2/2/20141 Case Planning and Case Management IACCAC 2012.

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CaseCase Planning and Planning and Case ManagementCase Management

IACCAC 2012 IACCAC 2012

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Training Format and Training Format and GoalsGoals

Format - Format - • Distribution of MaterialsDistribution of Materials• Presentation, Discussion and Practice of ConceptsPresentation, Discussion and Practice of Concepts• QuestionsQuestions

Goals - Goals - • To provide participants with information and To provide participants with information and

tools to assist them implement (or continue to tools to assist them implement (or continue to implement) effective case planning and case implement) effective case planning and case management strategies.management strategies.

• To provide participants with resources to further To provide participants with resources to further develop the case planning and case management develop the case planning and case management process in their workplace. process in their workplace.

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The Eight Principles of The Eight Principles of Evidence-Based PracticeEvidence-Based Practice

• Assess Actuarial Risk/Need.Assess Actuarial Risk/Need.• Enhance Intrinsic Motivation.Enhance Intrinsic Motivation.• Target Interventions.Target Interventions.• Skill Train With Directed Practice.Skill Train With Directed Practice.• Increase Positive Reinforcement.Increase Positive Reinforcement.• Engage Ongoing Support in Natural Engage Ongoing Support in Natural

Communities. Communities. • Measure Relevant Processes/Practices.Measure Relevant Processes/Practices.• Provide Measurement Feedback.Provide Measurement Feedback.

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The Principles Tell UsThe Principles Tell Us

Assessment is necessary to conduct Assessment is necessary to conduct effective case planning and case effective case planning and case management. management.

The assessment tells us not only who The assessment tells us not only who to target for services (risk principle), to target for services (risk principle), but also what to target (need but also what to target (need principle).principle).

Assessment drives case planning.Assessment drives case planning.

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Why Use Case Planning and Why Use Case Planning and Case Management?Case Management?

• Provides a bridge between client assessment and Provides a bridge between client assessment and client risk reduction. client risk reduction.

• Provides structure (staff and clients).Provides structure (staff and clients).• Documents interventions and progress.Documents interventions and progress.• Clarifies expectations of clients. Clarifies expectations of clients. • Gauges client motivation/readiness to change.Gauges client motivation/readiness to change.• Engages clients in the process of change.Engages clients in the process of change.• Guides decision-making.Guides decision-making.• Ensures the focus of participation remains on Ensures the focus of participation remains on

reduction of criminogenic need.reduction of criminogenic need.

EPICS & Rhode Island Department of Correction 2010EPICS & Rhode Island Department of Correction 2010

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Staff CharacteristicsStaff Characteristics

• Case Manager Relationship Skills – Case Manager Relationship Skills – – Open, warm and engages in respectful Open, warm and engages in respectful

communication with clients (and others communication with clients (and others in the workplace).in the workplace).

– Non-blaming and genuine.Non-blaming and genuine.– Flexible, using appropriate humor.Flexible, using appropriate humor.– Enthusiastic and expresses optimism.Enthusiastic and expresses optimism.– Avoids argumentation and supports Avoids argumentation and supports

self-efficacy.self-efficacy.

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Case Plans Case Plans At Minimum, Case Plans Should –At Minimum, Case Plans Should –

– Identify client risk level and criminogenic need based Identify client risk level and criminogenic need based on empirically-based, validated risk and need on empirically-based, validated risk and need assessments.assessments.

– Outline client responsibilities.Outline client responsibilities.– Lay out appropriate interventions to address the Lay out appropriate interventions to address the

highest areas of criminogenic need. highest areas of criminogenic need. – Clearly/concisely articulating client goals related to Clearly/concisely articulating client goals related to

his/her criminogenic need. his/her criminogenic need. – Each goal should include strategies for achievement Each goal should include strategies for achievement

that are specific, time-bound and measurable.that are specific, time-bound and measurable.– Include assessments of clients’ readiness for change.Include assessments of clients’ readiness for change.– Be updated to reflect client progress. Be updated to reflect client progress.

TPC Case management Handbook: An Integrated Case Management Approach 2010TPC Case management Handbook: An Integrated Case Management Approach 2010

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Stages of Change Stages of Change

• Understanding the Stages of Change is an Understanding the Stages of Change is an important element in case planning and case important element in case planning and case management. management. – Pre-Contemplation – Client believes nothing needs to Pre-Contemplation – Client believes nothing needs to

change.change.– Contemplation – Client begins to consider change.Contemplation – Client begins to consider change.– Preparation – Client figuring out how to change.Preparation – Client figuring out how to change.– Action – Client is working on reaching goals.Action – Client is working on reaching goals.– Maintenance – Client now working on keeping up Maintenance – Client now working on keeping up

changes.changes.– Relapse – Client Feeling “I’ve fallen back . . . All is lost.”Relapse – Client Feeling “I’ve fallen back . . . All is lost.”

