Maximizing the benefit of the carey guides
Download
1 / 75

Maximizing the Benefit of the Carey Guides - PowerPoint PPT Presentation


  • 972 Views
  • Updated On :

Maximizing the Benefit of the Carey Guides. A Hands-On Workshop. Introductions and Goals. Objectives Understand the purpose of the Guides Understand the theory behind the Guides Understand how to use them properly Understand their limitations Demonstrate effective use behaviorally.

Related searches for Maximizing the Benefit of the Carey Guides

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'Maximizing the Benefit of the Carey Guides' - Albert_Lan


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

Introductions and goals l.jpg
Introductions and Goals

  • Objectives

    • Understand the purpose of the Guides

    • Understand the theory behind the Guides

    • Understand how to use them properly

    • Understand their limitations

    • Demonstrate effective use behaviorally

The Carey Group; 2009


Assumption l.jpg
Assumption

  • All participants have been trained in evidence based practices concepts

  • We will do a short recap of the key elements around risk, need, and responsivity

The Carey Group; 2009


Discussion l.jpg
Discussion

  • When you are going to greet your next appointment, what preparation thoughts are running through your head? What is your objective?

  • How much do you prepare?

  • How do you use the case plan?

  • How much do you control the interview objective?

  • How much impact are you having?

The Carey Group; 2009


Five dimensions of successful ebp staff l.jpg
Five Dimensions of Successful EBP Staff

  • “The Importance of Staff Practice in Delivering Effective Correctional Treatment: A Meta-Analytic Review of Core Correctional Practice”

    Craig Dowden and D.A.Andrews

The Carey Group; 2009



Five dimensions of successful ebp staff continued l.jpg
Five dimensions of Successful EBP Staff (continued)

The Carey Group; 2009


Agenda l.jpg
Agenda

  • Introductions and Goals

  • Why Carey Guides?

  • Theory linkage between EBP and Carey Guides

  • How to best utilize

    • Blue Guides – Criminogenic Needs

    • Red Guides – Case Planning

  • Practice sessions

  • Remaining Q and A

The Carey Group; 2009


Goal one of five l.jpg
Goal One of Five

  • Why Carey Guides?

  • Theory linkage between EBP and Carey Guides

  • How to best utilize

    • Blue Guides – Criminogenic Needs

    • Red Guides – Case Planning

  • Practice sessions

  • Remaining Q and A

The Carey Group; 2009


Why carey guides l.jpg
Why Carey Guides?

  • Most commmon question after ebp training:

    • “Ok, Ok, I get it. I understand that I have to target criminogenic needs. But…..”

      • “How do I do this when I only have 15 minutes with a probationer. How can I change their behavior during that time?”

      • “How am I supposed to do this when I don’t have resources to send them to?”

      • “How realistic is this? They aren’t motivated”

The Carey Group; 2009


Therapist competency and recidivism fft and art l.jpg
Therapist Competency and Recidivism (FFT and ART)

Source: Washington State Institute for Public Policy, 2004

Outcome Evaluation of Washington State’s Research-Based Programs for Juvenile Offenders

The Carey Group; 2009


Fft results l.jpg
FFT Results

The Carey Group; 2009


Art results l.jpg
ART Results

The Carey Group; 2009


For the case manager carey guides are designed to l.jpg
For the Case ManagerCarey Guides are Designed to:

  • Target your intervention in 1-1 session on the top criminogenic needs

  • This is NOT DESIGNED TO BE AN ADD-ON

    • It is HOW you spend the time

    • It does require that you spend sufficient time

The Carey Group; 2009


Bonta black box research 08 l.jpg
Bonta “Black Box” Research (08).

