Lessons Learned

The Principles of Effective Interventions: 

Results and Lessons Learned from Ohio The Principles of Effective Interventions

Credits: 

Credits About the UCCI The University of Cincinnati Corrections Institute (UCCI) is affiliated with the Division of Criminal Justice at the University of Cincinnati. About the Authors This training was developed by Christopher T. Lowenkamp, Ph.D., assistant director, University of Cincinnati Corrections Institute. Copyright © 2004 University of Cincinnati Corrections Institutute. All Rights Reserved. Slide 2

Sections of Presentation: 

Sections of Presentation Overview of effective interventions Risk Principle Need Principle Treatment Principle Program Integrity What we found in Ohio Summary Slide 3

Section 1Principles of Effective Interventions: 

Section 1 Principles of Effective Interventions Slide 4 Effective Interventions…Lessons Learned

Principles of Effective Interventions: 

Principles of Effective Interventions = Risk Principle (Who)—Higher risk offenders = Need Principle (What)—Criminogenic needs = Treatment Principle (How)—Use behavioral approaches = Specific Responsivity (How)—Matching =Program Integrity(All of the above and then some)—Quality Slide 5

Slide6: 

Slide 6 Section 2 Risk Principle Effective Interventions…Lessons Learned

The Risk Principle: 

The Risk Principle Target those offenders with a higher probability of recidivism Provide most intensive treatment to higher risk offenders Intensive treatment for lower risk offenders can increase recidivism Play Audio: Slide 7

Risk Factors and What It Means To Be High Risk—How to Target High Risk: 

Risk Factors and What It Means To Be High Risk—How to Target High Risk Attitudes, values, and beliefs Friends History of antisocial behavior Personality Employment Family Substance abuse Slide 8

The Risk Principle and Correctional Intervention: 

The Risk Principle and Correctional Intervention Slide 9 Dowden & Andrews, 1999

The Risk Principle and Community Supervision: 

The Risk Principle and Community Supervision Slide 10 Hanley, 2003

Section 3Need Principle: 

Section 3 Need Principle Slide 11 Effective Interventions…Lessons Learned

The Need Principle: 

The Need Principle Assess and identify criminogenic needs Target criminogenic needs. Must be focused intervention. If this is followed recidivism rates can be lowered. Slide 12

Criminogenic Needs: 

Criminogenic Needs Family Vocational skills and employment Anger Self control Self management skills 6. Prosocial modeling 7. Antisocial attitudes Substance abuse treatment Reducing antisocial peer contacts Relapse prevention Slide 13 Andrews and Dowden, 1999

Non-Criminogenic Needs: 

Non-Criminogenic Needs Stress and/or anxiety Self-esteem Cohesiveness of peer group Discipline Vague emotional problems 6. Fear of official punishment 7. Physical activity Creativity Slide 14 Andrews and Dowden, 1999

The Need Principle Seems Straightforward, but…: 

The Need Principle Seems Straightforward, but… Look at the targets of programs from around the country Offenders lack creativity Offenders need to get back to nature It worked for me Offenders lack discipline Offenders lack organization skills We just want them to be happy Treat offenders like babies and dress them in diapers Offenders need to have a pet in prison Offenders need acupuncture Offenders need a better diet Offenders need to learn how to put on makeup and dress better Male offenders need to get in touch with their feminine side Slide 15 Latessa, Cullen, Gendreau, 2002

The Need Principle Seems Straightforward, but…: 

The Need Principle Seems Straightforward, but… 1. Look at “creative sentences” judges are coming up with around the country Yoga Tai Chi Writing “I will not do stupid things” 2500 times Dressing up like victim (in a dress) and being forced to walk around downtown Jogging for an hour for trying to run from police Listening to music or reading Carrying a photograph of the victim in wallet Slide 16 USA Today, February 23, 2004

The Need Principle and Correctional Intervention: 

The Need Principle and Correctional Intervention Slide 17 Gendreau, French, and Taylor, 2002

