the Offender talking is
a prerequisite to being an effective
motivational interviewer.
31

32. 6.) This approach will help you prepare
offenders for change.
Once the Offender is talking you can encourage
productive talk
Basic listening and speaking strategies:
 Open questions
 Affirm positive talk and behavior
 Reflect what you are hearing or seeing
 Summarize what has been said
These 4 techniques, known as the OARS, will help
an offender think about change
32

33. 7.) Motivational Interviewing changes what is
talked about
There is good evidence that people can actually talk
themselves in and out of change
Certain statements and questions-and provider style-seem to
predict whether people decide to change during brief
conversations
Offenders may come in with a certain range of readiness, but
what the Officer says from that point on makes a difference in
how the individual speaks and thinks and ultimately in how
he or she chooses to behave.
33

34. 5 categories of self-motivational speech ―DARN-C‖
 Desire. Desire expresses a wish to attain or succeed:
―I wish I could get off supervision.‖ ―I really want to get a job.‖
 Ability. Ability talks about confidence:
―I could quit smoking pot.‖ ―I believe I could get back with my spouse.
I‘ve done it before, and it‘s possible.‖
 Reasons. Reasons involve a tangible incentive, motive, or rationale for
change. For instance, reasons might focus on how change would make things
better or how continued behavior would make things worse:
―At least my wife would quit bugging me if I found a job.‖ ―Smoking
crack really flares up my asthma.‖
 Need. Need, at least initially, may overlap with reasons. After a while, need
may involve more emotion:
―I‘ve got to. I must.‖ Need moves beyond logical reasons into urgency.
Where reason says, ―I should,‖ need says, ―I must.‖
 Commitment. Commitment expresses a readiness or agreement to change:
―Five job applications? Yeah, I‘ll do that.‖
34

35.  Legal sanctions may motivate some people,
but in general, the power of external
punishment as a motivator is overestimated.
The most powerful motivators are intrinsic:
family, children, friends, keeping a job,
gaining the respect of others, or feeling a
measure of control over life. For most people,
change is an inside job.
35

36.  Drawbacks of current behavior
◦ What concerns do you have about your drug use?
◦ What concerns does your wife have about your drug
use?
◦ What has your drug use cost you?
 Benefits of Change:
◦ If you went ahead and took care of that class, how
would that make things better for you?
◦ You talk a lot about your family. How would finding
a job benefit your family?
◦ How would that make things better for your kids?
36

37.  How badly do you want that?
 How does that make you feel?
 How would that make you feel different?
 Drawbacks of current behavior
 Ability to change?
◦ How would you do that if you wanted to?
◦ What would that take?
◦ If you did decide to change, what makes you think you
could do it?
 Specific commitments the offender will make to change:
◦ How are you going to do that?
◦ What will that look like?
◦ How are you going to make sure that happens?
37

38.  Thanks for coming in on time.
 It feels to you that people might be blowing this out of proportion.
 You don‘t feel like I can understand where you‘re coming from.
 At this point, it doesn‘t seem that big a deal to you.
 Drinking has some positive aspects for you.
 It‘s frustrating. (You‘re frustrated with having to be here.)
 It‘s difficult. (I know this must be difficult for you.)
 It‘s hard for you. (It might be hard for you.)
 I can see why you might think that.
 So the thing that most concerns you is . . . .
 You want to do the right thing.
 That‘s a good idea.
 I think you could do it if you really wanted to.
 I think that will work for you.
 Thanks for talking with me.
 I appreciate your honesty.
38

39. 8.) It allows Officers to enforce Court Orders
and deliver sanctions without leaving a
motivational style:
Officers are kind of like consultants, in that we
manage the relationship between the court and
the offender.
39

40. Strategies for keeping a motivational edge
during probation violations:
1. Explain your dual roles (become the go-between)
2. Address behavior with an ―Even Keel‖ attitude
3. Dispense the appropriate sanctions, but not
getting agitated or taking the violation personally
40

41.  Motivationally-
inclined Officers offer
their support - and
their regrets - to the
offender who might
be considering a
violation of the
courts orders. MI Role Play .lnk
41

42.  A motivational approach is about finding the
middle ground of a consultant who works both
sides (the releasing authority and the offender).
Officers can work in partnership with the Offender,
while still being true to their court roles.
 Officers can respect personal choice but not always
approve of the offenders behavior. By their skills
and strategies, Officers can supervise for
compliance, and at the same time, increase
readiness for change.
42

43. ‣ 3 major aspects of successful Motivational
Interviewing
‣ Judging Readiness for Change
‣ 4 Principles of Motivational Interviewing
‣ Application of Motivational Interviewing
Principles and Practices during the case
management process
‣ Motivational Interviewing Techniques
1. OARS
2. EARS
43