Adapted from “Motivating Offenders to Change: A Guide for Probation and Parole”, by S.T. Walters, M.D. Clark, B.A.Gingerich, and M.A. Meltzer Adapted from “Motivating Offenders to Change: A Guide for Probation and Parole”, by S.T. Walters, M.D. Clark, B.A.Gingerich, and M.A. Meltzer (Washington, DC: U.S. Department of Justice, National Institute of Corrections, 2007), p. 15.(Washington, DC: U.S. Department of Justice, National Institute of Corrections, 2007), p. 15.

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Assess Readiness for Assess Readiness for ChangeChange

• Offender Self-Assessment Survey (O-Offender Self-Assessment Survey (O-Self)Self)– Maryland Division of Probation and Parole O-Self Tool.Maryland Division of Probation and Parole O-Self Tool.

• Change Questionnaire Change Questionnaire – By William R. Miller, Theresa B, Moyers, and Paul Amrhein (2005) Department of By William R. Miller, Theresa B, Moyers, and Paul Amrhein (2005) Department of

Psychology, University of New Mexico.Psychology, University of New Mexico.

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Addressing the Stages of Addressing the Stages of ChangeChange

• Pre-Contemplation – Raise doubt. Increase client’s Pre-Contemplation – Raise doubt. Increase client’s perception of risks related to behavior.perception of risks related to behavior.

• Contemplation – Evoke reasons for change. Promote Contemplation – Evoke reasons for change. Promote client’s self-efficacy related to making the change.client’s self-efficacy related to making the change.

• Preparation – Assist client develop a plan.Preparation – Assist client develop a plan.• Action – Implement plan.Action – Implement plan.• Maintenance – Assist client develop strategies to Maintenance – Assist client develop strategies to

avoid relapse.avoid relapse.• Relapse – Assist the client recycle through the Relapse – Assist the client recycle through the

preceding stages, without becoming stuck or preceding stages, without becoming stuck or demoralized by the relapse.demoralized by the relapse.

Prochaska and DiClemente (1986).Prochaska and DiClemente (1986).

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Effective Communication Effective Communication TechniquesTechniques

• An integral part of case planning and case An integral part of case planning and case management is reliance on effective management is reliance on effective communication techniques.communication techniques.

• Motivational Interviewing, for example, Motivational Interviewing, for example, facilitates the work of case planning and facilitates the work of case planning and management - management - – Expresses Empathy.Expresses Empathy.– Amplifies Ambivilance.Amplifies Ambivilance.– Reminds staff that resistance is expected and Reminds staff that resistance is expected and

encourages us to roll with it.encourages us to roll with it.– Supports Self-Efficacy.Supports Self-Efficacy.

Supervision by riskSupervision by risk

• Risk Management (low risk)Risk Management (low risk)

- Involves providing the least restrictive, most - Involves providing the least restrictive, most appropriate sanctions and supervisionappropriate sanctions and supervision

• Risk Reduction (moderate-high risk)Risk Reduction (moderate-high risk)

- Involves determining criminogenic needs and - Involves determining criminogenic needs and reducing risk factors through effective reducing risk factors through effective intervention and appropriate supervisionintervention and appropriate supervision

• Risk Control (extreme high risk)Risk Control (extreme high risk)

- Involves techniques that control risk of - Involves techniques that control risk of reoffending while under correctional authorityreoffending while under correctional authority

The Carey GroupThe Carey Group

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Applying the assessmentApplying the assessment

• Low risk – GET OUT OF THE WAYLow risk – GET OUT OF THE WAY

- intensive treatment for lower-risk - intensive treatment for lower-risk offenders an actually increase recidivismoffenders an actually increase recidivism

• Moderate-high risk – ZERO INModerate-high risk – ZERO IN

- Target these offenders- Target these offenders• Extreme high risk – LIVE IN THEIR Extreme high risk – LIVE IN THEIR

BACK POCKET – provide the most BACK POCKET – provide the most intensive treatment to higher-risk intensive treatment to higher-risk offendersoffenders

Carey groupCarey group

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Case Planning by Risk Case Planning by Risk and Need.and Need.

