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rehabilitating offenders - Coggle Diagram

- - - - Identifying and remediating causes of criminal behaviour: individual focus
        
        Associated with positivist criminology (19th-20thC)
        
        Utilitarian: future oriented; aims to prevent further crime by removing the individual causes of criminal behaviour
      - social justice
        
        cheaper thanprison
  - - - Indeterminate sentencing, on which rehabilitation relies, lacks fairness / due process; violates principle of proportionality
      - Arbitrariness in sentencing & parole systems
      - Ethical issues taken up by ‘Just Deserts’ theorists
    - - Martinson 1974
        
        231 studies
        
        40-60%positive
        
        negatives not questioned
        
        positives critised
        
        unrealible measurement
        
        errors in conceptialisation
        
        recedivism doesnt effect agregate
        
        recanted
        
        withdraWN suppourt for rehab
      - nothing works to what works
        
        link services
        
        link services and clients
        
        mark lipsey
        
        longer treatmnets
        
        outside instutes
        
        multimodal, skilled, beahviour
        
        extrapersonel, family
    - - Rehabilitation as soft
        
        “Ivory tower” perspective
      - Rehabilitation as expensive $$$
  - - - Priority should be given to highest risk
      - Program intensity to vary according to risk
      - Higher intensity programs for higher risk offenders, etc
    - - Rehabilitation should target criminogenic needs
      - Factors shown empirically to be related to recidivism
    - - Programs should match offender characteristics
      - Intelligence; literacy; culture; readiness
  - - - Select medium & high risk offenders
      - Target criminogenic needs
    - - Importance of theoretical & empirical foundations
      - Structured behavioural & multi-modal programs work better than less focused approaches
    - - But should include cognitive component
    - - Programs should be designed to engage high levels of responsivity
        
        Community-based programs more effective than prison-based programs
        
        Prison-based programs can be effective, but should be structurally linked to community-based interventions
      - The most effective programs have high treatment integrity
        
        Treatment-as-designed = treatment-as-delivered
        
        should be carried out by qualified, trained staff–professional discretion important, but should be contained
        
        those involved in design should also be involved in implementation
  - - - 1970s destruction of knowledge
    - - ineffective
      - ineffectively applied
      - wrong treatment
      - effectivenss is hidden
- - - - Risk assessment based on clinical experience
      - Assessor considers information from (undefined) range of sources, and estimates risk according to their professional experience and knowledge of field
      - May be structured or unstructured
      - Intuitive process; no explicit controls for subjective biases
      - Rationale may not be clear
      - Clinical prediction on average little better than chance
      - Confidence ≠ accuracy
      - Tendency to over-estimate risk
  - - - historical mostrealiable
    - - cfritical for risk managment
    - - changable
      - lessa curate
  - - - Matching interventions with offender characteristics
        
        Need to consider cognitive abilities, literacy, cultural differences, readiness
        
        Recent research on therapist qualities / behaviour
        
        Positive, warm, empathic, supportive, directive etc.
        
        Not new (standard psychotherapeutic principles)
        
        Community-based programs generally more effective than prison-based programs
        
        Prison = closed, artificial environment
        
        Assessments need to account for environmental influences
        
        Little attention given to involving family etc.
        
        Prison experience can exacerbate self-focus–difficult to develop empathy and perspective-taking
        
        Prison can be a dangerous place–difficult to develop assertiveness and other social problem-solving skills
        
        Prisons and drugs–difficult to develop drug-refusal skills etc.
        
        More resources available in community–also more “natural” environment
- - - - Longitudinal relationships among risk factors
      - Becoming ‘ensnared’ by the consequences of antisocial behaviour
      - Restricted behavioural repertoire
      - Opportunities for ‘turnover over a new leaf’ also present new opportunities for offending
  - - - SVJ offenders are a distinct subgroup of juvenile offenders
      - Majority are multi-problem youth
      - School problems (truancy, suspension, dropout)
      - Mental health problems
      - Substance use problems
      - Victimisation
      - Early onset and late desistence
      - Relationships between persistence, versatility and seriousness (progression
      - Youth courts typically deal with youth over 14 years
      - Fragmentation of services and lack of resources for early onset offenders
      - Many SVJ offenders are never arrested, or are arrested very late (i.e., as adults)
      - SVJ offenders difficult to identify
      - Many arrested for less serious offences
      - Need for improved screening mechanisms
      - Most SVJ offenders remain in the community during peak offending period
  - - - distal
      - proximal
      - appraoches
        
