TARGETS FOR CHANGE

1. YOUTHFUL LEVEL OF SERVICE/CASE MANAGEMENT INVENTORY Training Presented by: Brian Lovins Division of Criminal Justice University of Cincinnati PO Box 210389 Cincinnati, Ohio 45221-0389 (513) 556-1913 www.uc.edu/criminaljustice TARGETS FOR CHANGE Identifying Areas That Need To Be Assessed

2. Objectives • To review the principles of effective classification • To score the YLS/CMI reliably and accurately • To apply the results of the YLS/CMI to case plans

3. What is Risk • When we refer to risk • Risk of recidivism • High risk likely to recidivate • Low risk not as likely

4. Actuarial Risk Assessment • Predicts the likelihood of a youth to get in trouble again • For low risk, assume 1 out of 10 reoffend • 1 person will reoffend, but we do not know which one • Same for high risk, assume 6 out of 10 reoffend • 6 will reoffend, but we don’t know which ones

5. Principles of Effective Classification TARGETS FOR CHANGE Identifying Areas That Need To Be Assessed

6. Principles of Effective Classification • Risk • Need • Responsivity • Professional Discretion

7. Risk Principle • Most intensive treatment should be reserved for higher risk offenders • Must survey important risk factors to produce an accurate measure of risk • How do we know which factors to assess?

8. Major Risk Factors • Antisocial attitudes • Antisocial peers • Antisocial personality • History of antisocial behavior • Family • Education/employment • Substance abuse

9. Need Principle • By assessing and targeting offenders’ criminogenic needs we can reduce the likelihood of recidivism • Interventions must be very focused and target the needs that are related to risk

10. Criminogenic Needs (Dynamic Risk Factors) • Antisocial attitudes • Antisocial peers • Antisocial personality • Family • Education/employment • Substance abuse

11. Family Vocational skills Anger/antisocial feelings Self-control Pro-social modeling Antisocial attitudes Substance abuse treatment Reducing antisocial peer contacts Relapse prevention Targeting Criminogenic Needs

12. Responsivity • The neglected principle • Offenders respond differently to treatment strategies • Offenders adjust differentially to correctional environments • Easiest to think of as “barriers” to treatment • Assessment of responsivity is important to maximize benefits of treatment

13. Responsivity • Internal Factors • Motivation • Personality Characteristics (anxiety, psychopathy, self-esteem) • Cognitive deficiencies • Demographics (age, race, sex, ethnicity)

14. Responsivity • External Factors • Counselor characteristics • Setting • Institutional • Community • Type of treatment • Support network

15. Professional Discretion • Also known as override • Consider risk, need, and responsivity • Determine if placements dictated by assessment are the most appropriate • With general caseloads, overrides should occur 10% of the time or less • Override rates will increase if you have a specialized caseload (sex offenders and severe mental health problems) • Consider other risk assessments

16. The Instrument TARGETS FOR CHANGE Identifying Areas That Need To Be Assessed

17. Key Elements of the YLS/CMI • The YLS/CMI collects 42 pieces of information • The items are scored in a 0-1 format • The items are added together to produce an overall score • The items are grouped into 8 subcomponents • All but one of the subcomponents contain dynamic items • There is a professional override section

18. Criminal History (5) Family Circumstances and Parenting (6) Education and Employment (7) Peer Relations (4) Substance Abuse (5) Leisure and Recreation (3) Personality and Behavior (7) Attitudes and Orientation (5) Subcomponents of the YLS/CMI—Part I

19. Subcomponents of the YLS/CMI—Part II • Summary of Risks and Needs • Total score is calculated and overall risk level determined

20. Problems pertaining to family and parents Not scored for risk scale 11 items Youth Not scored for risk scale 28 items Subcomponents of the YLS/CMI—Part III

21. Subcomponents of the YLS/CMI—Part IV • Your Assessment of the Juvenile’s General Risk/Need Level • Professional discretion

22. Source of Information Regarding the Offender • Interview with the offender • Criminal history • Interview with parents • School records • Institutional records • Interviews with other professionals • Psychological personality tests • Behavioral ratings/checklists from clinicians