44.  Collaborative
 Evocative
 Autonomous
44

45.  Not authoritative, but a partnership. Envision
two people sitting on a couch and looking at
a photo album. One explains and describes,
the other listens and asks for explanation
when necessary.
 Why would collaborative statements be part
of a successful motivational interview?
45

46.  Not ―I have what you need.‖ But ―You have
what you need, and I am going to help you
find it.‖ Everyone is motivated. There is a part
of them that wants to change.
 Why would evocative statements be part of a
successful motivational interview?
46

47.  Everyone has a choice. We need to remember
that no matter what we say it is ultimately up
to the offender. The more we understand
this, the less personal it becomes if they
make poor decisions.
 Why would this be part of a successful
motivational interview?
47

48.  MI research has identified four main
principles for targeting readiness to change.
 These four principles are:
1.Risk Principle – ―How Much‖
2.Need Principle – ―What Targets‖
3.Responsively Principle – ―How‖
4.Principle of Program Integrity – ―What Works‖
48

49.  I walk down the street.
 There is a deep hole in the sidewalk.
 I fall in.
 I am lost…I am helpless.
 It isn‘t my fault.
 It takes forever to find a way out.
49

50.  I walk down the street.
 There is a deep hole in the sidewalk.
 I pretend I don‘t see it.
 I fall in again.
 I can‘t believe I‘m in the same place.
 But it isn‘t my fault.
 It still takes a long time to get out.
50

51.  I walk down the street.
 There is a deep hole in the sidewalk.
 I see it there.
 I fall in…it‘s a habit…but my eyes are open.
 I know where I am.
 It is my fault.
 I get out immediately.
51

52.  I walk down the street.
 There is a deep hole in the sidewalk.
 I walk around it.
52

53.  I walk down a different street.
53

54. 1. Express Empathy
2. Develop Discrepancy
3. Roll with Resistance
4. Support Self-Efficacy
54

55. • Acceptance facilitates change.
• Skillful reflective listening is fundamental.
• Seek to understand the offender's perspective
without judging, criticizing or blaming.
• Ambivalence is normal.
55

56. • The offender rather than the officer/staff
should present the arguments for change.
• Change is motivated by a perceived
discrepancy between present behavior and
important goals or values.
56

57. • Avoid arguing for change.
• Resistance behavior should not be directly
opposed.
• New perspectives are invited but not
imposed.
• The offender is the primary resource in
finding answers and solutions.
• Resistance behavior is a signal to respond
differently.
57

58. • Belief in the possibility of change is an
important motivator.
• The offender is responsible for choosing
and carrying out personal change.
• The probation officer's own belief in the
offender‘s ability to change becomes a
self-fulfilling prophecy.
58

59.  Four basic principles are identified for effective
motivational interviewing:
1.Focus on understanding the dilemma (ambivalence)
2.Don’t be the one arguing for change
3.Evoke the offender’s own arguments for change
4.Encourage a realistic belief that change is possible
59

60. • Our first basic principle of effective motivational interviewing
is: focus on understanding the dilemma. For us to be able to
understand the dilemma, we must have a good set of
interviewing skills to utilize with the offender. One set of
these skills, can be remembered with a pneumonic device
called OARS.
• Motivational interviewing builds upon a skill set involving
client-centered interviewing skills. These skills revolve
around a four-part process that can be summed up with the
acronym OARS:
•O - Open Questions
•A - Affirm
•R - Reflect
•S - Summarize
60

61.  Reflection is a tool to help with the second principle of motivational
interviewing: Don‘t be the one arguing for change. If we argue for
change we will not get the same positive result as if we have the
offender decide to make the change herself. Reflection is a
worthwhile skill to combat the tendency to argue for change. This
next exercise will illustrate this.
 Keep in mind reflecting is NOT simply parroting back what the
speaker has said. You should always maintain eye contact with the
person you are talking to. Good reflective listening takes practice.
The more you do it, the more you use these skills the better you
will get at it.
 The interviewee will help you to get better at reflective listening.
Another key is to not be afraid of the silence. Use it to your
advantage. Remember, the focus of motivational interviewing is not
to ‗get enough information to complete the report‘ but that ‗I want
to motivate my interviewee for change.
61

62.  Now we begin to see the third basic principle of effective
motivational interviewing: Evoke the offender‘s own
arguments for change. By doing this, the offender hears
himself, in his own voice, saying what needs to be done. This
is a much more effective motivator than being told what
needs to occur.
 This is where you begin to blend in the need for two specific
types of questions: evocative and elaborating. Evocative
questions will encourage the offender to go into more depth
or explanation to provide new information; while elaborating
questions will encourage the offender to say more about
something they have already told you. By using these types of
questions, we will elicit these change talk statements from
the offender.
62

63.  E – Elaborating: Asking for elaboration, more
details, in what ways, provide an example
 A – Affirming: Commenting positively on the
person‘s statement
 R – Reflecting: Clarifies the interviewer‘s
meaning
 S – Summarizing: Collecting bundles or ‗chunks‘
of change talk
63