Exploring the Black Box of Community Supervision Journal of Offender Rehabilitation, Vol. 47(3), 2008. Pp. 248–270

The Carey Group; 2009


Time devoted to discussion on criminogenic needs l.jpg
Time Devoted to Discussion on Criminogenic Needs

The Carey Group; 2009


For the case manager carey guides are designed to17 l.jpg
For the Case ManagerCarey Guides are Designed to:

  • Structure your interview and give a clear purpose/objective

  • Avoid subject wandering

  • Aid in your case planning and management (place on the case plan)

  • Be readily available at a moment’s notice when the need arises

The Carey Group; 2009


For the probationers carey guides are designed to l.jpg
For the ProbationersCarey Guides are Designed to:

  • Be simple and easy to understand

  • Be used for juvenile and adult; male and female (with clinical adjustments by case manager)

  • Be used as homework/assignment or completed in lobby prior to appointment

  • For the pre-contemplative offender

The Carey Group; 2009


Stages of change l.jpg
Stages of Change

  • Reminder of the likely motivation level of offender

  • Circumstances required for change to occur

  • Expect gradual, non-linear change

  • Expect relapse

  • Avoid discouragement

The Carey Group; 2009


More effective if strength based l.jpg
More Effective if Strength Based

  • Some Key Reminders:

    • Focus on strength, not pathology/deficits

    • Need for strong bond between case manager and client

    • Needs and goals influenced by offender

    • Aggressive outreach by case manager

    • Case manager assists ability to learn, grow, and change; give choices

    • Use praise and reinforcements

The Carey Group; 2009


Guide tools l.jpg
Guide Tools

The Carey Group; 2009


Slide22 l.jpg

Response to stages

PERMANENT EXIT

Avoid Demoralization

Relapse

Maintenance

Provide Information

Relapse Prevention

Pre-Contemplation

Action

ENTER

HERE

Practical Strategies

Contemplation

TEMPORARY

EXIT

Increase Ambivalence

BY: Prochaska & Diclemente

The Carey Group; 2009


Slide23 l.jpg

Response to stages

PERMANENT EXIT

Relapse

Late Tools

Maintenance

Pre-Contemplation

Action

ENTER

HERE

Middle Tools

Early Tools

Contemplation

TEMPORARY

EXIT

BY: Prochaska & Diclemente

The Carey Group; 2009


As an intervention carey guides are designed to l.jpg
As an interventionCarey Guides are Designed to:

  • Be used:

    • As a sole, standalone intervention

    • As a way to reinforce what is being learned in other programming (extend circumstances whereby learning is applied)

    • As an ad hoc intervention when a behavior or attitude emerges (teaching moment)

The Carey Group; 2009


Example as a sole standalone intervention l.jpg
Example as a sole, standalone intervention

  • Use it as a sole intervention when the offender:

    • Can’t get into a program (due to lack of availability, time constraints, fees, other reasons)

    • Does not appreciate why they need a program (ie, use it as a motivation enhancement technique-a pre-contemplative primer) and you want to prepare him/her for a referral

The Carey Group; 2009


Example as a way to reinforce what is being learned in other programming l.jpg
Example as a way to reinforce what is being learned in other programming

  • Use it as reinforcement when the offender:

    • Has graduated from a program that addressed the criminogenic need and you can reinforce what they learned

    • Needs to demonstrate to you that he/she learned what they needed to learn in the program from which they graduated from

    • Went through a program but didn’t graduate (but still learned skills)

The Carey Group; 2009


Recidivism rates t4c l.jpg
Recidivism Rates (T4C) programming

28%

reduction

50%

reduction

Source: Latessa and Lowenkamp, 2006, Tippecanoe County, Indiana,

The Carey Group; 2009


Example as an ad hoc intervention when a behavior or attitude emerges l.jpg
Example as an ad hoc intervention when a behavior programmingor attitude emerges

  • Use it as an ad hoc intervention when the offender:

    • Experiences an event that exposes a problem solving deficit

    • Acts inappropriately around a criminogenic need

    • Is in potential violation of his/her supervision

    • Look for teachable moments!

