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Psych 230 > Chapter 4 - Correctional Services > Flashcards

Chapter 4 - Correctional Services Flashcards

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1
Q

why asses risk

A

identify those likely to commit crimes
determine the aspects of a sentence
create a treatment plan based on the person’s needs
see if risk is lessened
see if someone is ready to be released
keeping someone for public safety

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2
Q

recidivism

A

comming a new criminal offense following previous detection or release

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3
Q

types of recidivism

A

violent, non-violent, sexual, and general

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4
Q

violent recidivism

A

any conviction for a person involved offence (including sexual offences) with the potential for physical or psychological harm

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5
Q

nonviolent recidivism

A

technical breeches – violating conditions of parole, theft, break and enter

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6
Q

sexual recidivism

A

committing new sex offences – contact or no contact

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7
Q

general recidivism

A

any kind of new crime

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8
Q

how is recidivism measured

A

criminal reports

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9
Q

risk assesment is used for

A

recidivism prevention - * Purpose of risk assessment is to prevent new crimes from occurring
* Risk assessment to inform risk management
- Recidivism isn’t a foregone conclusion

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10
Q

steps in risk assesment

A
  • use of multiple information sources
  • asses multiple domains of functioning
  • use of multiple assesment methods
  • evaluate the credibility of information sources
  • assess static and dynamic risk factors
  • assesment of strengths and protective factors
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11
Q

static risk variables

A

variable that tend not to change and are frequently historical in nature
- age, employment, prior offenses

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12
Q

protective factors

A

 Variables that are linked to positive, healthy, and noncriminal outcomes (e.g., getting a job, desisting from crime, maintaining a residence, having positive friends).
- Positive coping, empathy, etc.

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13
Q

dynamic variables

A

variables that have the potential to change from treatment, experience, or other change agents

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14
Q

what is used to asses protective factors

A

 17-item protective factors tool developed in The Netherlands
 Structured Professional Judgment tool (SPJ)
 Rate the items (0, 1, 2) but don’t sum them to generate numeric scores; look at item configuration to generate protection level of low, medium, or high
- People might sum these items for research purposes

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15
Q

challenges in risk assesment

A

low base rate

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16
Q

low base rate

A

 Rare events are hard to predict
 Some forms of recidivism are quite rare (e.g., sexual murder) while others are more frequent (e.g., property crime)
- Base rate of homicide for risk assessment in correctional services is very low
- Since homicide is so rare – you would asses their risk for general recidivism

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17
Q

false positive

A

prediction of crime but didn’t happen

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18
Q

true positive

A

prediction of crime and did happen

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19
Q

true negative

A

no prediction but crime did happen

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20
Q

false negative

A

no prediction and crime did not happen

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21
Q

point biserial correlation

A

linear correlaion (-1-1)

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22
Q

standarfdized mean difference

A

recidivist vs non recidivist (+/- 2.0)

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23
Q

area under the curve

A

predicitive accuracy

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24
Q

four generations of recidividm risk assesment

A

unstructured clinical assesment, static variable measures, dynamic + static variable measure, LSI-R risk category

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25
Q

unstructured clinical judgement

A

gut feeling index
conduct interviews, review files, etc
make general assessments or global predictions - in my professional opinion

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26
Q

strengths of first generation approach

A

can explore many different aspects of client’s situation
can reflect unique circumstances
tailor it to a client’s needs

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27
Q

weaknesses of first generation approach

A

subject to too much personal bias - can lead to overprediction - false positives!!!
- subjective intuitive gut feelings
- decision rules not observable
overlook or overemphasize info
overreliance on 1st generation - problematic and inhibits the advancement of knowledge
not systematic or effective
too much bias
AUC = about half the time = small effect size

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28
Q

1st gen RA approach

A

unstructured clinical judgement

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29
Q

2nd gen RA approach

A

static variable measures

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30
Q

2nd gen RA - static variable

A

objective, empirically based static RA instruements - Statistical Information on Recidividm scale
static actuarial or empirically actuarial tools
ex: number of break and enters - high frequency = high risk
no clinician
use info readily availible