64.  Once you have encountered a significant amount of change
talk from the offender, and overcome resistance, it is time to
negotiate a plan for change and thereby create a change plan.
This involves a process of setting goals, considering change
options and eliciting a commitment for change from the
offender.
 By creating a change plan, we are encouraging a realistic
belief that change is possible. That‘s our fourth basic
principle of effective motivational interviewing.
64

65.  Change is predictable. It is a process that
moves through the following well-
defined stages:
◦ Pre-Contemplation
◦ Contemplation
◦ Preparation
◦ Action
◦ Maintenance
◦ Relapse
65

66. • Age: 39
• Criminal History: DUI x 2, Assault and Battery
• Family: Married, 2 children
• Work: Full-time construction for 2 years
• Substance use: Daily drinker w/ history of cocaine
use
66

67.  Confidence Levels
◦ 1-3
◦ 4-6
◦ 7-10
67

68. 68

69. Mark Stonex
P&P District Supervisor
Mark.Stonex@ky.gov
270-746-7420
69

70.  Over 4,000 individuals employed by KY
DOC
 22,344 offenders incarcerated
13 prisons, 80+ jails, 20+ halfway houses
 42,338 offenders under supervision
◦ ~ 30% on parole
◦ ~ 70% on probation
Population as of 9/28/2012
70

71. Release Year Recidivism Rate
@ 24 months
2000 28.90%
2001 30.00%
2002 31.70%
2003 35.40%
2004 33.00%
2005 34.00%
2006 35.00%
2007 32.00%
2008 29.50%
71

72. Mission:
To protect the citizens of the Commonwealth and to
provide a safe, secure and humane environment for
staff and offenders in carrying out the mandates of
the legislative and judicial processes; and to
provide opportunities for offenders to acquire skills
which facilitate non-criminal behavior.
72

73.  Population of KY = 4,339,367 (2010)
 One in 100: Behind Bars (2008)
◦ Kentucky prison population growth rate of 12%
 One in 31 (2009)
◦ For Kentucky, one in 35 adults is in prison or
under supervision
www.pewcenteronthestates.org
73

74. 74

75.  Use evocative questions to address their desire
to change:
◦ What worries you about your current situation?
◦ What makes you think you need to do something about
your problem?
◦ What is there about your behavior that you or other
people might see as reasons for concern?
◦ How has this stopped you from doing what you want to
do in life?
◦ How would you like for things to be different?
◦ What would you like your life to look like in 5 years?
◦ What are you thinking about your involvement with the
courts?
75

76.  Major change for the DOC to shift from:
Incarceration and Incarceration and
Supervision based Supervision based
on security/custody on risk and needs
levels
76

77.  Implement the use of a validated risk and
needs assessment tool
◦ Identify criminogenic needs
◦ Determine risk based on the needs
◦ Create opportunities that address the needs and
reduce the risk
77

78.  Anti-social cognition
 Anti-social companions
 Anti-social personality Criminal
 Family / Marital History
 Substance Abuse
 Employment
 School
 Leisure and/or recreation
78

79.  Detailed survey of risk and need factors
 Can be used in all forensic settings
 Appropriate for use with male and female
offenders 16 years of age and older
 Based on North American sample of 135,791
adult offenders
 Gender and population based norms
79

80.  To provide a record of case information
from intake to case closure
 To provide a record of case processing and
service provision
 To supply a common language across
systems
 To link case and service information
consistently
 To link assessment and service with
evidence-based approaches
80

81. A. Offender History Form
1. General Risk/Need Factors
2. Specific Risk/Need Factors
3. Prison Experience – Institutional Factors
4. Other Client Issues
5. Special Responsivity Considerations
6. Risk/Need Summary/Override
7. Risk/Need Profile
8. Program/Placement Decision
9. Case Management Plan
10. Progress Record
11. Discharge Summary
81 81

82. Sequencing of the Sections
82 82

83. LS/CMITM Section 1 The “Central Eight”
Subcomponents Criminogenic Needs
Criminal History History of Antisocial Behavior
Education/Employment Education/Employment
Family/Marital Family/Marital
Leisure/Recreation Leisure/Recreation
Companions Antisocial Associates
Alcohol/Drug Problem Substance Abuse
Procriminal Attitude/Orientation Antisocial Attitudes
Antisocial Pattern Antisocial Personality Pattern
83

84. RNR Principles of Effective
Correctional Treatment
 Risk: The level of service should vary with level of risk
 Need: Appropriate intermediate targets of change
(criminogenic needs)
 Responsivity:
 General, use behavioral, social learning, cognitive behavioral
strategies
 Specific, match intervention modes and strategies to learning
styles, motivation, and demographics of case
 Professional Discretion: Non-adherence for specified reasons
 Tx Integrity: The correct dosage delivered by qualified providers
84