The Carey Group; 2009


Matching exercise l.jpg
Matching Exercise programming

  • Go to the exercise booklet and match the use with the need

Possible Uses

  • Sole, standalone intervention

  • Reinforce what wa learned in other program

  • Transfer what was learned in program

  • Ad hoc-teachable moment

  • Get treatment ready

The Carey Group; 2009


Goal two of five l.jpg
Goal Two of Five programming

  • Why Carey Guides?

  • Theory linkage between EBP and Carey Guides

  • How to best utilize

    • Blue Guides – Criminogenic Needs

    • Red Guides – Case Planning

  • Practice sessions

  • Remaining Q and A

The Carey Group; 2009


Reminder risk need responsivity l.jpg
Reminder: programmingRisk, Need, Responsivity

  • Risk is the who

  • Need is the what

  • Responsivity is the how

The Carey Group; 2009


Potential impact on recidivism l.jpg
Potential Impact on Recidivism programming

The Carey Group; 2009


The big four l.jpg
The Big Four programming

The Carey Group; 2009

Adapted from Ed Latessa, Ph.D.


The next four l.jpg
The Next Four programming

The Carey Group; 2009

Adapted from Ed Latessa, Ph.D.


Slide35 l.jpg

Recidivism Reductions as a Function of Targeting Multiple Criminogenic vs.

Non-Criminogenic Needs*

Better outcomes

More criminogenic than non-criminogenic needs

More non-criminogenic than criminogenic needs

Poorer outcomes

(Andrews, Dowden, & Gendreau, 1999; Dowden, 1998)

The Carey Group; 2009


Need principle l.jpg
Need Principle Criminogenic vs.

Criminogenic

Anti social attitudes

Anti social friends

Substance abuse

Lack of empathy

Impulsive behavior

Non-Criminogenic

Anxiety

Mental illness (most types)

Leadership

Low self esteem

Creative abilities

Medical needs

Physical conditioning

36

The Carey Group; 2009


Responsivity l.jpg
Responsivity Criminogenic vs.

Reminder:

Average recidivism reduction/gain

Inappropriate treatment -.06

Appropriate treatment .30

37

The Carey Group; 2009


Responsivity principle l.jpg
Responsivity Principle Criminogenic vs.

Styles & modes of service must be matched to the learning styles & abilities of the offender

Matching the characteristics of the individual offender to the intervention; AND

Matching the personnel delivering the service to the population

38

The Carey Group; 2009


Responsivity principle39 l.jpg
Responsivity Criminogenic vs. Principle

Motivation

Learning Style

Gender

Age

Culture

Anxiety

Depression

Mental Illness

Intelligence

Learning Disability

39

The Carey Group; 2009


How people change l.jpg
How people change Criminogenic vs.

  • Social Learning Theory

    • The most powerful theory on behavioral shaping

The Carey Group; 2009


Theories to treatment l.jpg
Theories to Treatment Criminogenic vs.

The Carey Group; 2009


Slide42 l.jpg

Skill Criminogenic vs.

Stated Knowledge

BEHAVIOR

Cognitive Theory

What and How the

Higher Risk Offender

Thinks, Feels, and Behaves

THOUGHTS

FEELINGS

More likely

aware

COGNITIVE STRUCTURE

(THINKING PATTERNS)

BELIEFS AND ATTITUDES

Underneath

The surface

The Carey Group; 2009


How to change social learning l.jpg
How to Change: Social Learning Criminogenic vs.

  • A role model the individual can relate to

  • Direct instruction

  • Demonstration

  • Role play

  • Positive reinforcement

  • Feedback

  • Skill practice

  • Transfer of skill

  • Use of sanctions and rewards

  • Relapse planning

The Carey Group; 2009


Key components of positive reinforcement l.jpg
Key components of Criminogenic vs. Positive Reinforcement

  • Noticing (most of us don’t notice behavior unless it is negative)

  • Praise progress, any progress

  • The more attention you pay to a behavior, the more it will be repeated

The Carey Group; 2009


Remember l.jpg
Remember…… Criminogenic vs.