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31
Q

actuarial

A

 Items (predictors) are statistically associated with increased recidivism
 Individual items may be weighted differently

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32
Q

strengths of 2nd gen RA

A

 Objective and accountable
 Cover important static (historical) risk factors
 Clearly articulated decision rules

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33
Q

weaknesses of 2nd gen RA

A

 Consist of static predictors only
 Not capable of measuring change
 Item weights may not generalize – does it generalize to a provincial tool? Federal tool?
 Atheoretical
 Can get weird combinations of predictors sometimes

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34
Q

SIR Scale

A

 Nuffield (1982) developed the SIR using 15 variables
 Example of a static actuarial tool
 Weighted score on 15 static items (scores range: -27 to +30)
 Grouped into 5 categories/risk groups – returning to custody within 3 years of release
 Every male non-Indigenous client in CSC has the SIR scale rated on them at intake

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35
Q

statistics of sir

A

 3,267 parolees released in 1983-1984
 Followed up for 3 years
 General recidivism: 48.7%
 Violent recidivism: 9.8%
Excellent predictive accuracy for general recidivism (r = .42; AUC = .74)
Medium accuracy for violent recidivism (r = .15, which converts to d = .50 or AUC = .64)

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36
Q

criminogenic needs

A

crime causing factors, dynamic risk factors that need to be addressed in treatment to reduce recidivism

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37
Q

3rd generation RA

A

static and dynamic risk items informed by theory and research (actuarial or SPJ)
intergration of assesment
criminogenic needs
scores need to drive treatment

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38
Q

strengths of RA 3rd

A

 Assess a much wider range of variables
 Consist of both static and dynamic variables
 Sensitive to change as a result of “maturation” or effective programming
 Theoretically based rather than empirically driven

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39
Q

weaknesses of RA third gen

A

 May not be able to capture change
 May not be specific
 Follow-though to case closure may not be explicit
Don’t have explicit guidelines to measure change

40
Q

LSI-R

A
  • Level of Service Inventory-Revised (LSI-R; Andrews & Bonta, 1995)
     Many variants of the LSI family of measures (e.g., adapted for youth, community case management)
     54 items scored present or absent (1-0)
     Five risk levels
     Very low, low, moderate, moderate-high, high
  • dependent on central 8
    most people score moderate
    couple it with a risk needs tool
41
Q

fourth generation RA

A

meta analysis of the LSI scales

42
Q

fourth gen RA - dynamic, static, and treatment

A

improvement on 3rd generation – more designed to inform case management – supports and services
 Designed to be integrated into
 a) the process of risk management,
 b) the selection of intervention modes and targets for treatment
 c) the assessment of rehabilitation progress
 Guides and follows service and supervision from intake through case closure

43
Q

strengths of fourth gen instruments

A

 Assessed variables are explicitly linked to criminal recidivism
 Includes static and dynamic variables
 Sensitive to change as a result of “maturation” or effective programming
 Follows client to case closure

44
Q

weaknesses of fourth gen

A

 None unique to fourth generation tools; but some general shortcomings indicative of all measures

45
Q

examples of fourth generation

A

 Level of Service/Case Management Inventory (LS/CMI)
 Based on central 8
 Guide case management from point of intake to case closure
 Violence Risk Scale (VRS)
 Capacity to link assessment and treatment and to evaluate change (will cover further in “Violent Offender” class)

46
Q

martinsons nothing works doctrine

A

40-60% evidenced positive treatment effects but martinson’s conclusion remained negative - because of knowledge destructions

47
Q

why were martinson’s conclusions bias

A

because of anti-psychological bias

48
Q

knowledge destruction

A

preconcieved ideas that differ from empirical/theoretical knowledge - tend to overlook actual information against better judgement

