Effective Practices in Community Supervision (EPICS) Mindy Schweitzer, MA.

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Effective Practices inCommunity Supervision (EPICS)

Mindy Schweitzer, MA.Center for Criminal Justice Research

Corrections InstituteSchool of Criminal Justice, University of Cincinnati

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Acknowledgements

We would like to acknowledge the work of Drs. Don Andrews and Paul Gendreau in the area of correctional interventions, and specifically in the area of core correctional practices.

We would also like to acknowledge the work of Drs. Jim Bonta and Guy Bourgon on the Strategic Training Initiative in Community Supervision (STICS) project with the Department of Public Safety and Emergency Preparedness Canada.

Other related projects are being conducted by Chris Trotter and Peter Raynor.

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Rationale for EPICS Training

IMPORTANCE OF TRAINING

A recent study of parole by the Urban Institute indicated that the “no parole” group performed about as well as the “mandatory and discretionary parole” groups.

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A meta-analytic review of approximately 25 studies indicated that probation is no more effective than other community-based sanctions such as fines, community service, etc.

Bonta et al. (forthcoming)


“TRADITIONAL” COMMUNITY SUPERVISION

• Dosage

• Length of community supervision

• Caseload size

• Unknown risk of offenders

• Availability and quality of community referrals

• Content of interaction with offender

• Focus on external controls

• Other policy/procedural issues

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The most current research is suggesting that the relationship with officer and what is discussed is important.

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Research on the Dual Role Relationships Inventory-Revised has suggested that relationship quality in mandated treatment involves caring and fairness, trust, and an authoritative (not authoritarian) style.

Skeem, Eno Louden, Polaschek, and Camp (2007)

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The work of Chris Trotter (2006) has also underscored the importance of role clarification and the use of problem solving (as well as other core correctional practices) in working with involuntary clients.

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A study on case management practices in Manitoba probation found that the development of supervision plans was based more on what the court mandated than what the assessments indicated.

in number of topics discussed, in recidivism

Bonta, Rugge, Seto and Coles (2004)

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Bonta et al. (forthcoming) have been collecting data in Canada after implementation of the Strategic Training Initiative in Community Supervision (STICS).

Trained officers had 12% higher retention rates in comparison with untrained officers at six months.

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Bourgon (2009)

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Rationale for Training

VERA INSTITUTE

“If we get [community supervision] right, we could cut incarceration by 50 percent, have less crime rather than more crime, and spend the same amount of money.”

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Principles of Effective Intervention

THREE MAIN PRINCIPLES

• Risk

• Need

• Responsivity

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RISK PRINCIPLE

• Assess and identify higher risk offenders.

• Target higher risk offenders for more intensive treatment, services, and supervision.

• Avoid including lower-risk in higher-end programs; it may increase their risk and failure rates!

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NEED PRINCIPLE

• Identify and target criminogenic needs:

- Attitudes, values, beliefs - Peer associations - Personality - Education/employment - Family - Substance abuse

- Leisure/recreation

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RESPONSIVITY PRINCIPLE

• Specific responsivity- Remove barriers to treatment

- Match style and mode of service delivery to key offender characteristics

• General responsivity- Use cognitive behavioral interventions***

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Cognitive-Behavioral Model

DEFINING THEMES AND CHARACTERISTICS

SCIENTIFIC

• Commitment to a scientific approach- Precision- Empirical evaluation

• Definition of target behaviors

• Measurement of target behaviors- Before, during, and after treatment

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ACTIVE

● Offenders are required to do something about their problem behavior (i.e., not just talk about it).

● Homework assignments

● In vivo (i.e., takes place in the natural setting)

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PRESENT-FOCUS

• Problem behaviors occur in the present and are influenced by current conditions.

• Past experiences are interesting insofar as they are present maintaining conditions of the current problem behavior.

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BASED ON THEORIES OF LEARNING

• Problem behaviors are developed and maintained through learning.

• Old behaviors can be replaced by new behaviors through learning experiences (including repetition and reinforcement).

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INDIVIDUALIZED

• Despite standardized assessments and curricula, treatment plans should be individualized to each offender’s unique problem, circumstances, and characteristics.

