Appendix 2 Program Guidelines.doc

Appendix 4

PROGRAM GUIDELINES:

Programs using evidence based curriculum for groups and training the staff in the delivery of that curriculum will increase program fidelity. Several factors are noted to be essential to program success as measured by the difference in recidivism between treatment and control groups. The National Institution of Correction’s curriculum Offender Risk Reduction: Evidence Based Practice and Cognitive Behavioral Interventions Standard Operating Procedures (Dec 2001) were used as a reference in the development of these guidelines.

Characteristics consistently associated with program efficacy:

1.

Sound Conceptual Model. Programs based on a cognitive-behavioral theoretical model were the most beneficial when applied in appropriate dosage according to offender risk and need measurements.

2.

Multifaceted Programming. Multifaceted programs, which incorporated a variety of techniques in their intervention strategy, were more beneficial than those correctional programs that relied on a single method.

3.

Targeting “criminogenic risk factors.” In successful programs, program targets were factors linked with recidivism such as social cognitions or antisocial attitudes.

4.

Responsivity Principle. Program efficacy was dependent on matching styles and modes of service to the learning styles, characteristics and abilities of offenders based upon identified risks and needs.

5.

Role Playing/Modeling. In successful programs, correctional worker/agents modeled anti-criminal attitudes and behavior. Modeling and role-playing techniques were used to train offenders in empathy, interpersonal problem solving and social skills, which enabled them to cope pro-socially with adverse or criminogenic environmental experiences.

6.

Social Cognitive Skills Training. Including program techniques that could have an impact on the offender’s thinking was of critical importance.

Characteristics that make cognitive behavioral programs effective:

A. Group/Class Setup

1.

The facilitator is present; with the necessary materials adequately organized, and prepared to greet arriving participants several minutes ahead of the scheduled group time.

2.

Attendance and tardiness are accurately and efficiently documented.

3.

Homework (as required by specific programs) is reviewed, checked, and appropriately reinforced.

4.

Each lesson is introduced so participants have an overview of the session.

5.

The introduction of each lesson should include reasons why content or process should be valued by the participants and should be tailored to address each participant’s perspective.

B.

Specific Skill Development

1.

The facilitator should define the skill or concept being introduced.

2.

The facilitator should explain why the skill or concept is important and how it is related to other material previously covered.

3.

The facilitator should present the thinking and actions that make up the specific skill.

4.

The facilitator should model the skill correctly.

5.

The facilitator should ask questions and make sure all participants understand the specific skill before moving on to a new skill.

6.

The facilitator should use examples and scenarios that are simple and easy to follow and directly relevant to the criminogenic (crime-producing behavior) needs of participants.

7.

The facilitator should allow participants to practice skills as much as possible and devote a significant portion (at least two-thirds) of a session to practice and exercises.

8.

The facilitator should provide feedback to participants with at least 80% being positive and reaffirming.

9.

During the summary session, the facilitator should include a review of what the group is learning, why the information is important to participants, and in what specific situations the skills can be used.

10.

The facilitator should always follow the lesson plan and assign homework as directed by the curriculum.

C.

Classroom Management

1.

The facilitator should start the session precisely on time.

2.

The facilitator should identify and address (but not judge) any pro-criminal responses and behaviors (allowing these responses and behaviors to going on without addressing them undermines the intent of the curriculum).

3.

The facilitator should maintain a clearly defined set of group participation rules with simple, specific consequences for violation.

4.

The facilitator should enforce class rules and boundaries.

5.

The facilitator should acknowledge the need for and expect a different level of performance based on the individual skills and abilities of the participants.

6.

The facilitator should take the necessary steps (both structural and situational) to insure each participant is involved in each session.

7.

The facilitator should use humor appropriately throughout each session.

8.

The facilitator should use the necessary equipment and materials (i.e., flipcharts, chalkboards, overheads, TV/VCR, workbook, stapler, paper clips, pens, pencils, and paper) appropriately throughout each session in addition to access to a copy machine in preparation for sessions.

9.

The program participants should have a workbook or folder to hold loose workbook pages or additional information, additional paper for note taking, and each participant should be provided with a pen or pencil.

D.

Participant Involvement

1.

Participants should be actively and voluntarily engaged and paying attention throughout each session.

2.

Participants should be able to demonstrate their understanding of the content and processes used throughout each session.

3.

Participants should provide positive and innovative input to the session.

4.

Participants should adequately complete class activities and homework assignments.

5.

Participants should demonstrate some understanding of their individual risk factors.

E.

Documentation and Accountability

The facilitator should have a clear and effective system to document the following items:

__ Intake interview process (in addition to pre-testing instrument)

__ Attendance

__ Tardiness

__ Homework (as required by specific programs)

__ Session participation levels

__ Ongoing motivation, skill and participation issues

__ Exit interview process (in addition to post-testing instrument).

F.

Standards

1.

The specific cognitive based curriculum must be followed exactly within the guidelines of that individual program.

a.

There will be no addition or deletion of content materials.

b.

The program time frame will be adhered to: e.g., number of sessions suggested completing the program, and time frame regarding the specific amount of time to complete each session. If the program suggests twenty-two sessions at 1 1/2 to 2 hours per session, then it shall be delivered in that manner.