What Are They Thinking?What Are They Thinking?

Addressing RiskAddressing RiskFactors with OffendersFactors with Offenders

OVERVIEW AND EXPECTATIONS

Training ObjectivesTraining 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

Officer’s role in Offender Officer’s role in Offender SupervisionSupervision

• Protect society

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

One Voice One MessageOne Voice One Message

OffenderChoice to Change

AccountabilityRules

Meaningful Opportunity to Change

TreatmentSecurity

The Principles of Cognitive The Principles of Cognitive InterventionsInterventions

Self-awareness and Self-responsibility motivates self-change

The development of internal controlRisk ManagementRelapse prevention

The Principles of Cognitive The Principles of Cognitive InterventionsInterventions

Objectivity/non judgmentalChoiceNon-coercive use of authorityThinking drives behavior“Their Eyes”/ “Their Speed”

Theoretical Theoretical FoundationsFoundations

Behavior

Thoughts and FeelingsPhysical Sensations

Cognitive Structure(Thinking Patterns

Beliefs and Attitudes)

COGNITIVE RESTRUCTURINGCOGNITIVE RESTRUCTURING

1960’s –Cognitive Behavioral Theory

1970’s –Rational Emotive Therapy (RET)

1970’s –Criminal Thinking Errors

1980’s –Cognitive Self Change and “Thinking Reports”

1980’s – “Reasoning and Rehabilitation”

COGNITIVE SKILLSCOGNITIVE SKILLS

1960’s –Social Learning Theory

1970’s –Anger Management

1980’s –Aggression Replacement Training

1990’s –Problem Solving

Major Set of Risk/Need FactorsMajor 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 others3. 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

Major Set of Risk/NeedMajor Set of Risk/Need FactorsFactors4. 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

Dynamic Criminogenic RiskDynamic 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/Excitability

*Neutralization/Non Empathy *Poverty of Social Skills

*Externalization/Blaming *Poor Recognition of Patterned

*Hostility/Resistance Toward Work Responses

*Attachment to Criminal Activities

CRIMINAL CONTINUUMCRIMINAL CONTINUUMCRIME - Anything that infringes on the rights, dignity, or property CRIME - Anything that infringes on the rights, dignity, or property

of another.of another.No ErrorsNo Crime

Total ErrorsTotal Crime

Petty Crime

Minimal Occasional Habitual Continuous

Responsible Self-adjusting Irresponsible Maladjusting

Unarrestable Serious Crime

Lying, CheatingBroken Promises

Traffic TicketsDUI

Petit Theft

RapeMurderRobbery

Boundary Loss of Control

Legal ConsequencesSocial Mores

Moral/Ethical Principles

Self CenteredValues

Looking GoodFeeling Good

PowerControl

Other-CenteredValuesFamilyFriends

Service to OthersCommunity

Job

Learning the Rewards of Criminal ThinkingLearning the Rewards of Criminal Thinking

Look Good Feel Good Power

Self-CenteredThinking

Control Be Right

PowerStruggle

LOSE

Belittle,Threaten

Victim StanceRighteous Anger

License(Entitlement)

Crime,Irresponsibility,

Violence

Detection,Punishment

WIN

Reinforcement

Thinking for a Thinking for a ChangeChange

National Institute of Corrections National Institute of Corrections (NIC)(NIC)

Small agency under the Department of JusticeFounded in mid-seventies following the Attica

Prison riotsGOAL: to develop corrections knowledge,

coordinate research, formulate policy and provide training

Includes jail, prisons, and community corrections

Thinking For A Change Thinking For A Change (T4C)(T4C)

Cognitive-behavioral program developed by experts for NIC in the 1990’s

Addresses criminal behavior via three components:– Cognitive Restructuring– Problem Solving– Social Skills

Based on the “What Works” literature

““What Works” BackgroundWhat Works” Background

Martinson, a criminologist, performed a meta-analysis of over 800 published corrections programs from the 1970’s.