Section 4Treatment Principle: 

Section 4 Treatment Principle Slide 18 Effective Interventions…Lessons Learned

The Treatment Principle: 

The Treatment Principle The most effective interventions are behavioral Focus on current factors that influence behavior Action oriented Offender behaviors are appropriately reinforced The most effective behavioral models are Social learning—practice new skills and behaviors Cognitive behavioral approaches that target criminogenic needs Slide 19

Key Concepts of Cognitive Theories: 

Key Concepts of Cognitive Theories Thinking affects behavior Antisocial, distorted, unproductive irrational thinking causes antisocial and unproductive behavior Thinking can be influenced and changed We can change how we feel and behave by changing what we think Slide 20

Implications of Theories to Treatment: 

Implications of Theories to Treatment Slide 21

Ineffective Approaches: 

Ineffective Approaches Talking cures Drug education Bibliotherapy Self-help programs Medical model Self esteem Punishing smarter programs Slide 22

The Treatment Principle and Correctional Intervention: 

The Treatment Principle and Correctional Intervention Slide 23 Dowden and Andrews, 2000

Section 5Program Integrity: 

Section 5 Program Integrity Slide 24 Effective Interventions…Lessons Learned

Program Integrity: 

Program Integrity Includes principles discussed and more Staff, assessment practices, evaluation Can be measured using the Correctional Program Assessment Inventory Instrument measures implementation, assessment, treatment, staff, evaluation, and other miscellaneous factors related to program integrity Slide 25

Program Integrity: 

Program Integrity Some research has been done linking the degree of program integrity (as measured by a CPAI based measure) to the program’s ability to reduce recidivism Studies with juvenile programs and adult programs Slide 26

ART Program Integrity and Program Effects: 

ART Program Integrity and Program Effects Slide 27 Barnoski and Aos 2004

FFT Program Integrity and Program Effects: 

FFT Program Integrity and Program Effects Slide 28 Barnoski and Aos 2004

Section 6Findings From Ohio: 

Section 6 Findings From Ohio Slide 29 Effective Interventions…Lessons Learned

Ohio’s CBCF/HWH Study: 

Ohio’s CBCF/HWH Study Largest study of community based correctional treatment programs ever done Total of 13,221 offenders—38 HWH and 15 CBCF Two year follow up on all offenders Recidivism measures included any new arrest and incarceration in a state prison Also examined program characteristics Slide 30

Experimental and Comparison Groups: 

Experimental and Comparison Groups Parole with HWH Parole violators with HWH Transitional Control with HWH Furlough with HWH CBCF Probation Comparison group parole without HWH placement Slide 31

Measure of Risk: 

Measure of Risk Risk score based on 14 factors Age, education, marital status, psychological problems, drug/alcohol problems, employment, criminal history, and current offense Recidivism rate for low risk 18%, for high risk 58% Slide 32

Section 6aWhat Did We Find With Regard to the Risk Principle?: 

Section 6a What Did We Find With Regard to the Risk Principle? Slide 33 Effective Interventions…Lessons Learned

The Risk Principle—All Offenders: 

The Risk Principle—All Offenders Slide 34

The Risk Principle—Low Risk : 

The Risk Principle—Low Risk Slide 35

The Risk Principle—Low/Moderate Risk : 

The Risk Principle—Low/Moderate Risk Slide 36

The Risk Principle—Moderate Risk : 

The Risk Principle—Moderate Risk Slide 37

The Risk Principle—High Risk : 

The Risk Principle—High Risk Slide 38

Why Did This Happen?: 

Why Did This Happen? Think about what it means to be low risk Who else is in the HWH/CBCF programs around the state? What happens to low risk offenders risk level? Slide 39

Section 6bWhat Did We Find With Regard to the Need Principle?: 

Section 6b What Did We Find With Regard to the Need Principle? Slide 40 Effective Interventions…Lessons Learned

The Need Principle: 