  • It works best when it contains behavioral components

    • Use of role plays

    • Practice skill

    • Report on application outside of classwork

The Carey Group; 2009


Behavioral vs non behavioral l.jpg
Behavioral vs. Non-Behavioral Criminogenic vs.

Percentage of Reduced

Recidivism

Percentage

of Increased

Recidivism

Source: Andrews, D.A.1994. An Overview of Treatment Effectiveness.

Research and Clinical Principles, Department of Psychology, Carleton University.

*The n refers to the number of studies


Our supervision approach should be behavioral l.jpg
Our Supervision Approach Criminogenic vs. Should be Behavioral

  • Use rewards and punishers effectively

  • Train, practice, rehearse offenders in pro-social alternatives

  • Completion criteria should be based on acquisition of prosocial skills

The Carey Group; 2009


Goal three of five l.jpg
Goal Three of Five Criminogenic vs.

  • Introductions and Goals

  • Why Carey Guides?

  • Theory linkage between EBP and Carey Guides

  • How to best utilize

    • Blue Guides – Criminogenic Needs

    • Red Guides – Case Planning

  • Practice sessions

  • Remaining Q and A

  • Wrap Up

The Carey Group; 2009


Criminogenic needs l.jpg
Criminogenic Needs Criminogenic vs.

Blue Guides:


Criminogenic needs continued l.jpg

Blue Guides: Criminogenic vs.

Criminogenic Needs(continued)


Challenging case management topics l.jpg
Challenging Case Management Topics Criminogenic vs.

Red Guides:


Challenging case management topics continued l.jpg

Red Guides: Criminogenic vs.

Challenging Case Management Topics (continued)


Challenging case management topics continued53 l.jpg
Challenging Case Management Topics (continued) Criminogenic vs.

Red Guides:

The Carey Group; 2009


Tip 1 for best results l.jpg
Tip #1 for Best Results Criminogenic vs.

Be Prepared

  • Know which guides to use in which cases

    • Exercise

The Carey Group; 2009


Tip 2 for best results l.jpg
Tip #2 for Best Results Criminogenic vs.

Prepare the Probationer

  • Know how to engage the probationer in the use of the guides prior to giving the assignment

    • Exercise

The Carey Group; 2009


Tip 3 for best results l.jpg
Tip #3 for Best Results Criminogenic vs.

Integrate the Guides in the Case Plan

  • Know how to insert the guides in the case planning process so that the offender is properly engaged

    • Exercise

The Carey Group; 2009


Tip 4 for best results l.jpg
Tip #4 for Best Results Criminogenic vs.

Focus on the Big Four

  • Understand which items to work on first; the drivers

    • Exercise

The Carey Group; 2009


Tip 5 for best results l.jpg
Tip #5 for Best Results Criminogenic vs.

Engage Supportive Others

  • Guides encourage the participation of supportive others as long as probationer does the work

The Carey Group; 2009


Homework or in lobby l.jpg
Homework or in lobby? Criminogenic vs.

The Carey Group; 2009


They work best when you l.jpg
They work best when you… Criminogenic vs.

  • Have engaged with the offender

  • Are strength based

  • Use praise and encouragement

  • Don’t use it as a form of punishment but as a teaching tool

  • Don’t rush it; process it over multiple sessions (divide tool into parts)

  • Do the behavioral part of the exercises (each contain at least one role play)

The Carey Group; 2009


Behavioral vs non behavioral61 l.jpg
Behavioral vs. Non-Behavioral Criminogenic vs.

Percentage of Reduced

Recidivism

Percentage

of Increased

Recidivism

Source: Andrews, D.A.1994. An Overview of Treatment Effectiveness.

Research and Clinical Principles, Department of Psychology, Carleton University.

The Carey Group; 2009


Limitations l.jpg
Limitations Criminogenic vs.