• The Risk Principle:The Risk Principle:– More service should be delivered to More service should be delivered to

higher risk clients. higher risk clients.

The Practice:The Practice: See client more frequently.See client more frequently. Use more focused interventions.Use more focused interventions. Use community and family resources.Use community and family resources.

EPICSEPICS

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Case Planning by Risk Case Planning by Risk and Needand Need

• The Need Principle:The Need Principle:– Focus interventions on criminogenic Focus interventions on criminogenic

needs.needs.

• The Practice:The Practice:– Translate risk and need assessment into Translate risk and need assessment into

need priorities.need priorities.– Facilitate change in thoughts, attitudes, Facilitate change in thoughts, attitudes,

values and beliefs.values and beliefs.

EPICSEPICS

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Case Planning by Risk Case Planning by Risk and Needand Need

• The Responsivity Principle:The Responsivity Principle:– Enhance behavioral change efforts by Enhance behavioral change efforts by

delivering services that are responsive to the delivering services that are responsive to the client.client.

The Practices:The Practices: Structure the case management sessions.Structure the case management sessions. Establish rapport with the client.Establish rapport with the client. Teach clients concepts and skills in a clear and Teach clients concepts and skills in a clear and

concise manner. concise manner.

EPICSEPICS

Gender ResponsivityGender Responsivity

• Programs should be gender-specific Programs should be gender-specific whenever possiblewhenever possible

• DistractionsDistractions• Trauma/History issuesTrauma/History issues• Group dynamicGroup dynamic• Men and women have different ways Men and women have different ways

of learning and relating to othersof learning and relating to others

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Provide Most Intensive Provide Most Intensive Interventions to Higher Risk Interventions to Higher Risk

OffendersOffenders• Higher risk offenders will require much Higher risk offenders will require much

higher dosage of treatmenthigher dosage of treatment– Rule of thumb: 100 hours for moderate riskRule of thumb: 100 hours for moderate risk– 200+ hours for higher risk200+ hours for higher risk– 100 hours for high risk will have little if 100 hours for high risk will have little if

any effectany effect– Does not include work/school and other Does not include work/school and other

activities that are not directly addressing activities that are not directly addressing criminogenic risk factors (Latessa, 2010)criminogenic risk factors (Latessa, 2010)

Case Plans for high risk Case Plans for high risk offendersoffenders

• Use the risk assessment to develop Use the risk assessment to develop the case planthe case plan

• When developing, ask the offender When developing, ask the offender what areas they need to work on but what areas they need to work on but include risk factors if they offender include risk factors if they offender does not recognize does not recognize

• Identify immediate targets and Identify immediate targets and prioritize prioritize

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ReferralsReferrals

• The assessment should determine The assessment should determine program/community referralsprogram/community referrals

• Make sure the offender meets program Make sure the offender meets program criteria for referralcriteria for referral

• Ensure the offender is appropriate for Ensure the offender is appropriate for the programthe program

• Assess the defendant’s motivation to Assess the defendant’s motivation to changechange

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Referrals cont…Referrals cont…

• If referred to substance abuse/mental If referred to substance abuse/mental health agency, COMMUNICATE with the health agency, COMMUNICATE with the referring agencyreferring agency

- referral form and release of information- referral form and release of information

- Give the agency as much information as - Give the agency as much information as possible (PSI, drug screens, prior use possible (PSI, drug screens, prior use history, current family/social situation)history, current family/social situation)

- the treatment agency should make - the treatment agency should make recommendation for type of treatmentrecommendation for type of treatment

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Case Management Case Management TargetsTargets

Target First:Target First: Attitudes, values/beliefsAttitudes, values/beliefs

Peer AssociationsPeer Associations

Personality factors (impulsivity, low Personality factors (impulsivity, low self-control, etc.)self-control, etc.)

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Case Management Case Management TargetsTargets

• Then These:Then These:– Education/EmploymentEducation/Employment

– FamilyFamily

– *Substance Abuse*Substance Abuse

– Leisure/RecreationLeisure/Recreation

*Substance Abuse can be identified as an “acute” issue and dealt with at the *Substance Abuse can be identified as an “acute” issue and dealt with at the samesame

time we address the first three areas. time we address the first three areas.

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Cognitive-Behavioral Cognitive-Behavioral ApproachApproach

Cognitive-behavioral models involve the Cognitive-behavioral models involve the following - following -

• Scientific approach.Scientific approach.• Active.Active.• Focus on the present.Focus on the present.• Based on theories of learning.Based on theories of learning.• Individualized.Individualized.• Progression oriented.Progression oriented.• Can be accomplished in brief periods of time.Can be accomplished in brief periods of time.Information Taken from EPICS.Information Taken from EPICS.