85. Risk Principle
• Match level of services to level of risk
• Prioritize Supervision and Treatment
Resources for Higher-Risk Offenders
85 85

86. Patterns in Risk Level & Tx Intensity
Offender % Recidivism: Impact on Authors of
RISK LEVEL Tx BY RISK LEVEL RECIDIVISM Study
Minimum Intensive
Low Risk 16% 22% ( 6%) O‟Donnell et al.,
1971
High Risk 78% 56% ( 22%)
Low Risk 3% 10% ( 7%) Baird et al.,
1979
High Risk 37% 18% ( 19%)
Low Risk 12% 17% ( 5%) Andrews & Kiessling,
1980
High Risk 58% 31% ( 27%)
Low Risk 12% 29% ( 17%) Andrews & Friesen,
1987
High Risk 92% 25% ( 67%)
* Some studies combined intensive Tx with supervision or other services
86

87. Offender Risk of Recidivism
Resembles a Bell-Shaped Curve (Normal Distribution)
87

88. Triage: Cutting the “Tail” Off One End of Your Caseload
Low Risk Offender – has
more favorable pro-social
thinking and behavior
than other risk levels.
Divert to
administrative
supervision.
88

89. Need Principle
• Match Services (Interventions) to
Criminogenic Needs
• Prioritize treatment to highest scoring
criminogenic needs
• In the case of a tie, treat the intrinsic need
first
89

90.  Antisocial Attitudes .21 (78)
 Self-Control Deficits .22 (59)
 Antisocial Associates .21 (51)
 Non-Criminal Alternative
Behavior in High-Risk
Situations .22 (18)
 Family Process .29 (30)
 School/Work .15 (88)
 Substance Abuse .11 (36) ns
 Leisure Recreation not tested
90

91. Responsivity Principle
• General responsivity principle – use
behavioral, social learning, cognitive
behavioral strategies
• Specific responsivity principle – match
intervention modes and strategies to
learning styles, motivation, and
demographics of case
91

92. Adherence with
General Responsivity
 General responsivity .40
 Plus core correctional practices
(relationship and structuring skills) .43
 Plus selection, training and clinical
supervision of staff .46
92

93.  CBT treats emotional and behavioral
disorders as maladaptive learned
responses that can be replaced by
healthier responses
 Action-oriented, using behavior
modification techniques
 Behavioral homework assignments and journal keeping
 Rehearsal of productive thinking patterns
 Modeling of coping skills followed by rehearsal, then
coaching
93 93

94. Specific Responsivity Principle
• Match treatment mode to offender
characteristics
• Examples – language/learning style; race/
gender/ethnicity; motivational level
94 94

95. Specific Responsivity Examples
Key offender characteristics being addressed by
different modes of treatment:
 Psychopathy
 Motivational level
 Gender-specific programming
 Culturally-specific programming
 Integrate the several personality models
 Static and dynamic responsivity factors
 Mental disorder
95

96. Mean Effect Size by Adherence to RNR
0.30
.26
0.25
Mean Effect Size
0.20 .18
0.15
0.10
0.05 .02
-.02
0.00
-0.05 0 1 2 3
# of RNR Principles Adhered To
96 96

97. Program Characteristics Recidivism
Routine Probation (P) 50%
P + Minimal Program 46%
(Programs with average effect size)
P + Best Intervention Type 40%
(Programs with largest effect size)
P + B + Good Implementation (I) 35%
P + B + I + Over 6 Months Duration 32%
Source: Blueprints for Violence Prevention (2001). The importance of implementation fidelity.
Blueprints News, Vol. 2 (1).
97

98. Treatment Effectiveness
Percentage Reduction in Recidivism in 154 Controlled Studies
30
30%
20
10 13%
0
-7% -7% - 6%
-10
Traditional ISPs Inappropriate Unspecified Appropriate
Punishments Treatment Treatment Treatment
(30 studies) (47 studies) (32 studies) (54 studies) (38 studies)
Sources: (1) An Overview of Treatment Effectiveness, D.A. Andrews, 1994.
(2) Effects of Community Sanctions and incarceration on recidivism, P. Gendreau, 2001.
98

99. Impediment to More Pro-social
Recidivism Wall: Thinking & Behavior
“Central Eight”
Criminogenic
Needs
99

100. Static and Dynamic Items
Static Items Dynamic Items
• Age • Pro-criminal attitudes
• Gender • Criminal associates
• Race • Dysfunctional
family relations
• Criminal history
• Alcohol/drug problems
• Intellectual functioning
• Low self-control
• Education/employment
• Leisure/recreation
10
0