23. Risk Levels for YLS/CMI • Low Risk 0-8 • Moderate Risk 9-22 • High Risk 23-34 • Very High Risk 35-42

24. Videotape Exercise #1 • 1. Score independently • 2. Break into small groups (4-6) • 3. Don’t just compare overall or section scores; discuss the scoring of each item • 4. Discuss why you marked an item as a risk factor and why you didn’t mark certain items as risk factors • The object of this exercise is to build your understanding of the scoring criteria

25. Review the scoring exercise • Write your individual and group scores on the board • Discuss Scoring of Videotape Exercise #1 • Review each item • Work with participants to understand each item

26. Effective Interviewing TARGETS FOR CHANGE Identifying Areas That Need To Be Assessed

27. Interviewing Objectives • Develop knowledge and skills necessary to collect information for a valid and reliable assessment

28. The Interview Process • Goal • Information gathering • Ensure environment is conducive to disclosure of information • Environment • Relaxed • Open

29. The Interview Process • Structure—assessment should be semi-structured • Purpose of assessment should be explained • Interview length should be approximately one hour • If interviewing youth he/she should be met with independently

30. Interview Skills • The interviewer sets the tone • Patience • Open-mindedness • Attentiveness • Try not to correct or teach • Therapeutic intervention will undermine goal of information gathering

31. Good Listening Skills • Nonverbal attending • Eye contact • Facial expressions • Posture • Devoting full attention • Reflective listening • Paraphrase information • Provide listening cues

32. Use Open-ended questions Follow-up questions Avoid Close-ended questions Double-barreled questions Biased questions Questions: Good vs. Bad

33. The Challenging Interview • Dealing with inconsistencies • Use collateral information/resources • Lightly challenge inconsistent information • Dealing with oppositional behavior • Offer choices • Offer a break • Redirect

34. Evaluating the Interview • Was the interview conducted adequately? • Structure and environment • Did the individual respond to questions? • Establishing trust • Was I attentive? • Engage in active listening • Was I willing to suspend judgment? • Assuming best

35. Evaluating the Interview • What are the problem areas? • Asking open-ended questions • Did I explore the problem areas in detail? • Asking follow-up questions • Did I overcome any problems with the interview? • Dealing with silence or excessive talking • Dealing with inconsistencies • Are the results valid?

36. Interviewing Practice • Break into pairs and practice conducting a YLS/CMI interviews. One person should role play a typical offender while the other conducts the interview. Each partner will have an opportunity to practice the interviewing skills we discussed.

37. Videotape Exercise #2 • 1. Score independently • 2. Break into small groups (4-6) • 3. Don’t just compare overall or section scores; discuss the scoring of each item • 4. Discuss why you marked an item as a risk factor and why you didn’t mark certain items as risk factors • The object of this exercise is to build your understanding of the scoring criteria

38. Case Planning TARGETS FOR CHANGE Identifying Areas That Need To Be Assessed

39. Case Planning Overview • Case plan and interventions should be linked to assessment • Areas where a problem is identified should be addressed with some intervention activities • If there is no problem no action is required

40. Case Plan Development • NEEDS/PROBLEMS – should be based on assessment • GOALS – longer term outcomes – where offender should be after your interventions • OBJECTIVES – offender’s short-term measurable and verifiable steps to reach goal • TECHNIQUES – your actions to help offender reach longer term goal

41. Techniques • 3 areas should be addressed: • Supervision techniques • Referrals • Face to face contact

42. Case Planning Exercise • Use the information you obtained from the videotaped assessment to develop a case plan on the following pages • Break into small groups (4-6) and develop a case plan that addresses all of the need areas • Identify the problems as identified by the assessment, the goals, and objectives that will be used to reach those goals

43. Example—Substance Abuse McInnis, W.P., Dennis, W.D., Myers, M.A., Sullivan, K.O., & Jongsma, A.E. 2002. The Juvenile Justice and Residential Care Treatment Planner. John Wiley & Sons, Inc.

44. Case Planning—Family Circumstances and Parenting

45. Case Planning—Education and Employment

46. Case Planning—Peer Relations

47. Case Planning—Substance Abuse

48. Case Planning—Leisure and Recreation

49. Case Planning—Personality and Behavior

50. Case Planning—Attitudes and Orientations