The Need Principle Slide 41 Negative numbers indicate increases in recidivism. Overall correlations between the number of programs offered and treatment effect is 0.13, while the correlation between the number of criminogenic services offered and treatment effect is 0.23

Section 6cWhat Did We Find With Regard to the Treatment Principle?: 

Section 6c What Did We Find With Regard to the Treatment Principle? Slide 42 Effective Interventions…Lessons Learned

The Treatment Principle: 

The Treatment Principle Slide 43 Other Cognitive Behavioral

The Treatment Principle: 

The Treatment Principle Slide 44 Role Play Practice

Section 6dWhat Did We Find With Regard to Program Integrity?: 

Section 6d What Did We Find With Regard to Program Integrity? Slide 45 Effective Interventions…Lessons Learned

Measure of Program Integrity: 

Measure of Program Integrity Measures based on CPAI Measures based on staff surveys Measures based on data from offender database A total of 157 items on program integrity Slide 46

Program Implementation: 

Program Implementation Director education and experience Director being involved in training and delivering the program Program valued by community Program valued by the CJ community Sustainable funding Slide 47

Assessment: 

Assessment Receive appropriate clients Assess risk factors Assess need factors Use standardized methods Define risk and need levels Reassess before termination with a standardized instrument Slide 48

Treatment: 

Treatment Cognitive behavioral programming and targeting criminogenic needs Role playing Practice new skills Supervised during treatment and in community Varied service and length of stay by risk Kept occupied 40-70% of time Standard completion criteria Provided aftercare Slide 49

Staff Characteristics: 

Staff Characteristics Area of study Program input Personal qualities Ongoing training Percent with college degree Slide 50

Evaluation: 

Evaluation Recidivism follow-up Outcome evaluations External quality assurance File reviews Pre/post testing Slide 51

Miscellaneous: 

Miscellaneous Mixed facilities Years in operation Program capacity Average age of offenders All female facilities Slide 52

Program Integrity—Relationship Between Program Integrity Score And Treatment Effect: 

Program Integrity—Relationship Between Program Integrity Score And Treatment Effect Slide 53 0-30(2) 31-59(25) 60-69(10) 70+(1)

Section 7Summary: 

Section 7 Summary Slide 54 Effective Interventions…Lessons Learned

Risk: 

Risk Assessment should be done as early on in the CJ process as possible Assessment should be conducted using a standard risk and need assessment Sentences should be based on that assessment Supervision should be based on that assessment Referrals for service should be based on that assessment Should be targeting HIGH RISK OFFENDERS for most intensive services Slide 55

Need: 

Need Supervision and programming should focus on targeting criminogenic needs Sentences should focus on the need principle whenever possible Needs to be targeted should be identified by risk/need assessment—not a one size fits all approach Slide 56

Treatment: 

Treatment Programming should be behavioral, cognitive-behavioral, or based on social learning Should use role playing and practice Should provide supervision during sessions Probation departments around the country are now delivering cognitive-behavioral interventions on their own rather than relying on external resource providers Slide 57

Program Integrity: 

Program Integrity IT MATTERS It can be measured It can be changed Good programs (based on sound theory) can substantially reduce recidivism, however, the same program poorly implemented can actually increase recidivism! Slide 58

Section 7How Does Community Supervision Fit?: 

Section 7 How Does Community Supervision Fit? Slide 59 Effective Interventions…Lessons Learned

Specific Responsivity: 

Specific Responsivity Easiest to think of as “barriers” to treatment Motivation is becoming one of the more important considerations Motivational enhancement, motivation interviewing, or pre-treatment programming

Stages Of Change: 

Stages Of Change Pre- Contemplation Termination Relapse Contemplation Preparation Action Maintenance Prochaska’s “Stages of Change” Taken from: Miller, Duncan and Hubble (1999), “The Heart & Soul of Change”, American Psychological Association.

