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GUIDEPOSTS FOR DECISION-MAKING
Risk Principle Need Principle Person Principle Relationship Principle
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CENTRAL EIGHT NEEDS Antisocial Behavior Antisocial Personality Pattern
Antisocial Cognition Antisocial Peers Substance Abuse Dysfunctional Family Relations Employment/Education Leisure/Recreation
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The Big Four - Antisocial Behavior
Young age of entry Versatility of crime Inability to manage high-risk situations w/o criminal behavior Targets of change Develop new behaviors for high-risk situations Develop self-efficacy for these behaviors Develop beliefs supporting these behaviors
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The Big Four – Antisocial Personality Pattern
Low impulse control Aggressive / easily angered Poor problem-solving Callous disregard Targets of change Develop skills in these areas above Develop self-efficacy for these skills Develop beliefs supporting these skills
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The Big Four - Antisocial Cognition
Presence of crime-favoring: Attitudes Values Beliefs Rationalizations Personal identity Targets of change Cognitive restructuring Building and practicing prosocial cognitions
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The Big Four - Antisocial Peers
Association with criminal others Lack of association with prosocial others Social support for crime Targets of change Enhance association with prosocial others Increase exposure to prosocial supports Reduce association with criminal others
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IDENTIFYING NEEDS Through on-going assessment listening asking
observing
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GUIDEPOSTS FOR DECISION-MAKING
Risk Principle Need Principle Person Principle Relationship Principle
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Now What? How are we currently doing with identifying and responding to RNR issues? How do we demonstrate high relationship and high structure at the same time?
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Ongoing Effective Conversations
Structuring Skills “check-in” (i.e., checking for any crisis, exchanging social pleasantries, etc.), a review of the previous session previous homework discussion and assigning future homework global session structure intervention targets prioritizing needs Relationship Building Skills role clarification agreement on goals active listening skills effective feedback skills global positive relationship Behavioral Techniques general and specific modeling effective use of reinforcement and disapproval problem solving self-management skills use of rehearsal strategies Cognitive Techniques targeting of procriminal attitudes application of a behavioral model with the client cognitive restructuring
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Integrating Corrections and Treatment Perspectives
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PERSPECTIVES CORRECTIONS Level of supervision Community safety
Criminogenic need Offender category TREATMENT Level of care Client safety Treatment need DSM diagnosis
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CURRENT STATE OF AFFAIRS
Lack of communication among agencies “Not my job” syndrome Minimal understanding of each agency’s priorities Stretched thin Service silos Ambivalence about: Transparency Accountability Vulnerability
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ROLE OVERLAP… ROLE CONFUSION
Capacity-building Containment Community
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TABLE EXERCISE What are the differences in goals, orientations and practices? What are the similarities? What does not work to bridge the gap? What has worked?
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Listening Educating Learning Coordinating
COMMUNICATION Listening Educating Learning Coordinating
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SUCCESSFUL STRATEGIES
Collaborative Problem Solving Prosocial Modeling and Reinforcement Attention to the PO/Client Relationship Frequent Role Clarification
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SUCCESSFUL INTERVENTIONS
Cognitive Behavioral Therapy SSIC, T4C, R&R, ART, R P EMDR MBSR Seeking Safety Dialectical Behavioral Therapy Blueprint Programs (MST, FFT, IFT, Lifeskills) Drug Courts
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IMPORTANT CONSIDERATIONS
Motivational Interviewing Gender-specific Programming Trauma-informed Care Frequent Reassessment
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ASAM PPC First published in 1991 Latest edition will be released now
Medical model Assessment, service planning and treatment
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Use of the DSM Mental health diagnostic tool
Clinical, medical, treatment perspectives Diagnoses symptoms Goal is to alleviate suffering
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DSM 5 UPDATES No more multiaxial diagnoses No more GAF score
No more NOS Many name changes, section changes Trauma and Stressor related disorders Disruptive, Impulse-Control and Conduct Disorders No abuse/dependence distinction; renamed as a use disorder
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Treatment ruts Corrections ruts
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GROUP DISCUSSIONS What are you going to do differently to increase listening, educating, learning and coordinating?
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