  • Be aware of dosage

  • Best research results when have structured, groups. May work in a group but it is untested

  • Don’t expect immediate change (keep in mind dosage, length and intensity requirements, and relationship factors)

The Carey Group; 2009


Dosage and intensity adult l.jpg
Dosage and Intensity-Adult Criminogenic vs.

  • Treatment should be:

    • At least 100 hours of direct service (200-300 hours for high risk)

    • Be 3-9 months long (6-18 months for high risk) depending on risk level

  • Intensive treatment (not including aftercare) that last too long (12-36 months) might begin to see diminishing results

Bourgon, G. & Armstrong, B. (2005). Transferring the principles of effective treatment into a

"Real World" prison setting. Criminal Justice and Behavior, 32, 3-25.


Dosage and intensity juvenile l.jpg
Dosage and Intensity-Juvenile Criminogenic vs.

See Arizona SEP Guidelines

See “The Positive Effects of Cognitive-Behavioral Programs for Offenders: A Meta-Analysis of Factors

Associated with Effective Treatment,” Nana A. Landenberger & Mark W. Lipsey.

Journal of Experimental Criminology, 2005

The Carey Group; 2009


Slide65 l.jpg

Continuum of Application…. Criminogenic vs. It’s not just one thing

What

How

risk/need supervision cognitive/behav comm.

assessment case plan referral strategies programming supports eval.

criminogenic motivational strength responsivity specialization, fidelity basic modifying for

needs interviewing based intensity, dosage needs outcomes

The Carey Group; 2009


Goal four of five l.jpg
Goal Four of Five Criminogenic vs.

  • Introductions and Goals

  • Why Carey Guides?

  • Theory linkage between EBP and Carey Guides

  • How to best utilize

    • Blue Guides – Criminogenic Needs

    • Red Guides – Case Planning

  • Practice sessions

  • Remaining Q and A

  • Wrap Up

The Carey Group; 2009


Example of case plan with the carey guide l.jpg
Example of Case Plan with the Carey Guide Criminogenic vs.

  • Exercise

The Carey Group; 2009


Video tape example l.jpg
Video Tape Example Criminogenic vs.

  • Under development

The Carey Group; 2009


Practice exercise one blue guides l.jpg
Practice Exercise One: Blue Guides Criminogenic vs.

  • Case example

    • Select a role play partner; determine who will be PO and who will be offender

    • Read case example: Jeremy

    • Review the worksheet completed by offender

    • Conduct an interview using motivational interviewing techniques

The Carey Group; 2009


Practice exercise two red guides l.jpg
Practice Exercise Two: Red Guides Criminogenic vs.

  • Case example

    • Select a role play partner; determine who will be PO and who will be offender

    • Read case example: Monique

    • Review the worksheet completed by offender

    • Conduct an interview using motivational interviewing techniques

The Carey Group; 2009


Goal five of five l.jpg
Goal Five of Five Criminogenic vs.

  • Why Carey Guides?

  • Theory linkage between EBP and Carey Guides

  • How to best utilize

    • Blue Guides – Criminogenic Needs

    • Red Guides – Case Planning

  • Practice sessions

  • Next Steps

The Carey Group; 2009


What is next l.jpg
What is Next? Criminogenic vs.

  • Coaching Plan

    • Expectations of users

      • Two half-hour sessions

      • First session within 2-4 weeks of today

      • Schedule through _____

      • Send finished guide and coaching cover sheet seven days in advance of call

    • Expectations of supervisors

    • Call for help- be proactive


What is next continued l.jpg
What is Next (continued)? Criminogenic vs.

  • Quality Assurance Plan

    • “No QA, no do”

  • Evaluation Plan

The Carey Group; 2009


Questions l.jpg
Questions Criminogenic vs.

  • Other thoughts/questions?

The Carey Group; 2009


For more information l.jpg

For more information Criminogenic vs.

www.thecareygroup.com

(877) 892-2739


ad