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STEPWISE PROGRESSION

Simple Complex

Easier Harder

Less threatening More threatening

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TREATMENT PACKAGES

• Treatment/Supervision plans should combine various techniques:

- Reinforcement- Modeling and role playing- Token economies- Response cost- Contingency contracts- Thinking reports

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BREVITY

• Relatively short intervention compared to other options due to homework and self-management.

• Time may fluctuate depending on complexity of problem.

• This is good news for corrections!

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CORE CORRECTIONAL PRACTICES

Elements of Effective Correctional Practice and Recidivism

Source: Gendreau, P. (2003). Inv ited Address, Div ision 18, APA Annual Conv ention, Toronto, CA.

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EPICS Model

PURPOSE

The EPICS model is designed to teach probation and parole officers how to apply the principles of effective intervention and core correctional practices.

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Structure of EPICS Meeting

SESSION OVERVIEW

Each session should be structured in the following way:

1. Check-In2. Review 3. Intervention4. Homework and Behavioral Rehearsal

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CHECK-IN

CHECK-IN is an opportunity to:

1. To determine if client has any crises/acute needs2. Build rapport3. Discuss compliance issues

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REVIEW

The REVIEW portion of the meeting should focus on:

1. The skills discussed in the prior meeting2. The application of those skills3. Troubleshooting any continued problems in the use of those skills

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INTERVENTION

For the INTERVENTION, officers should:

1. Identify continued areas of need 2. Identify trends in problems that the client

experiences3. Teach relevant skills4. Target problematic thinking (or “tapes”)

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HOMEWORK AND REHEARSAL

For HOMEWORK AND REHEARSAL the officer should:

1. Give the client an opportunity to see the officer model what s/he is talking about2. Provide the client with the opportunity to role play the new skill BEFORE leaving the office with feedback3. Assign the client homework that focuses on applying the new skill4. Give instructions that the client should follow before the next visit

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EPICS Action Plan

EPICS ACTION PLAN

The EPICS Action Plan was developed to help guide interactions with offenders. It should be used to:

1. Identify the level of risk and need2. Identify the level of supervision3. Identify needs to discuss when a client

reports4. Note if there are any barriers to

treatment5. Address any acute/crisis needs

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Differential Supervision by Risk/Need

TRANSLATING THE RISK PRINCIPLE

More services should be delivered to higher-risk clients:

1. Treatment dosage and supervision2. Meet with clients more frequently3. Use focused interventions4. Use family and community resources

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TRANSLATING THE NEED PRINCIPLE

Focus on identified criminogenic needs, but:

1. Work through acute need/crisis, noncriminogenic, and criminogenic2. Translate risk and needs assessment into need priorities, but always focus on thoughts, attitudes, values, and beliefs

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TRANSLATING THE RESPONSIVITY PRINCIPLE

Enhance behavioral change by delivering services that are responsive to the way a client learns:

1. Structure supervision period and meetings2. Develop a relationship3. Teach core skills in a concrete and simple

way

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CORE SKILLS IN THE EPICS MODEL

• Relationship Skills - Active Listening/Giving Feedback- Role Clarification

• Reinforcement and Punishment- Effective Social Reinforcement- Effective Disapproval- Effective Use of Authority

- Behavioral Contracts

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CORE SKILLS IN THE EPICS MODEL

• Cognitive Restructuring- ABC model- Identification of “Tapes” and “Counters”

• Structured Skill Building/Problem Solving- Teach, Model and Practice

• Working with Families

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PUTTING IT ALL TOGETHER

Observe the video demonstration of an EPICS session

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EPICS

SUMMARY

EPICS is designed to be used in community supervision to assist officers in applying the principles of effective intervention and core correctional practices.

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EPICS

THANK YOU

Thank you for your time today. For more information regarding EPICS please contact Mindy Schweitzer at the University of Cincinnati, Center for Criminal Justice Research, Corrections Institute. [email protected] or 513-556-0856.

You may also contact John Schwartz at the University of Cincinnati, Center for Criminal Justice Research. [email protected] or 513-556-1913.

www.uc.edu/corrections

Effective Practices in Community Supervision (EPICS) Mindy Schweitzer, MA.

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