Post on 05-Jan-2016
description
““But itBut it’’s not my s not my fault!fault!””
Cognitive Behavioral Cognitive Behavioral Interventions Interventions
with Youthful Offenders
Dr. Steve Parese Danbury, NC
Today’s Agenda
1. What predicts criminality? Which interventions work best?
2. What is Cognitive Skills Instruction? How do we use it?
3. What is Cognitive Restruct-uring? How do we use it?
Part 1: Predicting Criminality
Is it possible to predict which youth are most
likely to become habitual offenders later in life?
And if so, does that mean we can intervene?
Predictors ofPredictors of Criminality Criminality
What elements of ENVIRONMENT
and/or PERSONALITY
most accurately predict later criminality?
Based on research by Paul Gendreau, 1996 through NIC Academy, Longmont, CO.
What Predicts What Predicts Criminality?Criminality?
#6: Low Levels of Personal
Achievement (academic, vocational,
etc.)
Based on research by Paul Gendreau, 1996 through NIC Academy, Longmont, CO.
What Predicts What Predicts Criminality?Criminality?
#5: Criminality and Psychological
Problems in Family of Origin
Based on research by Paul Gendreau, 1996 through NIC Academy, Longmont, CO.
What Predicts What Predicts Criminality?Criminality?
#4: History of Antisocial
Behavior from an early age
Based on research by Paul Gendreau, 1996 through NIC Academy, Longmont, CO.
What Predicts What Predicts Criminality?Criminality?
#3: Temperament &
Personality Factors (poor impulsive or anger
management, poor insight, etc.)
Based on research by Paul Gendreau, 1996 through NIC Academy, Longmont, CO.
What Predicts What Predicts Criminality?Criminality?
Based on research by Paul Gendreau, 1996 through NIC Academy, Longmont, CO.
#2: Association with antisocial
peers
Isolation from prosocial
peers
What Predicts What Predicts Criminality?Criminality?
#1: Antisocial and
procriminal attitudes
Based on research by Paul Gendreau, 1996 through NIC Academy, Longmont, CO.
So WhatSo What Works? Works?
Minimal impact on
institutional adjustment
1% reduction in recidivism
1. Psychotherapy
So WhatSo What Works? Works?
Immediate but fading impact on institutional
adjustment
10% reduction in recidivism
2. Behavior Management
So WhatSo What Works? Works?
30% -50% reduction in recidivism
3. Cognitive-Behavioral
InterventionGradual impact on
institutional adjustment
The strongest predictor of criminality is antisocial
thinking.
As a result, the most effective approaches are cognitive
behavioral interventions (CBI), which target antisocial
thinking and help high-risk youth learn prosocial skills for
handling challenging situations.
Key Point Key Point #1#1
Part 2: Cognitive Skills Instruction
Cognitive Skills Instruction is used when antisocial behavior is due primarily to a lack of prosocial skills.
What personal and interpersonal life skills are needed to succeed in today’s world -- without aggression or manipulation?
Work in groups to brainstormyour ideas.
Cognitive Life SkillsCognitive Life Skills
Cognitive Life SkillsCognitive Life SkillsWhat personal and interpersonal life skills
are needed to succeed in today’s world?
Drawn from “The Prepare Curriculum” by Arnold Goldstein
1. SOCIAL SKILLS• Starting a conversation• Apologizing• Giving a compliment
Cognitive Life SkillsCognitive Life SkillsWhat personal and interpersonal life skills
are needed to succeed in today’s world?
Drawn from “The Prepare Curriculum” by Arnold Goldstein
2. DEALING W/STRESS• Controlling your anger• Making a complaint• Dealing with accusation
Cognitive Life SkillsCognitive Life SkillsWhat personal and interpersonal life skills
are needed to succeed in today’s world?
Drawn from “The Prepare Curriculum” by Arnold Goldstein
3. UNDERSTANDING FEELINGS
• Expressing your feelings• Understanding others’ feelings• Dealing with others’ anger
Cognitive Life SkillsCognitive Life SkillsWhat personal and interpersonal life skills
are needed to succeed in today’s world?
Drawn from “The Prepare Curriculum” by Arnold Goldstein
4. PLANNING SKILLS• Identifying the problem• Setting a goal• Gathering information
PROSOCIALPROSOCIALHow to teachHow to teach
SKILLSSKILLS1. DESCRIBE ITBreak the skill into simple steps.Provide a clear rationale for learning the skill.
