C. A. P. S.

2. C. A. P. S. • A CBT/DBT, stage-based curriculum • Individual lessons, workbooks, MI tools, and other resources for group work and 1-on-1 work • Built on proven-effective Cognitive Behavioral Therapy, Dialectical Behavioral Therapy, and Motivational Interviewing • Organized around the Prochaska/DiClemente Stages Of Change model

3. A 10 lesson introductory core, then parallel tracks for Mood Disorder and Psychotic Spectrum patients.

4. Goals of the Program • Measurable decrease in acting out, violence and self-harm • Increase in therapy compliance, including the establishment of trust between the inmate and the therapist • Increase in med compliance • Documentable movement along the Stages of Change up to the Preparation/Determination or Action stage

5. Features Of The Curriculum • Includes both one-hour lessons and workbooks for a 50-hour group experience, as well as an array of one-on-one tools • Designed for maximum flexibility in tailoring to the specifics of each individual group • Includes MI tools incorporated directly into the curriculum • Teaches increased self-efficacy against the highest and most common risk factors and triggers to behavior that gets them in trouble

6. Features Of The Curriculum • Includes measurement tools to assess progress and comprehension • Teaches self-soothing, distraction,and other key coping/distress tolerance skills • Teaches interpersonal effectiveness and anti-violence skills • Includes action plans

7. Features Of The Curriculum • An easy to navigate, Excel-based interface makes finding the resources quick and easy. • Once you locate a resource you want, simply click on the button and the PDF file will open for you. • The PDF file may then be printed or duplicated.

8. Lessons Individual lessons run 4 to 6 pages and are meant to be done in a single session in group. They can usually be found under the CBT (Cognitive) category for each stage of change. Group CBT

9. Workbooks Workbooks contain several hours worth of material.

10. C. A. P. S. Common elements to be found in both lessons and workbooks:

11. Writing Assignments This element can be done in class or as homework, and can then be processed in group. Alternatively, the group leader can read the question and elicit answers.

12. Skills Cards Skills cards help remind participants of the skill they have learned. The group leader can encourage them to cut out the card and keep it with them.

13. Scenarios

14. Likert Scales

15. Checklists

16. FOOD FOR THOUGHT These are short activities that attack pre-contemplation and address faulty thinking. They get participants thinking about a variety of key issues and faulty thinking. Typically, these are several pages long and pose questions for participants to respond to.

17. WHAT DO YOU THINK? These are one-page activities similar to FOOD FOR THOUGHT that focus on a single scenario or story that attacks pre-contemplation and addresses faulty thinking. They are presented in the third person so participants can give advice to the characters in the scenario rather than talking about themselves– a very useful technique for participants in pre-contemplation!

18. CHOICES & CHANGES These are small workbooks, intended for a one hour session. They include writing opportunities, checklists, and action plans– all focused on one key area, Introduction to Treatment for example.

19. Staff Support Resources • A major strength of this model is the inclusion of a wide range of staff support resources. • The program is supported by: • Counselor’s Manual • Program Leader’s Guide • Staff Development Manual • Motivational Interviewing Manual • Motivational Interviewing toolkit

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