49
Q

anti-psychological bias

A

thinking by changing the individual - you can treat mental illnesses

50
Q

results of meta analysis held to study effective correctional intervention

A

services subdivided into 4 types: criminal sanctions, innappropriate services, appropraite services, unspecific services
approporiate interventions yielded marked reductions in recidivism (n = 54, phi = .30) unspecific had a 0.13 effect size

51
Q

criminal sanctions

A

just plain prison, probation, etc

52
Q

inappropriate services for prisoners

A

punishing or humilitating in a violent matter

53
Q

appropriate services

A

CMT/behavioural based

54
Q

unspecified services

A

unsure of what services - could be psychodynamic

55
Q

effective treatment for correctional populations follows 3 basic principles:

A
  • risk
  • need
  • responsivity
56
Q

what is risk need responsivity

A

ultimate way of integrating assessment and rehab - most effective way of planning interventions

57
Q

risk principle

A
  • Level of intensity of treatment should match the level of risk presented by the client.
     High risk clients receive high intensity treatment
     Low risk clients receive few or minimal services
  • More severe the problem – the more services
  • Don’t overtreat – lower risk offenders don’t need extensive risk assessment/intervention
58
Q

risk principle examined by anklet bracelet studt

A

groups monitored with ankle monitors
- Two groups low risk + high risk
- Low risk monitoring, low risk no monitor, high risk monitor, high risk no monitor
- High risk statistics made sense BUT
- Low risk with the monitor was almost the same as high level with monitor
o Result: they were overserviced
o Busted for things they don’t need to be busted for – waste resources and make things worse

59
Q

illutsration of risk principle based on programs in halfway houses

A
  • Evaluated community based residential correctional programs in Ohio halfway houses
  • Completed residential program n = 7366 – residential program offered within the halfway house
  • Everyone got this program in this group – no matter the level of risk
  • Control group (no residential program) n = 5855
  • 2-year follow up
  • What they found
    o Treatment of low risk individuals = increased recidivism– low positive impacts
    o Treatment of high risk individuals = recidivism reduction – less negative treatment impacts
    o Invest services in those who need it
60
Q

need principle

A
  • Effective correctional treatment directly target criminogenic needs
  • Prioritize criminogenic needs and dynamic risk factors
61
Q

criminogenic needs

A

“crime-causing”
 Also known as dynamic risk factors
 Improvement in criminogenic needs = reduction in risk for re-offending.
Criminogenic needs are important treatment targets
regardless of client group or offense pattern.

62
Q

level of service inventory focuses on

A

 1. Offense history
 2. Antisocial Peers
 3. Antisocial Personality
 4. Antisocial Attitudes
 5. Family/Marital
 6. Employment/Education
 7. Substance Abuse
 8. Leisure/Recreation

63
Q

why do people wind up in jail?

A
  • People wind up in jail because they do not have critical and future-serving skills
  • Lack prosocial living skills
  • These areas point to the lack of these skills
64
Q

non criminogenic needs

A

deserve to be treat but are not involved with the origin of crime and you won’t reduce the rate recidivism by fixing these

65
Q

meta analysis targeting criminogenic needs results

A
  • 4-6 crimingenic needs – 31% reduction in recidivism
66
Q

correlation of need and effect size of targeting criminogenic needs

A
  • If you take correlation of targeting criminogenic needs and effect size – targeting helps increase effect size
67
Q

what is the best of changing attitudes and mindsets

A
  • Confronting and challenging people’s mindset
  • Use humour – don’t antagonize
  • Attitude system – affects expressive behaviour
68
Q

general responsivity

A
  • Responsivity – tailoring services to the needs of clientele to increase buy-in and response to therapy
  • Tailor to learning styles
69
Q

specific responsivity

A

 Effective treatments involve matching the treatment with the learning style and cognitive capabilities of the individual.

70
Q

examples of specific responsivity factors

A

 Cognitive/intellectual deficits
 Mental health/illness
 Motivation
 Demographic variables
 Cultural factors
 Psychopathy (factor 1)
- Separate indigenous streams of rehab

71
Q

lack of basic responsivity factors can…

A

undermine effectiveness of treatment and increase attrition.