PROSOCIALPROSOCIALHow to teachHow to teach
SKILLSSKILLS2. SHOW ITProvide a dramatic instructor demonstration in a realistic setting.
PROSOCIALPROSOCIALHow to teachHow to teach
SKILLSSKILLS3. TRY ITGuide student skill practice in personally relevant and realistic role plays.
PROSOCIALPROSOCIALHow to teachHow to teach
SKILLSSKILLS4. COACH ITProvide feedback and coaching from peers and instructors.
PROSOCIALPROSOCIALHow to teachHow to teach
SKILLSSKILLS5. PRACTICE ITPractice the skill in real life situations. Process these attempts in later sessions.
How To Handle How To Handle CriticismCriticism
1. _________________________ 2. _________________________ 3. _________________________ 4. _________________________
5. _________________________
What are the essential steps of this skill?Work in groups to brainstorm your ideas.
How To Handle How To Handle CriticismCriticism
1. Stop & Think
2. Listen Carefully
3. Show You Understand
4. Ask for Their Solution
5. Tell Your Side
What are the essential steps of this skill?Work in groups to brainstorm your ideas.
Youthful offenders have often never learned the prosocial skills that are necessary to manage social situations
without manipulation and/or violence.
Cognitive skills instruction teaches skills such as self-
control, effective communication, and problem
solving through a dynamic process of demonstration and
role-playing.
Key Point Key Point #2#2
Part 3: Cognitive Restructuring
Cognitive Restructuring is used when antisocial behavior is due primarily to entrenched antisocial beliefs.
ANTISOCIALANTISOCIALCHALLENGE OLDCHALLENGE OLD
ATTITUDESATTITUDES
Cognitive Restructuring= NEW RULES
Antisocial DistortionsAntisocial Distortions
Source: Gibbs, J. C., Potter, G. H., & Goldstein, A. P. (1995). The EQUIP Program. Champaign, IL: Research Press.
1. Self Centeredness
Focusing exclusively on own needs, feelings, or perspective. Disregarding those of others.
2. Blaming OthersPutting responsibility onto others, society, bad mood, etc. Seeing self as a victim of others or fate.
Source: Gibbs, J. C., Potter, G. H., & Goldstein, A. P. (1995). The EQUIP Program. Champaign, IL: Research Press.
Antisocial DistortionsAntisocial Distortions
3. Minimizing/Mislabeling
Understating the seriousness of actions, or labeling others in belittling or dehumanizing terms.4. Assuming the
WorstAttributing hostile intentions or fixating on negative outcomes. Assuming improvement is impossible.
3636
Antisocial DistortionsAntisocial Distortions
Minimizing/Mislabeling
Minimizing/Mislabeling
A. “It wasn’t that bad. I could have broken his nose and all I did was push him.”
B. “Why should I feel bad? Everyone knows she’s a @#$%-ing whore.”
3737
Antisocial DistortionsAntisocial Distortions
Self-Centeredness
Blaming Others
C. “You have to look out for number one. Nobody else will.”
D. “Give me a break! I was having a bad day -- what do you want? Actually, this never would have happened if my teacher hadn’t ....”
3838
Antisocial DistortionsAntisocial DistortionsE. “I saw the way she looked at me. She was getting ready to bust on me, make me look bad.”
Assuming the Worst
Self-Centeredness
F. “Rules are meant for other people, not for me.”
3939
Assuming the Worst
Antisocial DistortionsAntisocial DistortionsG. “I’ll @#$% up regardless, so why put in the effort? It’s hopeless. I’m just like my father.”
H. “It’s not my fault he got hurt. He should have been watching where he was going.”
Blaming Others
ANTISOCIALANTISOCIALHow to challengeHow to challenge
ATTITUDESATTITUDES
BENIGN BENIGN CONFRONTATIONCONFRONTATION
A cognitive counseling technique which leads youth to an uncomfortable level of
self-awareness regarding their justifications.
“ZINGERS”You can CHALLENGE a justification by SEPARATING LAWS
OF:
1. Street vs School“Where I come from
you can’t let someone talk
to you like that…”
Help youth see that what might be acceptable at home or on the streets is NOT acceptable in school/program.
“I understand that on the streets, you might have to take matters into your own hands. On the streets, there’s no one there to protect you, so you have to take care of yourself. But here in this program, things are different. Here, the staff are paid to keep kids safe....
Benign Confrontatio Separating Street vs School“Where I come from…”
“Now I want you to think about this while I take an important call....
