Day 1 quiz

Question 1

Big 8 risks/needs

Answer 1

Big four

History of antisocial behaviour
Antisocial personality pattern
Antisocial beliefs/thinking pattern
Antisocial associates

Moderate four

Family/marital circumstances
Education vocational
Leisure/recreation
Substance Abuse

Question 2

Define the RISK principle

Answer 2

It is the likelihood of reoffending (low, medium or high risk of reoffending). We use this principle to match the intensity of the treatment to the level of risk (for example the higher the risk, the more intensive and extensive the service needs to be in order to have an impact on future criminal behaviour.

Question 3

Define the Need principle

Answer 3

In order for the treatment to be effective it must target crimogenic factors as these drive and maintain criminal behaviour. Focus on the big four or whatever is applicable under the moderate four.

Question 4

Define the Responsivity principle

Answer 4

General Responsivity

Providing services that support engagement and learning that have an evidence base of effectiveness in terms of supporting behavioural change. Internationally, cognitive behavioural therapy (CBT) and social learning are regarded as the most effective.

Specific Responsivity

Adapting interventions to take into account any number of characteristics eg., gender, culture, ethnicity, faith, intellectual functioning, and learning style, motivation.

Question 5

What factors do you assess when considering an override / underide?

Answer 5

1) Consider the principles of Risk, Need & Responsivity as they relate to your person.
2) Consider why the RoC RoI does not accurately reflect their risk? What are the factors that makes the individual suitable for an intervention aimed at moderate risk?
3) Is this a useful intervention for them? Do they have the following needs that the MIRP targets: Violence propensity, anti-social attitudes, problem thinking/feelings, criminal associates, impulsivity, AOD , relationship difficulties, problem solving skills.
4) Consideration of contamination

Question 6

7 eyed model modes?

Answer 6

1st eye-The focus is on the CLIENT: focusing on the therapists observations.

2nd eye-The focus here is on INTERVENTIONS (here & now, reconstructs, feedback to clients).

3rd eye- The focus is on the CLIENT THERAPIST RELATIONSHIP- the dynamic between them, what is going on at a conscious and unconscious level (client transference and counter transference onto the client).

4th eye- therapist’s process- (internal processes).

5th eye therapist-supervisor relationship- here the supervisor and supervised look for parallel process

6th eye- focus on the supervisors process. the supervisor reflects on their own internal processes (uses themselves as a tool)

6a “fantasy relationship” - notice any feelings about the client that differ from that of the supervisee.

7th eye the wider context eg., The departments constraints, cultural, gender

Question 7

One advantage of using the seven eyed model

Answer 7

Uses different perspectives to understand how both the therapist and the client approach learning and the learning relationship.

From a supervisors perspective it improves self-awareness through learning about your strengths and weaknesses and which modes of supervision thy might be avoiding out of habit or lack of familarity/practice.

Can also be used as a tool for supervised to negotiate changes in supervision style.

Question 8

List some of the overall goals of programme supervision?

Answer 8

Ensuring clinical safety and being gatekeepers of good practice

balancing rights of offender and public

promoting safe and ethical behaviour

Improving the supervisee’s work with offenders

helping the supervisee with their professional development goals

Maintaining programme integrity/ interventions fit with the Psychology of conduct

Increasing the competence of supervisors

Developing cultural awareness

Question 9

Ways you can increase cultural competence

Answer 9

Understanding and effectively interacting with people across cultures

Being responsive to cultural diversity

Being aware of ones worldview

Developing positive attitudes towards cultural differences

Gaining knowledge of different cultural practices and worldviews.

Question 10

How do you maintain your own skill and development focus?

Answer 10

I develop my own practice goals based on themes of feedback from supervision.
I regularly attend supervision and ask for feedback on my goals
I would submit footage to both my supervisor and peers in peer supervision ask in g for feedback to assess my own performance.
Continue to revisit theories and practice underpinning the programme.

Question 11

What are the main theories underpinning the programmes ?

Answer 11

Personal, Interpersonal and Community-Reinforcement (PIC-R) :According to this model, criminal behaviour, like other dimensions of human behaviour is under the influence of an interactive system of personal, interpersonal and community rewards, punishment and perceived consequences, or PIC-R. (Behaviourism classical conditioning).

Risk, Needs, Responsivity Model:The risk-need-responsivity model is a model used in criminology to develop recommendations for how prisoners should be assessed based on the risk they present and what they need, and what kinds of environments they should be placed in to reduce recidivism.

CBT

Dialectical Behaviour Therapy

Relapse Prevention

Group Processes

Motivation Interviewing

Question 12

What is the PIC-R model?

Answer 12

According to this model, criminal behaviour, like other dimensions of human behaviour is under the influence of an interactive system of personal, interpersonal and community rewards, punishment and perceived consequences, or PIC-R. (Behaviourism classical conditioning).

