dealing w offending behaviour - AMPs Flashcards
anger management
a therapeutic programme offered in prisons to identify triggers and allow offenders to deal with the situation in a positive and calm manner.
AM + use of CBT
Cognitive factors are thought to play a role in anger management- how you think affects the way you feel.
For some, feeling angry is reinforced by a sense of control within the situation.
Anger management uses forms of CBT - Helps individual to recognise their triggers and implement cognitive techniques to help them deal with the situation calmly rather than becoming angry.
stage 1: cognitive preparation
The offender reflects on their past experience of anger and triggers.
The therapist will aim to identify if the response is irrational and aim to break an irrational automatic response in future.
stage 2: skill acquisition
Offenders introduced to a range of techniques and skills to help them deal with triggers more effectively.
-Techniques:
Cognitive skills: positive self-talk e.g. “ I am relaxed”
Behavioural: assertiveness training to help them communicate more effectively
Physiological: methods of relaxation and/or meditation e.g. slowing breathing down/counting to 10.
stage 3: application practice
Offenders are given the opportunity to practice their skills within a monitored environment using role-play.
Normally they will re-enact past situations which have caused feelings of anger or possible violence in the past. Here they can practice the skills they have learnt to control their emotions.
The successful response would be met with positive reinforcement from the therapist.
application style Qs
stage 1
Explain what this stage entails.
2. Apply to the scenario if applicable.
If scenario is present:
-a) You should identify triggers that have caused anger.
- b)Expand on why a therapist may view this as irrational.
application style Qs
stage 2
Explain what this stage entails.
2. Apply to the scenario if applicable.
If scenario is present:
-a) Pick one skill that might be developed and explain how it could be used in the scenario.
-b) Why would this be useful?
application style Qs
stage 3
Explain what this stage entails.
2. Apply to the scenario if applicable.
-a) in your explanation link to the individual- reference some of those situations where triggers were present.
-b) link to skills he has learnt.
-c) Any further additions.
strength - supportive research
E: self report data shows success of AMPs. Likely to be valid as they come from prisoners themselves. Iveland’s research found that 92% of AMP group had improved on at least 1 of 3 measures; interview, behaviour checklist, self report questionnaire. Also, 48% improved on 2 factors where there were no improvements in control group
C: programmes effective in prisons to support prisoners w anger issues
HOWEVER self report - prisoners could display social desirability. Affects validity so doesn’t guarantee that AMPs are effective
limitation - contradictory evidence
E: Watt et al - violent male adult offenders on AMP compared to offenders on waiting list (control group). 2 groups measured in terms of anger expression, misconduct in prison etc. Study found no gain in beh of those on AMP vs waiting list.
C: contradicts supportive research as they found no difference in anger awareness between programme and waiting list. Also, takes away budget prisons have and time people have to train for programme to teach offenders for it to just be ineffective
limitation - recidivism rates studied shows AMPs are ineffective
E: Blackburn (1993) identified AMP’s have a noticeable effect on the offenders in the short term, but it doesn’t reduce recidivism in the long term.
C: using artificial scenarios to role play in ‘application of practice’ doesn’t help offender to apply skills as it’s an unfamiliar environment. Offenders may be more inclined to show improved beh in prisons to get early release. so AMPs may be ineffective and a waste of money