2. CHARACTER“He asked for it, he got
what he deserved…”
“ZINGERS”You can CHALLENGE a justification by APPEALING TO:
Help youth gain empathy for the other person by appealing to his better nature.
“I can see that there’s a part of you that thinks Richard deserves what he got. But there’s another part of you -- a kinder part of you -- that knows quite well that you went overboard. You were so helpful last week when I needed someone to do that tour. Where was that boy today?”
Benign Confrontation by Appealing to Character“He asked for it, he got
what he deserved…”
“I have another matter to deal with, but when I get back we’re going to talk more about this....
3. SELF-INTEREST“It was worth
it to teach that punk a
lesson…”
“ZINGERS”You can CHALLENGE a justification by APPEALING TO:
Help the youth see how his choice was not in his own long-term best interest
“So you’re saying that it was worth it all to put that aggravating
classmate of yours in his place. I can see where you got some
satisfaction by giving him a black eye...
But look at all the consequences you have to deal with now! You’ll be confined to your room, unable
to watch tonight’s movie, and restricted from playing in the
basketball tournament. Honestly, I’m surprised. I’ve always
thought you were way too smart to lose your temper this way.”
Benign Confrontation by Appealing to Self-Interest“It was worth it to teach
that punk a lesson…”
“I need to use the men’s room, but I’ll be right back. Why don’t you think on this for a minute?”
4. RELABELING Behavior
“What’s the big deal? I was only
borrowing those tools...”
“ZINGERS”You can CHALLENGE a justification by:
Relabel the youth’s antisocial behavior in more accurate terms.
“You can say you were only ‘borrowing’ those tools from the
auto tech shop, but we both know what happened.
Mr. Johnson had to leave for a minute, and you took advantage of that moment to walk off with something that wasn’t yours.
That’s not ‘borrowing,’ it’s STEALING... and you know it too.”
Benign Confrontation by Relabeling Behavior“I was only borrowing
those tools...”
“I have to say, I’m disappointed. You have $20 worth of tools, and all it cost you was the respect I used to have for you. Think about it for a minute....”
Many at-risk youth use distorted thinking to justify
their antisocial choices, avoiding guilt and remorse for
hurtful behavior.
Cognitive restructuring creates an ‘uncomfortable level of self-awareness’ in
them, bringing thinking to the surface and often motivating behavioral change as well.
Key Point Key Point #3#3
Part 4: Stages of Change
Change takes time, and often occurs through a series of predictable stages. Forced or rushed changes seldom last.
Self-change requires an uncomfortable level of self-awareness.
Think about a change you made in your life, perhaps after years of resistance.
Why did you eventually decide to change?Why did you eventually decide to change?
Stage 1: Stage 1: ResistanceResistance
It isn’t that we can’t find a solution, it’s that we don’t see the problem!
Many years
Stage 2: Stage 2: ThinkingThinking
We are aware of the problem and its consequences, but haven’t made a real commitment to solving it yet.
6+ months from change
Stage 3: Stage 3: PlanningPlanning
We intend to make a real change in the next 30 days. We set solid goals and develop plans to reach those goals.
Next 30 days
Stage 4: Stage 4: ActionAction
We actively begin a planned improvement by changing our behavior, our experiences, and/or our environment.
First 6 months
Stage 5: Stage 5: MaintenanceMaintenance
We’ve been fairly successful in making change during this period, and new habits are fairly well established.
6+ months
Good Things in Life
Nick about his fighting:
“I DO lose my cool from time to time. I know I ought to do something about it, cuz I get in trouble all the time for it, but nothing seems to work for me. I guess I’m just hotheaded by nature.”Which stage of change is he in?
Stage 2: Thinking
Anna about her drug use:
“It’s a day-by-day thing. I’ve been clean and sober for nearly a year now, going to NA meetings and all, but there was a time when I thought I wasn’t going to make it.”
Which stage of change is she in?Stage 5: Maintenance
Which stage of change is he in?Stage 3: Planning
Terry about his auto theft.
“Enough is enough. This time I got 60 days in the detention center, and the judge told me the next time I would be tried as an adult. When I get out next week....
The only true and lasting change is SELF-change, which takes place through a series
of predictable stages.
While troubled youth may resist pressure from adult authorities, they are often open to the influence of
mentor relationships, and may be inspired (but not forced) to
change.
Key Point Key Point #4#4
Dr. Steve Parese
THANK THANK YOU!YOU!Dr. Steve Parese
For more information about staff training this content, email me S
BParese@aol.com
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