Decision Points Cognitive Skills Training. Decision Points Authors: Jack Bush Juliana Taymans Charles Robinson Steve Swisher.

Decision PointsCognitive Skills Training

Decision Points

Authors:

Jack Bush

Juliana Taymans

Charles Robinson

Steve Swisher

Key Features

Evidence-based correctional program constructed to address participant risk, needs and responsivity

Targets antisocial thoughts and skill deficits through an interactive behavioral approach

Developed for correctional populations with rapid turnover or short-term populations

Crafted as an open-entry and open-exit program facilitating ease in program management

Key Features

Constructed of 5 comprehensive and repetitive learner-centered lessons for fostering continuous delivery

Built for easy implementation, sustainability and cost containment

Effective as an independent program or delivered in tandem with other behavioral programming

Program integrity managed through program oversight, professional development and coaching

Decision Points Program

Cognitive-behavioral intervention

Teaches 2 concepts and 4 steps to increase participants’ ability to stay out of trouble:

Concept 1 - There are ways to stay out of trouble and still feel okay about yourself

Concept 2 - We all go through cycles of trouble and conflict

What Does it Look Like?

Decision Points is presented in a repeating series of 5 group sessions.

Members can join the group at any time.

Members can remain in the program as long as it is productive for them.

Each group session involves group practice of the content.

Each group session involves giving and reviewing homework.

Cognitive-Behavioral Intervention

Offending behavior is shaped and controlled by the ways participants think

Behavioral change is best accomplished by changing the ways people think 

Thinking is itself a form of behavior, learned by the same mechanisms of reinforcement and extinction as physical behaviors

This means that participants’ ways of thinking can be learned and unlearned

Cognitive skills training teaches participants the thinking skills necessary for successful prosocial living

Cognitive-Behavioral Intervention

Cognitive restructuring aims to change participants’ antisocial attitudes and beliefs

Decision Points combines aspects of cognitive skills training and cognitive restructuring. Decision Points teaches new attitudes and beliefs as a set of thinking skills.

Decision Points is designed for male and female, juvenile and adult offenders violent and nonviolent offenders, low and higher risk offenders (even those who have spent many years incarcerated).

Skills & Steps of Decision Points

Consists of 4 skills

Can be delivered in as short a time as 5 lessons

These skills teach participants to ask and answer 4 questions which mark the 4 steps of Decision Points

Skill Steps(The 4 Questions of Decision Points)

Each step touches on a fundamental aspect of participants’ thinking –

  Step 1: What am I thinking and feeling right now, and what are my

thoughts and feelings telling me to do?

Step 2: Who else cares what I do right now, and what would they want me to do?

Step 3: What could I do right now; what options would not lead me into trouble; and what options could I feel okay about doing?

Step 4: What’s a thought I could have that would make it easier for me to pick an option that doesn’t lead me into trouble?

The Trouble Cycle

Risk Situation

Thoughts and Feelings

Action

Other’s Responses

Trouble Cycle

Risk Situation

Thoughts & Feelings

Action

Others' Responses

Break the Trouble Cycle

Risk Situation

Thoughts & Feelings

Action

Others' Responses

Decision Point

Criminal Thinking

Antisocial thinking is deeply rooted in attitudes of self-justification and disregard for the interests of others

The simple steps of Decision Points have the potential to uncover and influence even these deeply rooted attitudes.

Decision Point Steps

Step 1 (What am I thinking and feeling right now, and what are my thoughts and feelings telling me to do?)

Decision Points teaches participants how to pay attention to the thoughts and feelings going on inside of them.

Step 2 (Who else cares what I do right now, and what would they want me to do?)

We ask participants to think about other people in their lives that may or may not be part of this particular risk situation.

Decision Points Steps

Step 3 (What could I do right now; what options would not lead me into trouble; and what options could I feel okay about doing?)

This set of questions involves: Brainstorming potential actions

Evaluating potential actions based on how others might respond

Selecting an action that will lead them out of the Trouble Cycle

Step 4 (What’s a thought I could have that would make it easier for me to pick an option that doesn’t lead me into trouble?)

Participants identify ways they can think that make it easier for them not to break rules or hurt people, and still feel good about themselves when they do it.

Decision Points Steps

Steps 3 and 4 have particular significance with higher risk participants. It is not easy to overcome long-standing habits of thinking.

Higher risk participants will likely struggle with thinking of new ways to act, and identifying new ways of thinking that are realistic for them.

Important that facilitators respect this struggle. It is this struggle that higher risk participants deal with in order to change. It’s our role as facilitators to support them in that struggle.

The Strategy of Choices

Coerced change doesn’t change participants’ thinking Triggers resistance

Extinguishes cooperation

Compliance is not the change we seek.

Participants control their own attitudes.

Strategy of Choices The Message

You can respect the rules and conditions of participation and take part in the program.

Or, you can reject the rules and conditions and not take part in the program.

That is your choice to make, and we will respect your choice.

But you cannot reject the rules and conditions and still take part in the program.

That is our choice to make, and we will make it.

Rules and Conditions for Participation

Rules kept simple. Require only what is necessary for the group to function and the program to

work.

Essential to the Strategy of Choices The rules and conditions are not arbitrary.

Enforcing them is not a struggle for power between us and them.

Rules and Conditions

The rules and conditions for Decision Points: Respect

Participation

Honest Effort

Explanation of the rules to participants: Respect is unconditional. That means we are respectful of others whether or

not they are being respectful of us.

