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214 CRAM - Coggle Diagram

- - - - Recidivism is the measured quantity of reoffending
  - - - one leads to another / is required for another
  - - - Effectiveness of sanctions
      - Effectiveness of interventions (e.g., rehabilitation)
      - Validity of risk factors
      - Accuracy of risk assessment measures
  - - - To calculate a recidivism rate, it is necessary to define a "follow-up period"
      - Follow-up period = time during which recidivism can occur
      - Longer follow-up = higher recidivism rate
      - Can be fixed or variable
    - - Fixed follow-up periods
        
        Everyone in the same sample has the same follow-up period
        
        Bunch of people released at diff times, everyone has equal opportunity to reoffend
      - Variable follow-up periods
        
        People don't have to have the same follow-up period
        
        usually everyone exited prison at diff times and were just followed up at once with time spent out of prison
    - - Fixed follow-ups:
        
        +
        
        Easier to compare across individuals, groups, or interventions
        
        Useful for benchmarking (e.g., national recidivism rates)
        
        -
        
        Reduce available sample size
        
        Miss reoffending that occurs after the fixed window
      - Variable follow-ups:
        
        +
        
        Maximise available sample size and reoffending
        
        -
        
        Require more advanced statistical methods
        
        Harder to compare across individuals or groups
- - - - A temporary break from offending, without real awareness or intent to change
    - - Long-term, conscious cessation of crime, often linked to identity change
    - - Several years of crime-free behaviour, followed by a return to offending
- - - - Previous criminal history
      - Poor self-efficacy and self-esteem
      - Mental health concerns and/or substance use
      - Family
        
        Dysfunctional family history
        
        Childhood abuse and/or neglect
        
        Teen pregnancy and/or early motherhood
        
        Structural
        
        Poverty and economic marginalisation
        
        Unstable housing and/or homelessness
        
        Poor school performance
- - - - Māori are more likely to be stopped, searched and arrested than non-Māori
      - 40% of all Police apprehensions in Aotearoa New Zealand are made against Māori
    - - 42% of all convictions in Aotearoa New Zealand are made against Māori
      - Māori are more likely to receive harsher sentencing judgements, or be subjected to cultural misunderstandings in the Court System, than non-Māori
    - - Over 50% of those incarcerated in Aotearoa New Zealand are Māori
        
        this is even higher amongst wahine Māori
      - Māori are more likely to experience recidivism, or be exposed to culturally inappropriate rehabilitation
    - - 63% of young people with charges finalised in Court in Aotearoa New Zealand are Māori
      - Rangatahi Māori are more likely to be charged than to receive diversions compared to non-Māori
  - - - Inclusive, community-centric
      - Alternative Courtroom layouts
      - Solution focused
    - - Incorporates te reo me ona tikanga
      - Rangatahi must have admitted their charges and have participated in an FGC
    - - Korowai Mentoring
      - Mataa Waka Youth Services
      - Oranga Rangatahi
- - - - Change slowly/gradually
      - Related to longer-term risk
      - Target for long-term intervention
      - e.g., pro-violence attitudes, antisocial peers, alcoholism
    - - Change rapidly
      - Signal imminent risk
      - Target for short-term intervention
      - e.g., anger, intoxication, employment
  - - - Post-treatment assessment
      - Recidivism?
      - Pre-treatment assessment
    - - Key principles:
        
        Something must change for crime to occur at that particular moment
      - Challenge:
        
        Very difficult to measure changes that happen in ppl's lives immediately prior to offending
      - examples....
  - - - Static
    - - Dynamic
        
        Acute
        
        Stable
- - - - Series of principles derived from meta-analyses on "what works" w offenders
      - Andrews, Bonta, & colleagues
      - RNR model of correctional assessment & rehabilitation
      - Attached to the GPCSL perspectives of human behaviour
    - - Respect for the person & normative context
      - Psychological theory
      - General enhancement of crime prevention services
    - - Introduce human service
      - Risk
        
        we can identify and predict risk
        
        we can use that information to decide who gets how much rehabilitative service (matching)
        
        high risk offenders get more, intensive services
        
        low risk offenders get minimal or no intervention
      - Need
        
        Distinction between criminogenic & non-criminogenic needs
        
        dentifies appropriate targets for treatment
        
        Focus on criminogenic needs (dynamic risk factors)
        
        e.g., criminal attitudes, antisocial peers, etc.
        
        to reduce recidivism
      - General Responsivity
        
        use of cognitive, social learning and behavioural techniques (adapted to individual offenders) e.g. CBT
        
        how to treat
      - Specific Responsivity
        
        match between offender and treatment in style, mode and strategies for treatment
      - Breadth (multimodal)
        
        addressing criminogenic needs
        
        broadly addressing multiple areas
      - Strength
        
        stengthening protective factors
      - Structures assessment
        
        quaitiative measures
        
        clinical assessments
        
        Structured tools
        
        prioritising relevant factors, incorporating the central eight
      - Professional discretion
        
        justify overriding structuresd assessment tools
      - Organisational principles
        