        universal
        
        selected
        
        secondary
        
        tertiary
      - aprent training
      - family preservation
      - peer basewd interventions
      - family ecological factors
    - - adhd
      - delinquincy
      - agression
      - cd
      - antisocial
      - infant
      - toddler
      - adolesent
- - - - Therapeutic responses
      - Assess problem behaviour in the context of the social ecological systems in which the person is embedded
      - Target multiple aspects of the person’s social ecology
      - Emphasis as much on the interaction of systems than on the systems themselves
      - i.e., may target relationship between child and school; between parents and school; between child and peers; between parents and child’s peers
  - - - Principle 1: “the purpose of assessment is to understand the fit between the identified problems and their broader systemic context”
      - Assessment of strengths and needs of each system
      - Integrates information from multiple sources
      - Little reliance on formal psychological testing
      - Emphasis on observable, measurable factors (i.e., frequency and intensity of specific behaviour)
      - Particular focus given to identifying strengths, and using these as a foundation to build upon (also important philosophical principle of MST)
      - Emphasis on collaboration, especially with the family
    - - Principle 2: “therapeutic contacts emphasise the positive and use systemic strengths as levers for change”
      - Successful outcomes rely on engaging family
      - Attention often needs to be given to solving family problems (i.e., parental substance use; hopelessness / anger etc.)
      - Organisational focus on strengths-based attitudes
      - Use of non-pejorative language
      - Reframing (solution- rather than problem-focused)
      - Liberal use of positive reinforcement
      - Convey hopefulness, especially to the family
      - Find and emphasise what the family does well
      - Assessment of systemic strengths
      - Individual, family, peer, school, neighbourhood, community
    - - Principle 3: “interventions are designed to promote responsible behaviour and decrease irresponsible behaviour among family members”
      - Concept of ‘responsible behaviour’ can be readily communicated and understood by all stakeholders
      - Less daunting and more achievable than focusing on the criminal justice system (i.e., delinquent; offender) or diagnostic labels (i.e., personality disorder)
      - Promotes parental modelling of positive behaviours
    - - Principle 4: “interventions are present-focused and action-orientated, targeting specific and well-defined problems”
      - Less emphasis on the past than for some therapeutic approaches (i.e., psychanalysis)
      - Effects of past events may be important, but emphasis is given to current manifestation of those effects, and on their implications for immediate future
      - Emphasis on ‘doing thing’ and on consistent responses, rather than on insight
      - Emphasis on clearly defined (observable, measurable) goals and strategies
      - Outcome-, rather than process-orientated
    - - Principle 5: “interventions target sequences of behaviour within and between multiple systems that maintain the identified problems”
      - Focus on behaviour that attenuates or contributes to irresponsible behaviour
      - Highly individualised: interventions vary from case to case
      - Particular focus on assisting the family to improve its effectiveness, but also may target schools and other aspects of the system (i.e., youth justice personnel)
      - Focus on interpersonal transactions
    - - Principle 6: “interventions are developmentally appropriate and fit the developmental needs of the youth”
      - Development in a life-course context (thus, applies to both youth and their family)
      - Younger youth will have different relationships with parents / peers / school than will older youth (i.e., older youth may need assistance to prepare for independent living)
      - Also takes account of individual differences (i.e., immature 17-year-old v mature 14-year-old)
      - Therapeutic tasks should not exceed youth’s developmental or functional capabilities, and neither should they under-estimate the youth’s developmental needs or capabilities
      - Grandparents may have different needs to young parents
    - - Principle 7: “interventions are designed to require daily or weekly effort by family members”
      - Aims for ‘diligent collaboration’: requires clear and sustained agreement about goals and strategies
      - Outcomes can be achieved more quickly: MST aims for sustained improvements in the functioning of the youth’s natural social ecology, following therapists involvement
      - Family assumes primary responsibility
    - - Principle 8: “intervention effectiveness is evaluated continuously from multiple perspectives, with providers assuming accountability for overcoming barriers to successful outcomes”
      - Appropriate interventions should show signs of positive results quickly
      - Continuous evaluation helps to identify barriers (i.e., importance of multiple informants)
      - MST therapists discouraged from ‘increasing dose’ of unsuccessful interventions
      - Outcome-, rather than process-orientated
      - Draws from a wide repertoire of interventions with known or promising effectiveness
    - - Principle 9: “interventions are designed to promote treatment generalisation and long-term maintenance, by empowering caregivers to address family members’ empowering caregivers to address family members’ needs across multiple systemic contexts”
      - Emphasis on skills development
      - Capacity building for current and future problems
      - Family assumes primary responsibility
      - Makes use of protective and resiliency factors available in the natural environment
- - - - vaues clarification
      - time out
      - safety plan
      - cycle
      - communication skills
      - cognitive restructuring
        
        beleif, attitude, change assumptions
      - time out
      - anger managment
        
        empathy training
        
        emotional regulation
        
        impul;ses
      - mood manage
      - relapse prevention
      - decison makin
      - goal setting
      - interperosnel deficit
  - - - file review
      - interview
      - test
      - self monitor
      - observe beahviour
      - behaviour ananlysis
    - - cpognitive bpreparatiion
      - motivate
    - - lifestyle
      - cognitive
      - relaxation
    - - listening
      - paraphrasing
      - asertivness
    - - aroused state, stuck in past, frustrated at goals
      - agression act, anger emotion
      - high intensity dysfunctional
      - frequency, sometimes dysfunctional
      - language metaphores
      - proximal triggers, distal factors
      - over and under control
        
        anger managementwstswww with over control not good
        
        self regulation failure
        
        lack of standards
        
        lack of self monitor
        
        self regulatory strengh failure
        
        misregulation
        
        loss of control
        
        loss of transandance
        
        lapse activation patterns
        
        acquinace in under regulation
        
        self esteem threat
        
        Emotional regulation
        
        antecedant focused before
        
        responce focus after
        
        strategies
        
        selection of situation
        
        modify selection
        
        repraisal
        
        rumination
        
        talk to others
        
        supression
        
        masking
        
        self sooth
  - - - Engaging non-voluntary, poorly motivated, and / or hostile clients
        