101. LS/CMI™ Risk/Need Scores
10
1

102. Semi-Structured Interviewing –
Three Stages
(2)
Information-gathering
„Funnel‟
(1) (3)
Setup Close-out
10
2

103.  What do you like about marijuana?
 Where did you grow up?
 How will you cut down on your drinking?
 Are you willing to join the group?
 What brings you here today?
 Do you want to stay in this relationship?
 Have you ever thought about walking as a
simple form of relaxation?
 Is it important to have meaning in your life?
10
3

104.  In the past, how have you overcome other
obstacles in your life?
 Are you willing to try this for a week?
 In what ways is your anger a problem for you?
 Do you care about your family?
 What are the most important reasons why you
want to manage your emotions?
 Have you set a date for quitting drinking?
 Is this an open-ended question?
10
4

105. Active Listening Skills (OARS)
1) Open Questions
2) Affirmations
3) Reflections
4) Summarizations
10
5

106.  Understand the importance of Normative
Feedback
◦ Give the offender a choice of learning the outcomes
of his/her assessment
◦ Provide information about the scored results
◦ Explore the offender‘s reaction
10
6

107. 10
7

108. 10
8

109. 10
9

110.  Have the ability to run reports to gather
summary information about different facilities
or districts
 Have the opportunity to break down into
areas in facilities or districts and even staff
members
11
0

111.  Get out of the way / Leave them alone
◦ Intensive treatment for low risk offenders can
actually INCREASE risk of recidivism
 Zero In
◦ Target those with high probability of recidivism
 Live in their back pocket
◦ Provide most intensive treatment available
11
1

112. 11
2

113. Assessments conducted
7/2010-7/2012 11
3

114. Assessments conducted
7/2010-7/2012 11
4

115. Assessments conducted
7/2010-7/2012 11
5

116.  Local Jails and Halfway Houses
◦ Leisure/Recreation
◦ Antisocial Companions
◦ Education / Employment
◦ Criminal History
 Adult Institutions
◦ Leisure/Recreation
◦ Antisocial Companions
◦ Criminal History
 Probation and Parole
◦ Leisure/Recreation
11
6

117. Lisa K. Howard
Program Administrator
Lisak.howard@ky.gov
502-782-2313
11
7

118.  You‘ve learned how to communicate with an
offender (motivational interviewing)
 You‘ve learned how to assess an offender
(LS/CMI)
 Now to learn about developing an effective
case management plan
11
8

119.  Criminal courts
 Corrections
 Parole Board
 Mental Health agencies
 Public health agencies
 Veteran‘s Affairs
 Housing Authorities
 Employment services
 Social Service agencies
 Faith-based agencies
 Communities / average citizens
11
9

120.  Evidence Based vs. Promising Practices
◦ EBP: specific and defined outcomes through formal
research (reductions in recidivism, increased
employment, improved behavior)
◦ Promising Practices: general agreement among
experienced professionals that these strategies are
important and beneficial (barriers programs)
12
0

121.  If results are not measured, successes cannot
be distinguished from failures.
 If successes cannot be distinguished, they
cannot be replicated.
 If failure cannot be identified, they cannot be
corrected.
 If results cannot be demonstrated, support
cannot be secured.
12
1

122.  All services should be monitored for
effectiveness
 Staff need to feel supported in these ways:
◦ Policies and procedures
◦ Supervision and technical support services
◦ Training to enhance knowledge, skills and abilities
◦ RESOURCES!!!!
12
2

123. Examples of EBP
 ACT Assertive Community Treatment
 IDDT Integrated Dual Disorder Treatment
 FPE Family Psycho-Education
 DBT Dialectical Behavior Treatment
 CBT Cognitive Behavior Therapy
 MI Motivational Interviewing
 MRT Moral Reconation Therapy
 TCM Targeted Case Management
 SE Supported Employment
 SH Supported Housing
12
3

124.  Can we mitigate risk without compromising
the legal status?
 A large number of defendants placed on
pretrial supervision with a secured bond.
 A large number of high risk defendants
unsuccessful due to technical violations?
 It works!
12
4

125.  If DOC releases 18,000 offenders in 2012,
and we have a 1% reduction in the recidivism
rate, we‘ll save $678,000 + in incarceration
costs in just one year.
 Link between Treatment and Recidivism
◦ Criminal Sanction -.07
◦ Inappropriate Treatment -.06
◦ Appropriate Treatment .30
12
5

126.  Punishment, sanctions or incarceration
 Scared straight type programs
 Physical Challenge programs
 Boot camp type programs
 Shaming programs
12
6

127.  Programs that:
◦ Focus on criminogenic needs
◦ Match right offender to the right program
◦ Use a cognitive behavioral approach
◦ Use positive reinforcements
◦ Seek right levels of dosage/intensity
◦ Have built-in quality assurance
12
7