Participation means taking part in group discussions and doing the assigned activities.

Honest effort means genuine effort. Effort is measured with consideration of each individual’s ability.

Delivery of Decision Points: an overall strategy of communication

Delivery of Decision Points groups is guided by 3 basic principles of communication:

Objectivity

Respect

High Standards of Performance

Objectivity

Facilitators suspend moral judgments about group members’ behaviors and thinking.

Such judgments trigger resistance and put “us and them” on opposite sides.

Decision Points’ Stance: Participants are as they are and they will remain as they are for as long as they are determined to do so.

Respect

Participants base their lives on attitudes, beliefs, and habits of thinking that give meaning to their lives and provide them with a sense of personal identity.

There is a problem when their antisocial ways of living and thinking causes pain to others.

We can exert some control over participants’ behavior through imprisonment and supervision . . . but only they can change their ways of thinking.

Acknowledging participants’ ability and freedom to direct the course of their own lives is a meaningful form of respect.

High Standards of Performance

Maintain respect as a program norm Respect is a basic social value.

Maintaining respect as a program rule creates the groundwork for prosocial thinking beyond the program.

Performance of homework assignments Making a genuine effort in completing the homework is an essential program norm.

Setting the standard of completing the homework promotes responsible behavior beyond the program.

Compliance isn’t forced through punishment Strategy of Choices

Decision Points Skill

Step 1: Connecting thoughts to action

Step 2: Thinking about others

Step 3: Identifying possible actions to take

Step 4: Identifying motivating thoughts to support those actions

What am I thinking and feeling?What are these thoughts and feelings leading me to do?

Who else cares about what I might do?What would they want me to do?

What are my brainstormed choices?Which choices lead away from trouble?Which choices can I feel OK about doing?

What is a thought that can motivate me to do my choice?

The 4 Questions of Decision Points (Steps)

Program Format

Part 1: Individual interview

Part 2: Group session structure

Individual Interview

Purpose:

To inform the participant about the program

To determine participant’s ability to understand and participate in the program

To establish a rapport with the participant

To seek commitment from the participant to make an honest effort in the program

Interview Points

1. Describe and explain the basic ideas of the program

The Trouble Cycle

Decision Points are opportunities to make decisions that steer us away from trouble

We teach decision-making skills in 4 steps and the program consists of learning how to do them

2. Explain the group activities

Every group meeting includes practicing the 4 steps through roleplay and discussion

Everyone will apply the 4 steps in real-life situations (homework)

Points to Cover

3. Explain the basic rules and conditions of participation

The rules are unconditional because the are necessary for the group to be successful

To participate

To be respectful

To make an honest effort

4. Get a commitment from the person to accept and abide by the rules and conditions

Decision Point Lessons

Base Lesson

Step Focused Lessons: (Concentrate on demonstration and practice of steps)

Lesson 1: Identify My Thoughts and Feelings

Lesson 2: Thinking About Others Who Care About What I Do

Lesson 3: Thinking About Choices

Lesson 4: Find a Motivating Thought

StructureBase Lesson Purpose & Format

Purpose – Sets the foundation for the Focus Step Lessons 1-4 that follow

Presents an overview of and introduction to the program as a whole

The lesson Format

Base Lesson: Introduction to the Program and Decision Points Steps

Activity 1:Getting Started

Activity 2:Review the Trouble Cycle

Activity 3:Practice Reporting Thoughts and Feelings

Lesson Activities

Each of the Step Focused Lessons (4 lessons) in Decision Points is constructed of 6 activities:

Activity 1: Introductions/Getting Ready

Activity 2: Discuss Trouble Cycle and The 4 Decision Point Steps

Activity 3: Demonstration of Focus Step

Activity 4: Return Homework

Activity 5: In-Group Practice (Roleplay & Discussion)

Activity 6: Out-of-Group Practice (Homework)

Activities

Activity 1: Introductions & Getting Started

Introductions

Collect Homework

Review of rules if necessary

Activity 2: Discuss Trouble Cycle and The 4 Decision Point Steps

Discuss/review the Trouble Cycle

Review Decision Point Steps

Identify focus step for the session

Activities

Activity 3: Demonstration of Focus Step

Present a hypothetical situation

Review previous steps

Demonstrate focus step

Activity 4: Return Homework

Return homework sheets

Provide oral and written feedback

Activities

Activity 5: In-Group Practice

Participants present their homework

Group members provide input

Facilitators coach application

Activity 6: Outside of Group Practice Assignment

Participants identify type of practice

Anticipated temptation to break a rule

Anticipated risk situation – something happens which causes risk thoughts and feelings

Previous situation when broke a rule or hurt someone

Porter County & Decision Points

PACT Decision Points 3rd Pilot

Training

Provided by Jack Bush and Steve Swisher

36 hour training

Other Participating Counties: Lake, Starke, Tippecanoe, Elkhart

Includes ongoing coaching

Provided manual, ppt and able to reproduce materials

Future Trainers

Porter County Decision Points

Uses co-facilitators

Group size 10-12

Sessions length – 90 minutes

Low risk will complete the Base Lesson and 4 Focused Lessons

Moderate and higher risk participants will complete:

Base Lesson

4 Focused Lessons

Thinking For A Change (men), Moving On or Beyond Violence (women)

Groups are separated based on risk and gender

For More Information

For additional information contact:

Greg Ponchot at [email protected]