Question 13

What is the Risk, Needs, Responsivity model?

Answer 13

Risk, Needs, Responsivity Model:The risk-need-responsivity model is a model used in criminology to develop recommendations for how prisoners should be assessed based on the risk they present and what they need, and what kinds of environments they should be placed in to reduce recidivism.

Question 14

What is the CBT model?

Answer 14

Cognitive behavioural therapy (CBT) explores the links between thoughts, emotions and behaviour. It is a directive, structured approach used to treat a variety of mental health disorders. It aims to alleviate distress by helping clients to develop more adaptive thoughts, beliefs and behaviours for example the new beliefs part of the programme.

Question 15

What is DBT?

Answer 15

Dialectical behavior therapy (DBT) is a modified type of cognitive behavioral therapy (CBT). Its main goals are to teach people how to live in the moment, develop healthy ways to cope with stress, regulate their emotions, and improve their relationships with others.1

Mindfulness

Distress tolerance skills: Distraction, improving the moment, self soothing, pros and cons.

Emotion regulation

Interpersonal skills

Question 16

What is the relapse prevention model?

Answer 16

Relapse Prevention (RP), the therapy “seeks to identify high-risk situations in which an individual is vulnerable to relapse and to use both cognitive and behavioral coping strategies to prevent future relapses in similar situations”

Basically offence maps are what we do to identify high risk situations, skills are interweaved through out the programme.

Question 17

What is Motivational Interviewing?

Answer 17

Motivational interviewing is a counseling approach designed to help people find the motivation to make a positive behavior change. This client-centered approach is particularly effective for people who have mixed feelings about changing their behavior.

Effective in assessments or SMP’s

It’s possible to experience to have conflicting desires, such as wanting to change your behavior, but also thinking that you’re not ready to change your behavior. The motivational interviewing approach holds that resolving this ambivalence can increase a person’s motivation to change.

Motivational interviewing should always be implemented with a particular “spirit.” According to Miller and Rollnick, the “spirit” is collaborative, evocative, and honors client autonomy.1

Question 18

Group processes model

Answer 18

Stage 1 – FORMING: Forming the group; setting ground rules; finding similarities.
Stage 2 – STORMING: Dealing with issues of power and control; surfacing differences.
Stage 3 – NORMING: Managing group conflict; finding group norms; resurfacing similarities.
Stage 4 – PERFORMING: Functioning as an effective group. Stage 5 – ADJOURNING: Finding closure.

Question 19

Maori Models

Answer 19

Te Whare Tapa Wha: The four walls model, supports and increased awareness of an integrated whole self, can be used for check ins, goal setting, different taha scales, noting strengths, areas to develop.
Purakau
Tika, Tikanga and Pono (explore values around what is right for themselves, what is correct tikanga for themselves and to protect others, do they feel they are being true to themselves and others.

Question 20

Maori Supervision Models ?

Answer 20

Tuakana-Teina Model - A model that acknowledges the reciprocal nature of learning that people bring areas of different expertise ex - Grandparent/Grandchild Grandparent might bring expertise lived experience, grandchild might bring wonder and an ability to be in the moment.

Question 21

How will you create a supervisor relationship/environment that is conducive to professional development of the supervisee?

Answer 21

I will endeavour to make all of our processes collaborative where the supervisee is comfortable (doesn’t overwhelm)

Keep the responsibilities and expectations really clear and transparent setting it out carefully at the start.

Use programme facilitator competencies to assist with smart individual learning goals.

Regularly review the progress of supervises in line with evidence based practice and ethical practice.

Ensures any boundary issue or role confusion is clary managed by actively discussing dual roles and relationships with their supervises and implementing appropriate strategies as necessary.

Question 22

How would you work with someone with Maori expertise?

Answer 22

Firstly I would want to balance my own Te Ao Maori knowledge and be careful around making assumptions about how this person identifies. I would be curious around this persons beliefs, values and experiences to help the development of our relationship. I might ask them about how they feel about our pairing from their perspective. I would incorporate the Tuakana teina model discussing that learning is dynamic, one moment I might be the tuakana on some issues then he might be. I’d place emphasis on whanaungatanga where we are from, common points of connection to build alliance and rapport, I’d find out more about the area he is from and specific beliefs and practices.

Question 23

How would you work with someone without maori expertise.

Answer 23

Build whanaungatanga first, focusing really strongly on rapport. Looking for connections or points of similarity between us and within the maori culture.

Question 24

How would you prepare for a courageous conversation

Answer 24

Prepare for the conversation by writing down what the issue is as simply and clearly as possible listing behavioural examples.

Reflect on what you want from the conversation and identify potential solutions.