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Session StructureSession Structure

1.1. Check-In:Check-In:Goals – Develop relationshipGoals – Develop relationship

(How are you and what is (How are you and what is going on?)going on?)

Enhance working relationship.Enhance working relationship.

Assess for crisis.Assess for crisis. Assess for compliance.Assess for compliance.

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Session StructureSession Structure

2.2. Review:Review:Goals - Goals - Build trust and respectBuild trust and respect

Enhance collaboration Enhance collaboration through mutually agreed through mutually agreed

upon goals.upon goals.

Enhance learning through Enhance learning through repetition and feedback.repetition and feedback.

Community agency Community agency follow-up.follow-up.

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Session StructureSession Structure

3.3. Intervention:Intervention:Goals -Goals - Focus on pro-criminal thinking.Focus on pro-criminal thinking.

Demonstrate cog-behavioral Demonstrate cog-behavioral link.link.

Use strategic CB Techniques.Use strategic CB Techniques.

Teach new prosocial Teach new prosocial attitudes and attitudes and skills. skills.

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Session StructureSession Structure

4.4. Homework:Homework:Goals -Goals - Practice, generalize, connectPractice, generalize, connect

Rehearse new learning.Rehearse new learning.

Generalize new learning.Generalize new learning.

Connect to community Connect to community resources. resources.

EPICSEPICS

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Effective StrategiesEffective Strategies

• Effective Use of AuthorityEffective Use of Authority• Effective Use of Reinforcement Effective Use of Reinforcement • Effective Use of DisapprovalEffective Use of Disapproval• Effective Use of Problem-SolvingEffective Use of Problem-Solving• Tapes and CountersTapes and Counters• Thinking ReportsThinking Reports

EPICSEPICS

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Effective Use of Effective Use of AuthorityAuthority

1.1. Focus the message on behavior and not the client.Focus the message on behavior and not the client.

2.2. Be direct and specific concerning requirements.Be direct and specific concerning requirements.

3.3. Use your normal voice, avoiding yelling.Use your normal voice, avoiding yelling.

4.4. Specify choice and the potential consequences (rather than using Specify choice and the potential consequences (rather than using “doomsday ultimatums).“doomsday ultimatums).

5.5. Give encouraging messages.Give encouraging messages.

6.6. Support words with action. Be sure to follow through.Support words with action. Be sure to follow through.

7.7. Provide respectful guidance towards compliance.Provide respectful guidance towards compliance.

8.8. Look for the positive.Look for the positive.

9.9. Reward/praise compliance. Reward/praise compliance.

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Effective use of AuthorityEffective use of Authority

Group ActivityGroup Activity

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Increase Positive Increase Positive ReinforcementReinforcement

• Reinforcement always involves Reinforcement always involves frequency of behavior.frequency of behavior.

• The reinforcing consequence is known The reinforcing consequence is known as a reinforcer.as a reinforcer.

• Research shows that behavioral change Research shows that behavioral change occurs at a ratio of four reinforcers to occurs at a ratio of four reinforcers to one punisher.one punisher.

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Reinforcements/Reinforcements/IncentivesIncentives

• Reinforcers should be: Specific and valued by Reinforcers should be: Specific and valued by the client.the client.

• Client behavior must be: Monitored, Client behavior must be: Monitored, recognized, reinforced/rewarded, recognized, reinforced/rewarded, punished/sanctioned and corrected.punished/sanctioned and corrected.

• Must be used with staff’s use of prosocial Must be used with staff’s use of prosocial modeling modeling

(Fulton, B.A., S.B. Stone, P. Gendreau, 1994.)(Fulton, B.A., S.B. Stone, P. Gendreau, 1994.)

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Effective Use of Effective Use of ReinforcementReinforcement

1.1. Immediately inform the client that you like what he/she Immediately inform the client that you like what he/she did or said.did or said.

2.2. Tell the client why you like what he/she did or said. Be Tell the client why you like what he/she did or said. Be very specific.very specific.

3.3. The emphasis given should be different from the support The emphasis given should be different from the support he/she normally receives.he/she normally receives.

4.4. Explore with the client the short and long-term Explore with the client the short and long-term consequences of continuing to engage in that behavior.consequences of continuing to engage in that behavior.