Agency Response: 

Agency Response Pre-contemplation Contemplation Preparation Action Maintenance Raise doubts, examine discrepancies Tip decisional balance toward change Clarify goals, TX plan, reduce barriers, enlist support Engage in TX, support change, new reinforcers Support lifestyle changes, relapse prevention

Motivational Enhancement: 

Motivational Enhancement Motivation to change can be increased through Assessment Case planning Or other early meeting Offenders in jail are probably pretty motivated to change

Assessment: 

Assessment Good assessment needs to be conducted to effectively sentence, supervise, and intervene with offenders Pretrial programs that offer services to reduce risk of reoffending need to survey criminogenic risk factors

Community Supervision : 

Community Supervision Assessment Motivational enhancement Provision of treatment services System approach Responsibility for some but not all Takes into account what other agencies in process need and do with offenders Takes into account what needs to be done by the system to reduce offending behavior and increase public safety

Section 8Implementation?: 

Section 8 Implementation? Slide 66 Effective Interventions…Lessons Learned

Implementing a New Idea: 

Implementing a New Idea Consider how dramatic a shift these ideas are Need to consider organizational attributes There are assessments for this Research suggests that dealing with these issues assists in technology transfer Integrating research with practice Exposure Adoption Implementation Practice D. Dwayne Simpson. 2002. Organizational readiness for treatment innovations. Texas Christian University. www.ibr.tcu.edu.

Exposure: 

Exposure Accomplished through training Involves Staff Lecture Self study Workshop Consultant Must have motivation to change and resources Convenience (time and place) also an issue D. Dwayne Simpson. 2002. Organizational readiness for treatment innovations. Texas Christian University. www.ibr.tcu.edu.

Adoption: 

Adoption Reception and perception of perceived utility Decision to go with it Adequacy of training Perceived ease of use How well it fits with other roles, agency, and staff abilities D. Dwayne Simpson. 2002. Organizational readiness for treatment innovations. Texas Christian University. www.ibr.tcu.edu.

Implementation: 

Implementation Adequate resources and appropriate atmosphere for change Climate for change Clarity of mission and goals Staff cohesion Communication Openness to change Institutional supports Monitoring Feedback Rewards that reinforce positive change D. Dwayne Simpson. 2002. Organizational readiness for treatment innovations. Texas Christian University. www.ibr.tcu.edu.

Practice: 

Practice Long term use Staff attributes Professional growth Efficacy Influence Adaptability D. Dwayne Simpson. 2002. Organizational readiness for treatment innovations. Texas Christian University. www.ibr.tcu.edu.

Assessments: 

Assessments Organizational Readiness for Change Motivation for Change Resources Staff Attributes Organizational Climate Program Training Needs Training Areas Barriers to Training Available Resources D. Dwayne Simpson. 2002. Organizational readiness for treatment innovations. Texas Christian University. www.ibr.tcu.edu.

Organizational Readiness for Change: 

Organizational Readiness for Change Motivation for Change Program Needs Training Needs Pressures for Change Resources Offices Staffing Training Computer Access e-Communications Staff Attributes Growth Efficacy Influence Orientation Adaptability Organizational Climate Mission Cohesion Autonomy Communication Stress Change D. Dwayne Simpson. 2002. Organizational readiness for treatment innovations. Texas Christian University. www.ibr.tcu.edu.

Summary: 

Summary Have a pretty good idea of what works and what doesn’t to reduce criminal recidivism Should be implemented across all aspects of the corrections system Agencies should collaborate and take a systems approach Prior to moving forward assess staff and agency before jumping in Assess and overcome barriers Have a plan and let staff guide that plan to some degree Share the plan Realistic What will change Evaluate what has been accomplished Quality assurance Evaluate impacts Outcomes

Always Remember……….: 

Always Remember………. As Max Planck the physicist lamented: “….a new scientific truth does not triumph by convincing its opponents and making them see the light, but rather because its opponents eventually die, and a new generation grows up that is familiar with it.” Even with the most resistant staff and agencies there is still hope