128.  Discovering and using What Works strategies
◦ Evidence-based practices
◦ Outcome measures
 Tool development and utilization
◦ We have been heavily involved in equipping staff
and hoping they utilize what works.
 Effective Delivery
◦ Effective delivery is every bit as important as how
effective the program itself is.
12
8

129. Conceptualizing Case Plan Priorities
1) Identify the need/target areas that scored highest on the
LS/CMITM subcomponents.
2) For which target areas are local treatments/interventions
currently available?
3) On which areas is the offender most motivated to work?
4) Which areas are more intrinsic?
5) Which areas relate to terms and conditions imposed by the
court/parole board?
6) Which subcomponent areas are most connected to the non-
criminogenic needs of this client?
7) Which areas are associated with strengths/protective factors?
12
9

130.  Limited housing
 Unemployment
 Educational needs
 Mental Health Issues
 Healthcare needs
 Financial instability
 Family concerns
 Public perceptions
 Transportation
13
0

131.  Effective case management plan
◦ Develop a plan with the offender to address
criminogenic needs and reentry barriers
◦ Plan should provide achievable goals and action steps
◦ Prioritize goals based on need and motivation
◦ Timelines should be reviewed regularly
◦ As goals are accomplished, case management plan
shall be updated
13
1

132. ◦ The LS/CMI is like the address
◦ The Case Management Plan is the
directions
◦ Programs / interventions are the
landmarks
13
2

133.  ―Case Manager‖
 ―Offender‖
 ―Inputs‖
 ―Assessment‖
 ―Case Management Team‖
13
3

134.  Assessment
 Case Planning
 Intervention
 Ongoing Assessment
13
4

135. 13
5

136.  LS/CMI
 Criminogenic Needs
13
6

137.  The strategic use of resources utilizing evidence
based practices to enhance community safety
through the prevention of future victimization.
Case management assesses, motivates, and
provides targeted interventions to offenders
addressing risks for recidivism, strengths, needs,
and responsivity.
 …or Where the Rubber Meets the Road.
13
7

138.  Involve the Offender in the Plan creation
 This can go a couple of different ways…
13
8

139. ―I‘m not doing that and you can‘t
make me!‖
13
9

140.  Denial and rationalization
 Dig
in their heels, argue, and refuse to
comply with the process.
This Offender will throw away the CMP in the
office trash can.
14
0

141.  Explain the process, create some goals, and
move on.
 Pick your battles!
14
1

142. ―Yea, that sounds like a great idea.‖
14
2

143.  Will agree to most any suggestions you make.
 Provide non-aggressive excuses
This Offender will throw away the CMP once
they get home.
14
3

144. ―How can I find an AA Sponsor?‖
14
4

145. This Offender will photo copy their
CMP for Mom.
14
5

146.  Traditional custody and supervision
framework.
◦ Only consequences and violations
◦ Authoritarian
 ONLY helping the offender and giving them
positive feedback.
14
6

147.  Reduce risk of recidivism through addressing
the Criminogenic Needs
 Evidence Based Practices and Programs
 Positive interactions with the Offender
14
7

148.  Offender progress and desired outcomes, or
regression and what to do about it.
 Minor and Major Transitions
14
8

149. 14
9

150. Reduced Criminal Behavior
=
Increased Public Safety
15
0

151.  Offender becomes part of their own success
or failure
 Organized way to track offender efforts and
goals.
15
1

152.  Return to being a productive member of the
community
 Restitution to Community or Victims
15
2

153.  Enhance effectiveness of rehabilitation at
every opportunity
15
3

154.  Hope
 Re-Integration
 Self-sufficiency
15
4

155.  Staff do it EVERYDAY
 Creative outlet for staff and offender
 Revealswhich offenders are working and
which are not
15
5

156.  Electronic Document
 Create Goals and Tasks
 Leads to Measurable Success
 Single,
dynamic plan that follows the
Offender throughout the system
15
6

157. 15
7

158. 15
8

159.  Provides Criminogenic Needs
 Starting point for Goal creation
 Builds a rapport with the Offender
15
9

160.  What if the Offender already has an LS/CMI?
◦ Use the LS/CMI Report
◦ Talk to the Offender!
◦ Contact the previous Case Manager
16
0

161.  LS/CMI
 What additional Inputs go into the CMP?
The Offender‘s thoughts and feelings
File Reviews
Experience with Offender and Interviews
Previous Case Manager
Case Management Team Members …
Offender Self-Assessment
16
1

162. 16
2

163. 16
3

164.  Difference in LS/CMI Strengths and Case
Management Plan Strengths
◦ Doesn‘t have to impact the risk level of a
criminogenic need
◦ Enables you to assist the offender in identifying
their own strengths
16
4

165. 16
5

166.  Where do these come from?
 When do they apply?
16
6

167. 16
7

168.  Responsivity Principle
 Examples of responsivity issues
◦ Motivation
◦ Denial
◦ Maturity
◦ Concrete Oriented Thinking
 Ways to address responsivity
16
8

