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Evidence - b ased Gender-sensitive Programming. Corinne Datchi- Phillips Center for Adolescent & Family Studies Indiana University. Amber Finnegan Jefferson County. The female offender population. Prevalence & growth rate. Female offenders.
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Evidence-based Gender-sensitive Programming Corinne Datchi-Phillips Center for Adolescent & Family Studies Indiana University Amber Finnegan Jefferson County
The female offender population Prevalence & growth rate
Female offenders • Women and girls constitute a smaller but growing segment of the offender population. • The majority of offenders serving prison terms or under community supervision are male. • However, the number of women involved in the criminal justice system is growing at a faster rate than that of men (Institute on women & criminal justice)
Female Offenders • Women in the criminal justice system • Fastest growing segment of correctional population • 757% increase between 1977 and 2004, twice as much as the 388% increase for men serving a sentence in prison • In 2004, 1 in 8 parolees and 1 in 4 probationers were women. (Institute on Women & Criminal Justice; Justice Policy Institute, 1999; Lovins et al., 2007)
Female Offenders • Women in the criminal justice system • In Indiana, the number of incarcerated women (over age 18) has increased dramatically (from 5 per 100,000 in 1977 to 59 per 100,000 in 2004) • Percent increase 1977-2004: 1,347 % compared to 757% national rate • Percent increase 1999-2004: 54% • Female/male ratio: • 26 male for every female prisoner in 1977 • 13 male for every female prisoner in 2004 (Institute on Women & Criminal Justice)
Female Offenders • Women in the criminal justice system • Increasing number of women (over age 18) on probation and parole nation-wide • In 2004, 1 in every 8 adults on parole & 1 in every 4 adults on probation were women. (Probation & Parole in the US 2008, Bureau of Justice Statistics, December 2009; National Criminal Justice Reference Service)
Female Offenders • Girls in the criminal justice system • 29% of all juvenile arrests in 2005 • 34% of all juvenile arrests for Property Crime Index offenses • 18% of all juvenile arrests for Violent Crime Index offenses • 24% of all juvenile arrests for aggravated assault • 33% of all juvenile arrests for simple assault
Female offenders • Girls in the criminal justice system • While the number of all juvenile arrests has decreased between 1996 & 2005, the number of girls arrested for simple assault has increased. (Office of Justice Programs, 2008)
Female Offenders • Girls in the criminal justice system • Between 1990 & 1999, 50% increase in the number of girls in detention (4% increase for boys) • Girls represented 19% of all juvenile offenders in residential placement in 2001 • 24% of girls detained for technical violations • 43% of girls detained for status offenses (Sherman, 2005)
Important Questions • Are there differences between female and male offenders? • Are correctional systems (e.g., community corrections, probation, and parole) designed to adequately respond to the particular risks and needs of female offenders?
The female offender population Genderdifferences
Gender Differences • Different patterns of criminality (Sherman, 2005) • Most arrests of female youths are for prostitution (67% of all juvenile arrests in 2002) and runaways (60% of all juvenile arrests in 2002). • Running away from family violence, sexual or physical abuse • Most girls in residential facilities are detained for status offenses and technical violations. • Girls spend more time in detention although they may have committed fewer, less severe crimes than their male counterparts. • Detention may be used to protect girls from further victimization; to obtain services for girls with special needs; or to prevent teen pregnancy (paternalistic approach to the sentencing of girls).
Gender differences • Different patterns of violence(Bureau of Justice Statistics, 1999; Office of Justice Programs, 2008) • Women and girls account for 14% of all violent offenders (1 out of 7 violent offenders) • 28% of all female violent offenders are juveniles • 3 out of 4 violent crimes committed by women and girls are simple assaults, most often against other women. • 1 in 2 violent crimes committed by male offenders • 62% of violent women offenders knew their victim. • 36% of violent male offenders • Family member, usually the mother, is the second most common target of violent behaviors for girls (20.2% of girls v. 5.7% of boys) • In many cases, women tend to engage in violent acts against an abusive spouse, ex-spouse, or partner (Covington, 2001).
Gender differences • Different patterns of violence(Bureau of Justice Statistics, 1999; Office of Justice Programs, 2008) • 40% of women offenders were under the influence of drugs, alcohol or both. • Same rate for men • Half of the female violent offenders engaged in physical aggression at or near the victim’s house or at school. • Less than 1/3 of male violent offenders
Gender Differences • Pathways to criminal activity for women and girls: A matter of survival (Stalans, 2009; van Wormer, 2010) • Interpersonal victimization • 80 of female prisoners & 40% of women offenders have a history of interpersonal victimization • sexual or/and physical abuse as children (sexual abuse is more prevalent among girls) • Trauma Internalizing and externalizing symptoms in girls (e.g., depression, aggression) • Intimate partner violence as adults • Interpersonal victimization appears to be a key factor in female delinquency, addiction & criminality (Covington, 2001) • It has adverse effects on the psychological and social functioning of female offenders and is related to the initiation of drug use as a coping strategy.