        Community based
        
        Consider environmental triggers, e.g. if returning from prison
        
        Core correctional staff practices
        
        Don't overuse authority
        
        High quality
        
        Appropriately trained staff
        
        Management
        
        Regular evaluation
  - - - ‘Positive’ approach
      - Emphasis is on personal and interpersonal competencies
        
        Capacity for growth
        
        Achieving personal priorities, e.g., using existing social supports
        
        Developing skills, coping strategies
    - - Basis in human rights and dignity
      - Emphasises concept of human agency or self-direction
      - About reducing risk while explicitly assisting in developing personally meaningful lives
        
        Approach vs avoidance goals
        
        GLM is more approach based, whereas RNR is more avoidance based
      - Good Lives Plan (GLP)
        
        Set collaboratively - supports agency/independence
        
        Consistent with values of goals of the person (prosocial goals)
        
        Develop GLP that addresses primary goods and ensures balance
        
        Each goal is likely to have multiple strategies or subgoals
        
        Build skills and competency through practical activities and interventions
        
        Address therapeutic needs
        
        Interventions/strategies that address criminogenic needs and support achieving goals
        
        Reduces risk in two wats
        
        Directly:
        
        Develop new capacities, skills, etc. for achieving goods
        
        Indirectly:
        
        More motivated in engagement in programmes as seen as a way to achieve goals that are important to them
    - - ALL INDIVIDUALS STRIVE FOR BASIC NEEDS
        
        Primary human goods (PHG)
        
        11 classes of primary human goods:
        
        Life
        
        Including healthy living and functioning
        
        Knowledge
        
        Excellence in work
        
        Including mastery experiences
        
        Excellence in play
        
        Including mastery experiences
        
        Excellence in agency
        
        i.e., autonomy and self-directedness
        
        Inner peace
        
        i.e., freedom from emotional turmoil and stress
        
        Friendship
        
        Including intimate, romantic, and family relationships
        
        Community
        
        Spirituality
        
        In the broad sense of finding meaning and purpose in life
        
        Pleasure
        
        Creativity
        
        Offending behaviour: Problem is how individuals seek primary goods
        
        Counter-productive, ineffective, socially unacceptable and/or illegal
        
        Secondary or instrument goods
        
        Concrete ways the individual goes about achieving primary goods
        
        Important as helps us understand offending behaviour
        
        Offending can occur through direct or indirect routes to achieve primary goal/s
      - 4 types of difficulties
        
        Inappropriate or harmful strategies (secondary goods)
        
        Lack of scope in a good lives plan
        
        Narrow scope, when important goods are neglected
        
        Conflict
        
        Lack of coherence in goods sought, i.e., not ordered or coherently related to each other
        
        Lack of internal and external capacities
        
        Internal (e.g., skills or knowledge)
        
        External capacities (e.g., supports, resources or environmental opportunities)
  - - - Process evaluation
        
        How was the intervention delivered? Why did it work (or not)?
      - Did the intervention work?
      - Typically focuses on interventions aimed at reducing risk of reoffending
        
        Conducted in challenging environments, such as prisons, probation settings, forensic mental health units
        
        Informs policies and ensures resources are directed to programmes that are proven to work
    - - Systematic assessment of the effectiveness of interventions or programmes
      - Examines whether interventions achieve their intended goals
      - Provides evidence about what works, for whom, and under what circumstances
    - - To compare the outcomes of two groups (treatment and comparison):
        
        For binary outcomes, we can use chi-square analyses
        
        For continuous outcomes (e.g., number of offences), we can use t-tests or nonparametric alternatives
        
        To take into account time to offence, we can use Kaplan-Meier survival analysis
- - - - no rsch on the covariation between offending and victimisatiion**
  - - - Public attitudes
      - Individual blame
      - Root causes - neglects
- - - - Increased amounts or longer periods of use
      - Persistent desire/craving, unsuccessful attempts to curtail/regulate use
      - Lots of time spent obtaining, using and recovering
    - - Failure to fulfil major role obligations
      - Continued use despite persistent problems
      - Ceased or reduced activities
    - - Physically hazardous situations
      - Use despite knowledge of physical/ psychological problems
    - - Tolerance: requiring increasing amounts to get previous effect or same amount has reduced effect
      - Withdrawal: reduced concentration leads to consumption to alleviate withdrawal symptoms
  - - - Model 1 – Psychopharmacological model:
        
        Psychopharmacological: through drug effects, cognitive disruption or expectancy effects
        
        Economic: Crime is a means of funding substance use (Bukten et al., 2011; Schenk, Eisenbarth, & Dixon, 2020)
        
        Systemic: Substance use one of strongest predictors of reoffending (Bonta & Andrews, 2017)
    - - Substance use <= offending
        
        Many test positive for illicit drugs
        
        Drug trafficking often engenders violent crime
        
        Average age of first offending prior to average age of first opioid use
    - - Substance Use <=> offending
        
        Shared causes, e.g., subcultural norms, deprivation
        
        Generality versus specificity: shared pathways between different problem behaviours
        
        Externalising concept