5.5. Use a variety of social reinforcers.Use a variety of social reinforcers.

6.6. Pair your verbal reinforcement with other reinforcers. Pair your verbal reinforcement with other reinforcers.

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Contingency ContractsContingency Contracts

• Contingency Contracts are also known as Contingency Contracts are also known as behavioral contracts. This tool can be used as a behavioral contracts. This tool can be used as a means to reinforce a desired behavior.means to reinforce a desired behavior.

• Elements of a Contingency Contract include:Elements of a Contingency Contract include:– Clarification of roles for both the client and staff.Clarification of roles for both the client and staff.– Detailed description of expected behavior.Detailed description of expected behavior.– Detailed description of the expected Detailed description of the expected

reinforcement/reward.reinforcement/reward.– Specific criteria to determine if the desired behavior Specific criteria to determine if the desired behavior

occurred.occurred.– Defined process for revising the contract Defined process for revising the contract

(Patricia VanVoorhis, Michael Braswell, and David Lester)(Patricia VanVoorhis, Michael Braswell, and David Lester)

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Effective DisapprovalEffective Disapproval

1.1. Immediately tell the client that you did not like the Immediately tell the client that you did not like the type of behavior or speech just exhibited by him/her. type of behavior or speech just exhibited by him/her.

2.2. Explain to the client why you did not like what he/she Explain to the client why you did not like what he/she said or did. Be specific.said or did. Be specific.

3.3. Explore with the client the short and long-term Explore with the client the short and long-term consequences of continuing to engage in that consequences of continuing to engage in that behavior. behavior.

4.4. Discuss and identify prosocial alternatives that could Discuss and identify prosocial alternatives that could be used in place of the unacceptable behavior. be used in place of the unacceptable behavior.

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Effective DisapprovalEffective Disapproval

Group ActivityGroup Activity

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Effective Use of Problem-Effective Use of Problem-SolvingSolving

1.1. Stop, think, and identify the problem. Stop, think, and identify the problem. Assist the client in recognizing cues that might alert him/her there is a problem.Assist the client in recognizing cues that might alert him/her there is a problem.

2.2. Clarify goals.Clarify goals. Assist client identify positive outcomes.Assist client identify positive outcomes.

3.3. Generate alternative solutions.Generate alternative solutions. Brainstorm possible solutions with client. Make a list of actions.Brainstorm possible solutions with client. Make a list of actions.

4.4. Evaluate.Evaluate. Review the list of solutions and discuss the possible short and long-term Review the list of solutions and discuss the possible short and long-term

consequences of each alternative.consequences of each alternative.

5.5. Implement the plan.Implement the plan. Have the client develop a concrete action plan. Have the client develop a concrete action plan. Role-play the plan. Role-play the plan. Have client practice the plan between sessions. Have client practice the plan between sessions.

6.6. Evaluate the plan.Evaluate the plan. Determine if the plan is working. Determine if the plan is working. Assist client develop ways to modify and evaluate the plan. Assist client develop ways to modify and evaluate the plan.

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Problem-SolvingProblem-Solving

Group ActivityGroup Activity

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Tapes and CountersTapes and Counters

• These are thoughts, attitudes, values These are thoughts, attitudes, values and beliefs that perpetuate criminal and beliefs that perpetuate criminal behavior. behavior.

• Generally, we see two categories of Generally, we see two categories of tapes: Neutralizations and “Macho tapes: Neutralizations and “Macho Man” Violence.Man” Violence.

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Tapes and CountersTapes and Counters

• Neutralizations (Sykes and Matza, 1957) Neutralizations (Sykes and Matza, 1957) include various types of denial (i.e. include various types of denial (i.e. responsibility, injury, victim), system responsibility, injury, victim), system bashing and appealing to higher bashing and appealing to higher loyalties.loyalties.

• Macho Man Violence – representing Macho Man Violence – representing more aggressive ways to approach more aggressive ways to approach people and situations (i.e., Fighting is people and situations (i.e., Fighting is just part of life). just part of life).

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Changing TapesChanging Tapes

• To promote risk reduction, we can To promote risk reduction, we can engage in activities designed to engage in activities designed to target pro-criminal attitudes and target pro-criminal attitudes and beliefs. beliefs.

• Strategy:Strategy:– Teach clients to –Teach clients to –

• Catch it.Catch it.• Counter it.Counter it.• Cookie self.Cookie self.

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Changing TapesChanging Tapes• Catching it:Catching it:

– The first step is learning to recognize the tape.The first step is learning to recognize the tape.

• Countering it:Countering it:– Generate more prosocial behaviors. Generate more prosocial behaviors.