169. 16
9

170.  Goals should address the highest scoring
Criminogenic Needs
 Case Managers guide the Offender in setting
their own goals.
17
0

171. 17
1

172. Successfully complete
Legal Problems and Diversion Program for
Criminal Behavior Drug Possession
conviction
172

173. Criminogenic Needs and Goals
Education and
Obtain GED
Employment
173

174. Criminogenic Needs and Goals
Improve relationship
Family and Marital
with daughter
174

175. Criminogenic Needs and Goals
Leisure and Recreation Volunteer in the
Community
175

176. Criminogenic Needs and Goals
Participate in positive
Antisocial Associates
group activity
176

177. Criminogenic Needs and Goals
Substance Abuse Achieve sobriety
177

178. Criminogenic Needs and Goals
No negative encounters
Antisocial attitudes with law enforcement for 6
months
178

179. Criminogenic Needs and Goals
Antisocial Personality Complete 90 Days
Pattern Violation free
179

180.  Goals are the overarching Objectives:
◦ Achieve Sobriety
◦ Obtain GED
Goals are conceptual
Tasks are concrete
18
0

181.  Tasks are the steps that will lead to
accomplishing the Goal
181

182. Obtain Associates Degree Get transcripts and
in Culinary Arts from documents needed for
Sullivan University application
Contact Sullivan University
Financial Aid Office for
assistance
Save $100.00 per month
for education expenses
182

183. S Specific
M Measurable
A Achievable
R Reasonable
T Time-Limited
18
3

184.  State in detail what is to be achieved
or accomplished
 ―Get transcripts and documents
needed for application.‖
18
4

185.  How will you know if the expectation
has been achieved?
 ―Get transcripts and documents
needed for application.‖
18
5

186.  Is the Offender capable of accomplishing the
Task?
 ―Save $100.00 per month for education
expenses.‖
18
6

187.  The Offender has the ability, the time, and
the resources to accomplish the Task.
 ―Contact Sullivan University Financial Aid
Office for assistance‖
18
7

188.  The amount of time is specified or
limited.
18
8

189. Successfully complete
Diversion Program for Be present at all
Drug Possession scheduled Court dates
conviction
Attend Court mandated
classes for Drug
Possession conviction at
New Horizons IOP
Pay all Court fees on time
and in full
189

190. Complete TABE Testing at
Obtain GED
scheduled date and time
Meet with Adult Education
Counselor to enroll in ABE
Classes
190

191. Complete TABE Testing at
Obtain GED
scheduled date and time
Sign up for GED Classes
at the School and attend
classes when chosen from
the Wait List
Go to the Library and
check out a GED Prep
Manual
191

192. Obtain Employment within
Write a Resume
6 months
Fill out five job applications
per week
Follow up on applications
and interview when asked
192

193. Attend family counseling
Improve relationship with sessions at North Springs
daughter Counseling Group with
daughter
Attend Parenting Program
at Seven Counties
Plan a weekend activity
with daughter, two times a
month
193

194. Improve relationship with Write at least one letter per
daughter week to daughter
Apply to Inside Out Dads
program and attend when
chosen from the Wait List
Add daughter and mother
to visitation list in March
194

195. Volunteer at First
Volunteer in the
Methodist Church, at least
Community
two times per month
195

196. Join recreational adult
Participate in positive
softball league and attend
group activity
games and practices
196

197. Apply to Rainbow IOP
Achieve sobriety Clinic and attend program
when admitted
Attend three AA Meetings
per week at First Methodist
Church
Successfully pass Court
mandated drug testing for
the next six months
197

198. Make a plan for how to
No negative encounters
react if questioned or
with law enforcement for 6
approached by law
months
enforcement
Consistently obey traffic
laws
Obtain valid State
Identification
198

199. Make a plan for how to
Stay Out of Segregation
react if questioned or
for 90 Days
corrected by Prison Staff
Go to Recreation and do at
least 30 minutes of aerobic
activity each day
Apply to Moral Reconation
Therapy and attend when
chosen from the Wait List
199

200. Report to District 3 P&P
Complete 90 Days
Office on time for all
Violation free
scheduled meetings
Complete PORTAL
200

201.  Tasks form the corner stones of the CMP
 The work is done here
20
1

202.  Set points along the way that demonstrate
progress toward the overall goal.
 Celebrate accomplishing key tasks!
20
2

203.  Goals are where you and the Offender are
trying to get.
 Tasks are the steps you will take to get there.
20
3

204.  Portion Control
 Stabilization
 Risk Reduction
 Risk Containment
20
4

205.  Programs
◦ Evidence Based
◦ Barriers
20
5

206. 20
6

207.  Staff Actions are often very simple, but can
have a lot of impact.
 You set the tone of the entire process.
20
7

208.  Provide contact information for local
rehabilitation programs
 Verify attendance at AA/NA via sign in sheet
 Conduct routine urinalysis to include testing
for marijuana and cocaine
20
8