Engage the other person, express warmth, validation and acknowledge their experiences.

Explain the issue simply and clearly- use behavioural examples- be specific.

Identify what you want from the conversation - Explain how the outcome might benefit both

Ask for the other persons side of the issue, genuinely listen to their experience with an open mind

Identify a way forward that you are both happy to agree with.

Question 25

What is the clear model

Answer 25

Contracting - agree to the focus of the session and what is to be covered.

Listening - actively listen to the supervisee with empathy to gain an understanding of their situation.

Exploring- explore what dynamics are happening, reflect and question differentiate between fact and feeling

Action -Participate and experimental planning and role play practice.

Review - What worked in the session: agree actions (also to be done thoroughly at the end of session.

Question 26

What constitutes a positive supervisory relationship? How would you go about achieving it?

Answer 26

Where the supervisee feels supported accepted, appreciated and valued in their work. Where the supervisee can also receive constructive feedback and is open to ideas. The supervisor can also receive feedback. That there is positive mutual respect and collaboration to meet the clients needs and the supervisee can gain insight and awareness into their practice.

Establish by being clear (through agreement/contract) what the expectations are and what the structure of supervision is. Supervisor to treat supervisee with respect, show empathy, give encouragement, actively listen, reflect, explore issues, use humour, enquire about supervises wellbeing. Supervisor times are kept, there is willingness to engage, topics are brought for discussion, honest courageous conversations are had, supervision is reviewed. Uses facilitator comepentcies and assists with developing development goals

Question 27

How to deal with unsafe practice

Answer 27

Name it as soon as it is seen. Ask if they are ok. Ask what is happening, ask what their views are on the incident or behaviours, ask what they consider the impact to be on the participants, unpack. Let them know why I’m concerned stick to behaviour indicators. Let them know I will talk to their manager about it and have a three way meeting to come up with a pan to support them to change what they are doing. Also ensure this is done in consultation with my supervisor.

Question 28

What constitutes quality practice ? How will you ensure your own practice is maintained.

Answer 28

Programme integrity is kept (dosage, content) and RNR principals are followed. Working in scope of practice and competency. Participants rights, welfare and protection are balanced with those of the public/victims. Supported to be critically reflective of own practice, including awareness of their cultural lens, to be open and willing to try and act on feedback. That core competencies are met and are being worked on. Ask supervisor to look out for areas and opportunities that line up with my stated goals, share reports. Take pieces of footage of work that I’m unsure of.

Question 29

How might you become aware that there are problems in the supervisory relationship? How might you repair it or sort out any dual roles?

Answer 29

Scheduled supervision sessions might be missed, topic not brought to be discussed, supervisee not sharing what they think, feel about a situation, reports things are fine, defensiveness or strained walrus in the room.

In a non judgemental and caring way name what is noticed ask if supervisor has missed something or has done something to that has offended the supervisee. If an apology is needed give it . Explore what supervisee might need and is not getting from supervision. Conduct a review of what’s working what’s not. Consider transference

Question 30

Bicultural models in supervision ?

Answer 30

Te Whare Tapa Wha (house of four walls)

Tuakana Teina (Reciprocal learning)

He Awa Whira (Braided river bank, on one side Te Ao Maori models on the other side and western psychology on the other side, weaving them becomes more powerful.

Meihana model: Access to health care is influenced by marginalisation, racism, migration, colonisation.. Health must be understood as collective rather than individual, there are a number of factors that would increase access such as whakaapa, whanau relationships and te whare tapa factors.

Question 31

Group Focal Conflict?

Answer 31

Explains what you see play out as a result of strong emotions in a group.

Disturbing motive is the wish of how they’d like to be in a space- eg., I want to share but how will others react

Reactive motive:Is the fear”revealing my feelings will lead to rejection.

Restrictive soloution: is not sharing how I feel but sticking with a safe topic

Enabling soloution: is sharing what is going on and giving it a go.

Question 32

Group stages

Answer 32

Forming
The team is formed and everyone shows their best behaviour. There is a positive and polite atmosphere. Strong guidance is needed by the facilitator as group tasks are not clearly defined yet.

Storming
Emerging boundaries become contested and conflicts occur. Also frustration with the lack of progress is common. Guidance is needed by the facilitator.

Norming
Team members start to resolve their differences, appreciate colleagues’ strengths, and respect the leader’s authority. Behaviour from the storming and norming phases can overlap for some time when new tasks come up.

Performing
Hard work goes hand in hand with satisfaction about the team’s progress. Team confidence makes team roles more fluid and more tasks can be delegated by the facilitator. Problems are prevented or solved as they pop up.

Adjourning
When all tasks are completed, it’s important to celebrate the team’s positive achievements. Letting go of the group structure after long periods of intensive team work can also generate uncertainty for individual team members.