Gender Differences • Risk factors for women & girls • Victimization • Mental health (e.g., depression, PTSD, self-mutilation) • Self-esteem • Parental stress • 70% of women probationers are the primary caretakers of young children. • Relationship dysfunction • Relationships with family members, partners, friends that lead to criminal involvement (e.g., supporting partner’s drug addiction through prostitution) • Substance use • The relation between women’s substance use and criminality is very strong. • 80% of women in prison have substance-related problems. • 1 in 3 women in state prison engaged in criminal activities to support their drug use.
Gender Differences • Implications for treatment • Effective gender-responsive programming specifically address female risk factors such as trauma, drug addiction, dysfunctional relationships • Effective gender-responsive programming for women also include a community-based system of support that provides assistance with housing, family reunification, parenting, employment/education • Link women with community resources
The female offender population Gender-specific Programs
Gender-Specific Programs • Girls & women in the criminal justice system have needs different from male offenders. • However, adult and juvenile corrections is male-centered … • Facilities and interventions designed for male offenders • A few treatment programs specifically address the needs of women.
Gender-specific Programs • Women Offender Case Management Model (WOCMM) • La Bodega de la Familia • Involves women offenders and their family • Successful in reducing recidivism and illegal drug use • Beyond Trauma: A Healing Journey for Women (Stephanie Covington) • Psychoeducational and cognitive approach • Educate women about trauma • Helping Women Recover: A Program for Treating Addiction (Stephanie Covington) (Gehring & Bauman, 2009)
Gender-specific Programs • Seeking Safety (Lisa Najavits) • Not specifically designed for women • Trauma, PTSD, substance abuse • The most studied program with a record of positive outcomes (e.g., improved psychological functioning, social adjustment, quality of life, problem solving) • Forever Free • Substance abuse treatment with emphasis on relapse prevention • One program evaluation with the following outcomes: less drug use, less recidivism • Female Offender Treatment and Employment Programs (FOTEP) • Intensive case management, vocational and family services • Results of an ongoing program evaluation have shown that offenders who complete the program are less likely to return to prison. • Moving On (Marilyn van Dieten) • To learn more about it … Amber Finnegan, Jefferson County, IN
Moving On A cognitive program for women involved in the criminal justice system
Subject overview • Program philosophy and guiding principles • Explanation of Modules • Implementation • Challenges with programs • Success with program • Recommendations
Program Philosophy • A gender-responsive program that is based on theory and research concerned with women • The overarching goal of the program includes the reduction of criminal behavior as well as increasing the health and well being of women, their families, and the community • The development of the program was influenced by 3 approaches: • Relational Theory • Motivational Interviewing • Cognitive-Behavioral Intervention
Relational Theory • Suggests that the social, emotional and behavioral problems faced by women can often be traced to disconnections or violations within relationships (family, personal acquaintances or in society) • Assists women to build healthy relationships by • Creating an environment that is supportive, respectful, accepting and challenging • Introducing women to new options and opportunities • Giving women the opportunity to make meaningful and responsible choices
Motivational Interviewing • Built into program delivery scripts • Listening skills are demonstrated through out program • Eliminates judgment and criticism • “What’s in it for me” • Participants decide what they want to change and how • Stages of change and goals
Cognitive-behavioral Therapy • Exercises are based upon this approach • Past Behavior • Past consequences (good or bad) • Choose new behavior • Possible consequences (good or bad) • Reflection Logs (Thinking reports) • Role Plays
Guiding Principles • Relational • Strength-based (protective factors) • Trauma-informed • Respectful of differences • Enhance Motional and Self-Efficacy • Build formal and informal supports • Provide a framework for continuous services • Work collaboratively to establish program outcomes • Evaluation
Module 1 – Orientation • Program description • Assessments • Feedback from facilitator to client - What about me -What’s in it for me • Personal Change Plan • Vision of Success (personal, family, community, vocational) • Portfolio
Module 2: Listening and Being Heard • I am listening • How to Listen • Asking Questions • Did I get that right? • Expressing my wants and needs - What is assertive communication - Styles of communication • Saying “no” • Dealing with pressure • Dealing with someone who is angry • Taking the Sting out of Criticism • Dealing with criticism and giving feedback • Win-Win: The Art of Negotiating -Negotiating practice