72
Q

stages of change

A
  • Precontemplation
  • Contemplation
  • Preparation
  • Action
  • Maintenance
  • LAPSE/RELAPSE
73
Q

application of stages of change in example of substance abuse

A

precontemplation - denial or no awareness of addiction
contemplation - aware of the problem but no solution - use hasn’t changed
preparation - work on issues that might lead them to drink excessively - stop going out on weekdays, etc.
action - incorprated these strategies systainable - got a handle on the addiction - have new sets of skills and strategies maintenance - generalization of transferred learning – even if they hang out with someone who has an addiction they do not participate – risk factor is gone (a couple of years)
LAPSE - most likely to occur before maintenance

74
Q

noncompleters characteristics in terms of responsivity

A

noncompleters more likely to be high risk cases
nocompletion linked to recikdivism
Implications for the responsivity principle - don’t weed out difficult clients

75
Q

possible ways to address responsivity

A

be sensitive to educational attainment of offenders
sensitive to cultural differences
asses motivation and treatment readiness

76
Q

how to be sensitive to cultural differences in terms of responsivity

A

combine traditional and westernized treatment approaches.

77
Q

how to asses motivation and treatment readiness

A

stage matches interventions + motivating interviewing

78
Q

stage matches interventions

A

behavioral interventions for preparation stage – better geared at this stage – since they are aware and willing make a change

79
Q

motivational interviewing

A

a style of client engagement – mobilizing motivation – expressing empathy, developing a view on where they want to be, validating a client, have to be patient and expect pushback – avoid argumentation

80
Q

is more RNR principles better for reducing recidivism?

A
  • The greater the number of principles adhered to, the larger the reductions in recidivism.
  • The results are supported by individual meta analyses as well as cumulative meta analyses.\
  • 23% reduction with all 3, 18% reduction with 2, 2% reduction with only 1
81
Q

premise of core correctional practices

A

social learning theory - watching other and learning from enviroment, family, peers, co workers, and relying on punishment and reward to behaviours

82
Q

what are core correntional practice

A

responsivity in action – general and specific – way of targeting criminogenic needs through responsivity

83
Q

interaction skills in core correctional practice - REEEED

A
  • relationship practices
  • dealing with resistance
  • effective reinforcement
  • effective reinforcement
  • effective disapproval
  • effective use of authority
84
Q

relationship practice - intercation skills in CCP

A

Overlaps with motivational agreement – still treat them with kindness and compassion, warmth, sense of humour, validation, hard-headed and soft-hearted,

85
Q

dealing with resistance - intercation skills in CCP

A
  • Not getting defensive and argumentative when they are showing resistance on changing from things they are comfortable with
86
Q

effective reinforcement - intercation skills in CCP

A
  • Lots of social grace for the right things – reinforce the right behaviours
87
Q

effective disapproval - intercation skills in CCP

A
  • Involves telling people how they messed up
88
Q

effective use of authority in interaction skills in CCP

A
  • dont abuse authority
89
Q

intervention skills in CCP - PACS

A

anti-criminal modeling
skill building
problem solving
cognitive restructuring

90
Q

anti-criminal modeling in intervention skills of CCP

A
  • leading by example - behave prosocially
91
Q

skill building - intervention skills in CCP

A
  • new ways of thinking and behaving
92
Q

problem solving - intervention skills in CCP

A

thinking of other ways to deal with situations

93
Q

cognitive restructuring in intervention skills in CCP

A

changing attitudes and values

94
Q

how to ensure program intergrity in CCP and RNR

A
  • Implementation and delivery of program in its intended fashion
  • Attention paid to evidence-based principles
  • Protects against program drift
95
Q

CPAI Rating

A

rates fidelity and Recidivism

96
Q

fidelity

A

adherence to program

97
Q
A

Psych 230 (5 decks)

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