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 Martinson’s study.

““What Works” BackgroundWhat 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.

Effectiveness of Thinking for a ChangeEffectiveness of Thinking for a Change

(Golden, Gatchel, & Cahill 2002)(Golden, Gatchel, & Cahill 2002)

Group Completers:

33% fewer offenders committed new offenses

Significantly improved problem solving skills

Group Dropouts:

Significantly higher # of technical violationsTechnical Violations:

Predicted by problem solving skills

Technique A: Technique A: Thinking Check-InThinking Check-In

Cognitive Self ChangeCognitive Self Change

1. Pay attention to our thoughts and feelings.

2. Recognize when there is risk of our thoughts and feelings leading us into trouble.

3. Use new thinking that reduces that risk.

Thinking ReportsThinking Reports

1. A brief, objective description of the situation.

2. A list of all the thoughts you had in that situation.

3. A list of all the feelings you had in that situation.

4. Beliefs behind your thoughts and feelings.

Thinking ReportThinking ReportSituation:__________________________

Thoughts: ___________________________

1. _______________________________

2. ________________________________

3. _________________________________

4. ________________________________

Feelings: ___________________________

Beliefs: _____________________________

SAMPLE THINKING REPORTSAMPLE THINKING REPORTSituation: 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. It’s really starting to get to me.

3. I feel locked up in my own apartment

4. I really resent this.

5. I shouldn’t 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 can’t 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.

DIRECTIONS FOR OBSERVING DIRECTIONS FOR OBSERVING VIDEOVIDEO

1. Observe the main character’s actions.

2. Write a “thinking report” based upon

the main character’s situation.

Include the following:• Situation• Thoughts• Feelings• Beliefs

Technique A: Technique A: Thinking Thinking Check-InCheck-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

ROLEPLAY / DEBRIEFINGROLEPLAY / DEBRIEFING

1. State the violation.

2. Describe circumstances.

3. Identify thoughts and feelings.

4. Identify one specific risk thought.

5. Identify one specific replacement thought.

6. Offender agrees to use replacement thought.

Conflict CycleConflict Cycle

Conflict Cycle

Stress+

Beliefs

Problem

FeelingsThoughts

Actions

Consequences

Mock Supervision PlanMock Supervision Plan1. 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

PROBLEM PROBLEM SOLVINGSOLVING

Conflict Cycle

Stress+

Beliefs

Problem

FeelingsThoughts

Actions

Consequences

Thinking for a Change:Thinking for a Change:Problem Solving StepsProblem Solving Steps

Stop and ThinkProblem DescriptionGetting information to set a GoalChoices and ConsequencesChoose-Plan-DoEvaluate

Technique B: Problem Solving Technique B: Problem Solving Framework:Framework:

Step 1: Have the offender describe the problem and analyze the situation including:

Facts about the problem/situationOthers’ Thoughts and Feelings (those who might be involved

and or affected by the problem)Offender’s 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 __________________________________. ORI want ______________ but I don’t want ____________.

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

ROLE PLAY / DEBRIEFINGROLE PLAY / DEBRIEFING

1. Describe and analyze the problem.

2. Identify a goal.

3. BRAINSTORM choices and consequences.

4. Choose the best option.

5. Develop an action plan.

6. Contract with the offender to implement the plan.

Choosing a TechniqueChoosing a Technique

1. A failure to perform a particular behavior.

2. A failure to stop performing a particular behavior.

3. Why is it occurring? Cognitive error/rationalization Logistical problem

Choosing a TechniqueChoosing a Technique

1. Choose a scenario from the handout.

2. Discuss with your partner which technique you would use and why.

3. Once you agree on the technique, choose another scenario and repeat the exercise.

CONCLUSION

These Techniques...These Techniques...

1. Address risk factors.

2. Avoid power struggles.

3. Assists in effective documentation.

4. Allow a meaningful opportunity to change.

Training ObjectivesTraining 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