Module 3: Building Healthy Relationships • What is a healthy relationship • Who is important in my life • Intimate relationships • Vision of an ideal intimate relationship • What do I really want in a relationship • Listening to my intuition • My personal want ad • when are we vulnerable • Relationships: What can I do without • Causes and consequences of abuse • Understanding domestic violence • Self-soothing • Making the decision to Leave • Get out when things get tough • A social action project • What I bring to friendship • Zooming in on positives • Letting go • What I bring and need to do more of
Module 4: Expressing Emotions • Exploring Feelings - Emotions – what are they and where do they come from - Six core feelings -What happens when you feel -Emotional SOS Scale • Reacting to the outside world - Listening to my body -My External Triggers -Signals from my body -Bringing the outside in • Listening to my inner messages - In inner message -Harmful self-talk and emotions -Developing a peaceful scene • Challenging harmful self-talk - My harmful self-talk -Challenging and changing harmful self-talk -abdominal breathing • Celebrating emotions -Relaxation -Challenging Self-Criticism -Celebrating emotions
Module 5: Making Connections • My family • What family means to me • How families influence us • 2 important TIPS for parents • The family challenge • Family challenges • My vision of success:family • My career: What I want and what I can do • My Personal strengths • Career Challenge • My vision of Success: Career • My resume • My community: Leisure and finances • A typical day • My leisure interest • How much money do I need • Community Challenge • Budgeting for a windfall or crisis • The community challenge • Reviewing your collage
Module 6: Making Healthy Choices • Challenging Common Myths and Stereotypes • Is that really try and does it impact me • Media has spoken • Body image • Learning to love my body • Redefining my body image • Respecting my body • What about drugs • Costs and benefits of drug use • Looking at my behavior • Growing happier and healthier • Leave your stress at the door • The symptom checklist • Coping with stress • Creating your own stress reducer • It’s all about me • Where “I” fit in my vision of success • What am I thinking • Writing my story
Module 7: My transitions • Transitions • Goals and objectives • Quality assurance of program • Assessment • Post assessments • Achievements • Maintenance
Implementation • Program is now owned by Hazleton • Author owns training rights • Any women involved in the criminal justice system and through assessment has issues in any modules (22 or higher on LSI) Adults • Girls Moving On (girls ages 14-22) • 1 time per week for 2.5 hours
Challenges • Long program (30 weeks) – high unsuccessful completion • Not enough time • Participants getting off subject • Participants not completing assignments • Lack of referrals
Solutions • Open program – participants can come in at the beginning of any module • If miss more than 2x per module, can stop and make that module up next time and start in the next module • Do reflection logs last • Constantly keep ladies on subject/re-divert • Give praise/treats/gifts to those who do get work done • Address it right away • Send reminder e-mails, look through rosters and pick out possible referrals and talk with case manager
Success • Higher graduation level • Reduction of risk according to the LSI-R • Program measurements are given through out the program • Evaluations are given at the end of each module.
Recommendations • Should be used in addition to other services (substance abuse treatment, family/individual counseling, mental health counseling, anger management) • No more than 10 participants • Co-facilitator
References • Gehring, K. & Bauman, A. (2009). Gender-responsive programming: Promising approaches. Available at http://nicic.gov/Library/023741 • Institute on Women & Criminal Justice. The punitiveness report. Available at www.wpaonline.org/institute/hardhit/part1.htm#np • Lovins, L. B., Lowenkamp, C. T., Latessa, E. J., & Smith, P. (2007). Application of the risk principle to female offenders. Journal of Contemporary Criminal Justice, 23, 383-398. • National Criminal Justice Reference Service. Women & girls in the criminal justice system-Facts and figures. Available at www.ncjrs.gov/spotlight/wgcjs/facts.html
References • Office of Justice Programs. (2009). Probation & Parole in the United States, 2008. Available at www.ojp.usdoj.gov • Office of Justice Programs, Girls Study Group. (2008). Violence by teenage girls: Trends & Context. Available at www.ojp.usdoj.gov • Sherman, F. T. (2005). Pathways to juvenile detention reform: Detention reform and girls. Baltimore: MD: Annie E. Casey Foundation. Available at www.aecf.org/upload/publicationfiles/jdai_pathways_girls.pdf • Van Wormer, K. (2010). Working with female offenders: A gender-sensitive approach. Hoboken, NJ: John Wiley & Sons.