        Personal and professional boundaries
        
        Professional orientation
        
        Personal safety
    - - Theoretical and empirical foundations
        
        Client-program matching (RNR)
        
        Treatment integrity and professional discretion
        
        Evaluation (process, content, and outcome)
        
        Staff qualifications, training, and supervision
        
        Implementation (resourcing)
    - - Individual versus group-based programs (efficiency v effectiveness)
      - Individualising group-based interventions
      - Open v closed groups (minimising attribution)
      - Group mix and group ‘dynamics’
      - Confidentiality
      - Intellectual and literacy issues
    - - Assessment
      - Preparation
      - Life-history
      - Disclosure
      - Victim empathy
      - Anger management
      - Social skills
      - Relapse prevention
    - - interpersonel deficit
      - decison making
      - goal setting
      - general thinking
- - - - sexual drive
        
        non specific
      - mateship
        
        reproduce
        
        mate
        
        parent
      - sexual attraction
        
        specfic
      - causes
        
        lack of restrined
        
        adveerse devlopment
        
        negative social cultural cues
        
        sitauation, anger, intoxicated, oppurtu nity
        
        sitautional factors
        
        cutural
        
        BEHAVIOUR RESTRASINT RATHER THAN DEVIANCE
        
        biological
        
        sexual aggresion
        
        sexiul drive
        
        sexual attraction
        
        mate selection
        
        parenting behaviouir
        
        attachm,net
        
        courtship
        
        empathy
        
        perspective
        
        emotional regulation
        
        adult attachmnet pair bond
        
        secure adulthood attachm,net
        
        empathy
        
        perspective
        
        autonmous eregualtion
        
        secure adult attachm,ent
        
        copertaive interpersonal
        
        satisfied intimate relationship
        
        effective parretnig
        
        insecure child attachmnet
        
        hostility
        
        agression
        
        impusivity
        
        reglate difficulties
        
        risk taking
        
        increased victimisation
        
        substance abuse
        
        anxiety
        
        fear
        
        dismissive adult attchment
  - - - mid 30s
      - 1st offense 30s
      - relationship with family
      - grooming
      - bowlby atchmnet
        
        parenting
        
        sexuality
        
        CSO insecure childhood development, attachmnet, adult insecure
        
        reduced beahvioural restraint
        
        cso insecure aDult and childhood attachmnet
      - RAT
        
        sitautional
        
        ill, distant, mother
        
        sleeping arrangmnets
        
        sexual preference cognitive distortion
        
        empathy deficit
        
        adults turn to each other for intamcy and suppourt if lacking child is looked at
        
        positive attachmnet discourages physical,emotional, sexual, contact
        
        care giving care taking, cuers sexual responce
        
        poor behavioural restraint family seeting
        
        maritail problems
        
        substance abuse
        
        absent, il, distant mother
        
        alone with child
        
        unusual sleepin arrangmnets
- - - - poor intimate relationship
      - low self esteem
      - lack empathy
      - cognitive distortion
  - - - phallumatic evalution
      - behaviojural intervention cognitive process
      - treatmnet programmes
      - aversive therpy
      - gender role
      - perspetion
      - sexual dysfunction
      - asertivness
      - low self esteem
    - - relapse prevention
      - SLT
      - sexual preference
      - sex education
      - empathy
      - social skills
      - self esteem
      - subsytnce abuse
      - anger manage
- - - - moter skills
      - cognition
      - communication
      - language
      - speech
      - relationship
    - - problem solve training
        
        decission making
        
        defination
        
        formulation
        
        brainstorm
        
        think before act
        
        cognitive skills
        
        combo skills
        
        aquire skils
        
        rehersal feedback
        
        self control
        
        self monitor
        
        distortions
        
        disscussion
        
        reflection
        
        events sequencing
        
        encode enviroment
        
        goal setting
        
        social goals
        
        self reflection
        
        culturtal expectation
        
        structuraL constarint
        
        motivation
      - lack of ps skilss
        
        mental health
        
        behavioural problems
        
        inhibitionof skills
        
        lack motivation
        
        skills deficit
        
        wrong focus how not what
        
        poor managmnert skills
        
        perseption
        
        means thinking
        
        consequentail thinking lack off
        
        alternative solution thinking
- - - - early substance abuse doesnt predict future most grow out
      - grow out of crime
      - co occurance , no proof of cause effect
      - delinquincy peak
      - crime stops while drinking increaseds