209.  Role play with offender to practice Domestic
Violence Action Plan
 Provide contact information for local legal
resources
 Establish an emergency after hours contact
procedure
20
9

210.  Case Managers must collaborate with the
Offender.
 Offenders need your help and guidance to
achieve their goals.
21
0

211.  Everyone wants to feel valuable
 Everyone wants respect
 The power of Hope
21
1

212. Problem Solver
Instructor
Motivator
Advocate
Source of Information
Liaison
Role Model
Change Agent
21
2

213.  Mutual Respect
 Openness
 Empathy
 Attentiveness
 Genuineness
 Flexibility
 Structure and Support
21
3

214.  Role Modeling
 Communication and interaction can be the
best interventions
21
4

215. 21
5

216. 21
6

217.  Received GED
 Graduated Substance Abuse Program
 Refusal Form Signed
 Offender is currently on waiting list
21
7

218. 21
8

219.  Plans will change over time
 Periodically reevaluate Interventions
◦ Are we reducing risk
◦ Should we change course
 Reducing risk over time
21
9

220. 22
0

221.  Goal Creation process is the same
 Tasks associated with Non-Criminogenic
Needs must be S.M.A.R.T. as well!
22
1

222. Attend Financial Peace
Improve financial situation University at First
Methodist Church.
Pay all household bills on
time
Create a debt repayment
plan
22
2

223. Take medications at
Improve mental health morning and afternoon
medline everyday
Apply to the Challenges
Program and attend when
chosen from the wait list
22
3

224. Move out of boyfriend’s Apply for housing
apartment assistance
Make an alternative
housing plan
Save $50.00 a week for
deposit fee
22
4

225. 22
5

226. 22
6

227. 22
7

228.  Offender
 Case Manager
 Social Service Clinician
 Medical provider
 Mental Health provider CMP
 Educator
 Reentry Liaison
 Key Stakeholders
22
8

229. The Case Manager is the Quarterback and Resource Broker.
22
9

230.  What partners are
available in your
community to provide
services?
 What if the needed
partners do not exist or
are not available?
23
0

231.  What do you do when no resources seem
readily available?
 Use your lifelines!
23
1

232.  Both of these extremes can challenge staff
 Find respective strengths and use them!
23
2

233.  Urban: resource rich with structured
programs
23
3

234.  Rural: Few structured programs
 Family and community support may be
strong
23
4

235.  24/7 Dads
 Moral Reconation Therapy (MRT)
 Thinking for a Change (T4C)
 Relapse Prevention Therapy
 EPICS-Effective Practices in Community Supervision
 PORTAL
23
5

236.  Emphasize involving the Offender in creating
solutions to complex problems
 Use your lifelines!
23
6

237. 23
7

238. 23
8

239. 23
9

240. 24
0

241. 24
1

242.  Explain the purpose of the Case Management
Plan to the Offender
 Explain how the CMP works, and what each
section means
 Let them ask questions
24
2

243.  The directives are too difficult for me to meet.
◦ You‘re working hard to try and comply with the
conditions.
 There are just too many rules for me to abide by.
◦ Sounds like your frustrated with your conditions
of supervision.
 Why are you hassling me? My buddy is supervised
by Mr. _______ and he never hassles him like this!
◦ My role is for you to be successful – how can I be
more helpful in having you abide by the rules?
24
3

244.  Reentry Hotline (1st in the nation)
◦ 1-877-INMATE-4 or 1-877-466283-4
 Reentry Taskforces (11 across the state)
◦ www.kentuckyreentry.org
 The Tool Kit newsletter (for staff)
◦ www.corrections.ky.gov/reentry
 Homeward Bound newsletter (for offenders)
◦ www.corrections.ky.gov/reentry
24
4

245. Impact
Offender
Staff
Community
24
5

246.  Apply actuarial risk tools to predict the
likelihood of risk of flight and danger to the
community.
 Provide the least restrictive supervision
necessary to effectively monitor compliance.
 Report violations of bail conditions which
indicate an increased risk of Pretrial failure to
the court with a recommendation for
modified bail conditions to mitigate risk.
24
6

247.  Use evidence-based practices to gain
compliance and increase defendant
engagement and motivation through
strength-based and motivational interviewing
techniques.
 Use fidelity measures, data and evaluation to
ensure quality and determine effectiveness of
services to guide decision-making.
24
7

248.  If you could do anything to assist an
offender‘s reentry – what would it be?
 What‘s on your reentry bucket list?
 Tell me about a time that you felt you really
impacted reentry…
24
8

249. 24
9

250. Brigid Adams
Reentry Branch Manager
Brigid.Adams@ky.gov
502-782-2254
25
0