• Begin with working on developing a new prosocial alternate Begin with working on developing a new prosocial alternate attitude.attitude.

• Then identify a new behavior.Then identify a new behavior.

– Follow the RULE (Realistic, Useful, logical, and evidence) Follow the RULE (Realistic, Useful, logical, and evidence) tool.tool.

• Cookie self:Cookie self:– Identify and apply an internal reward for doing the above. Identify and apply an internal reward for doing the above.

EPICSEPICS

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Tapes and Counters Tapes and Counters

Group ActivityGroup Activity

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Thinking ReportsThinking Reports

Thinking Reports -Thinking Reports -• A brief description of the situation.A brief description of the situation.• A detailed account of the client’s A detailed account of the client’s

thoughts.thoughts.• A brief report of the client’s feelings.A brief report of the client’s feelings.

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Major Risk and/or Need Factors and Major Risk and/or Need Factors and Promising Intermediate Targets for Promising Intermediate Targets for

Reduced RecidivismReduced RecidivismFactorFactor RiskRisk Dynamic NeedDynamic Need

Family and/or maritalFamily and/or marital Two key elements areTwo key elements are Reduce conflict, buildReduce conflict, buildnurturance and/or caringnurturance and/or caring positive relationships, positive relationships,

better monitoring and/orbetter monitoring and/orcommunication, enhance communication, enhance

supervisionsupervision monitoring & supervisionmonitoring & supervision

School and/or workSchool and/or work Low levels of performanceLow levels of performance Enhance performance,Enhance performance,& satisfaction& satisfaction rewards, & rewards, &

satisfactionsatisfaction

Leisure and/or recreationLeisure and/or recreation Low levels of involvement Low levels of involvement Enhancement Enhancement involvement involvement

& satisfaction in anti- & satisfaction in anti- & satisfaction in prosocial& satisfaction in prosocialcriminal leisure activitiescriminal leisure activities activitiesactivities

Substance AbuseSubstance Abuse Abuse of alcohol and/orAbuse of alcohol and/or Reduce SA, reduce the Reduce SA, reduce the drugsdrugs personal & interpersonalpersonal & interpersonal

supports for SA behavior,supports for SA behavior,enhance alternatives to SAenhance alternatives to SA

Adopted from Andrews, D.A. et al, (2006). The Recent Past and Near Future of Risk and/or Need Assessment. Crime and Delinquency, 52 (1).

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Major Risk and/or Need Factors and Major Risk and/or Need Factors and Promising Intermediate Targets for Promising Intermediate Targets for

Reduced RecidivismReduced RecidivismFactorFactor RiskRisk Dynamic NeedDynamic Need

History of AntisocialHistory of Antisocial Early & continued Early & continued Build noncriminal Build noncriminal BehaviorBehavior involvement in a number involvement in a number alternative alternative

behaviorsbehaviorsantisocial actsantisocial acts in risky situationsin risky situations

Antisocial personalityAntisocial personality Adventurous, pleasureAdventurous, pleasure Build problem-solving, self-Build problem-solving, self-seeking, weak self seeking, weak self management, anger mgt &management, anger mgt &control, restlessly aggressive control, restlessly aggressive coping skillscoping skills

Antisocial cognitionAntisocial cognition Attitudes, values, beliefsAttitudes, values, beliefs Reduce antisocial Reduce antisocial cognition,cognition,

& rationalizations & rationalizations recognize risky thinking & recognize risky thinking & supportive of crime, supportive of crime, feelings, build up alternativefeelings, build up alternativecognitive emotional statescognitive emotional states less risky thinking & less risky thinking &

feelingsfeelingsof anger, resentment, &of anger, resentment, & Adopt a reform Adopt a reform

and/or and/or defiancedefiance ant criminal identityant criminal identity

Antisocial associatesAntisocial associates Close association withClose association with Reduce association w/ Reduce association w/ criminals & relative isolationcriminals & relative isolation criminals, enhance criminals, enhance from prosocial peoplefrom prosocial people association w/ prosocial peopleassociation w/ prosocial people

from Andrews, D.A. et al, (2006). The Adopted Recent Past and Near Future of Risk and/or Need Assessment. Crime and Delinquency, 52 (1).

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Where to Get More Where to Get More InformationInformation

• University of Cincinnati’s University of Cincinnati’s Corrections Institute - Corrections Institute - [email protected]@uc.edu

• National Institute of Corrections – National Institute of Corrections – nicic.govnicic.gov

• Indiana Department of CorrectionIndiana Department of Correction