getting organized to implement evidence-based practice · 2015-01-21 · it delivered cbt in a 1:1...
TRANSCRIPT
Playlist “I think I went to a training on that once.”
“The assessment is buried in the file; it doesn’t tell
me anything anyway. They all get the same
services.”
“I told him not to do that and he did it anyway.”
“I don’t have time for role playing, it’s silly.”
“(They) do rehabilitation…we provide custody and
control.”
“All (they) care about is if we meet contact and
utilization numbers.”
“My boss says one thing, my colleague says another,
and the referral source says another.”
“Why isn’t it happening; it’s in the policy?”
Transitioning
from “Train and Hope” to
“Making it Happen”
Leading Change through Active Implementation
Core Correctional
Practices
Traditional Community
Supervision
A growing body of research illustrates that
community supervision alone has been
ineffective in reducing recidivism (e.g.,
Petersilia and Turner 1993; MacKenzie 1997;
Bonta et al., 2008)
Why??
Bonta et al. (2008) found that officers rarely
adhered to the principles of effective
intervention during contact sessions
Instead of focusing on risk, need, and
responsivity factors, officers spent most of
their contact sessions on compliance with
conditions and the law enforcement aspects of
their job
Principles of Effective
Intervention
RISK
WHO
Deliver more intense
intervention to higher risk offenders
NEED
WHAT
Target criminogenic
needs to reduce risk for
recidivism
RESPONSIVITY
HOW
Use CBT approaches
Match mode/style of
service to offender
Translating the RNR Framework to
Community Supervision
Adhere to the principles of effective intervention:
Assess risk and need levels
Target moderate and high risk offenders
Target criminogenic needs
Use cognitive behavioral interventions
Use core correctional practices:
Quality collaborative relationship
Reinforcement, Disapproval, Use of Authority
Cognitive restructuring
Structured skill building
Problem solving skills
Recent evaluations of models that adhere
to RNR and train staff on core
correctional practices have demonstrated
their effectiveness in reducing recidivism
Work of Chris Trotter (Trotter 1996, 2006)
STICS (Bonta et al, 2010, Bourgon et al.,
2010)
STARR (Robinson et al., 2011)
EPICS (Latessa et al., 2013)
Translating the RNR Framework to
Community Supervision
Training in Core Correctional
Practices
Officer
Relationship skills:
Active listening
Giving feedback
Role clarification
Behavioral modification/ Bridging skills:
Reinforcement
Disapproval
Punishment
Use of authority
Interventions
Motivational skills:
Cost-benefit analysis
Cognitive behavioral
skills:
Cognitive
restructuring
Prosocial modeling
Structured skill
building
Problem solving
Emotional Regulation
Effective Practices in
Correctional Settings (EPICS) Apply the RNR framework to community
supervision
Focuses effort on moderate to high risk offenders
Provides a structured format to target
criminogenic needs in a one-on-one context
Encourages identification of specific responsivity
factors
Uses cognitive and behavioral strategies to
change offender behavior
Train staff on core correctional practices
Train staff to intervene where the offender is
deficient in making decisions
Includes measures of fidelity and coaching
sessions
EPICS Process
Org
aniz
ati
onal
Readin
ess
and
Pla
nnin
g
Pre
-Tra
inin
g
Train
ing
Subm
it
Audio
tapes
x 5
Receiv
e indiv
idual
feedback a
nd r
evie
w
wit
h inte
rnal coach
x 5+
Inte
rnal
Coaches
sess
ion
x 5
Gro
up
Sess
ion x
5
Staff Training Aimed at
Reducing Re-arrest (STARR)
Based on existing behavioral change strategies
found to be effective with offending
populations.
Developed by the Administrative Office of the
US Courts with input from existing research and
experts in the field of community supervision
and correctional interventions.
Provides officers with the skills necessary to
hold offenders accountable and provides an
opportunity to make behavioral changes.
The skills focus on assisting the offender in
changing his/her thinking and behavior so that
he/she is able to avoid high-risk situations that
might lead to criminal acts.
11
Defining STARR
STARR is a set of skills used by the
officer
It is not a formal program
It can be used during any interaction
between the officer and client
STARR skills can be used in the field or
office setting
Skill Development Activities
(Monthly)
Individual coaching sessions
Group booster sessions
Audio recording of skill interactions
12
Getting Started Federal Probation
National STARR Implementation
There are 94 federal districts in the
US Probation and Pretrial System
STARR is being implemented in
Waves:
Wave I (2012) - 14 Districts Trained
Wave II (2013) – 22 Districts Trained
Wave III (2014) - 24 Districts will be
Trained
US Probation, Central District of
California was part of Wave I
STARR Implementation
Central District of California
We are one of four federal districts
in California
We are the Central District of
California and cover seven counties:
Los Angeles
Orange
Riverside
San Bernardino
Ventura
Santa Barbara
San Luis Obispo
Central District of
California: How we got here
2004-2008 – the start of EBP implementation
2008
Sponsored 9th Circuit EBP/Treatment
Services Conference in Long Beach
District EBP Working Group formed
EBPs introduced into formal national
policy on substance abuse
Central District of California:
District Wide Strategic Plan
15 steps including Post Conviction
Risk Assessment (PCRA)
implementation; 2 waves of STARR
implementation; Officer Training;
Groups/Programs; Funding;
Treatment Providers; new CBT special
condition; revise performance
evaluations
Step #15 - Continuous Quality
Improvement
“Not rocket science”, but it hasn’t
been easy
Central District of California:
A Lot of Training
October 1, 2011 - Post Conviction Risk
Assessment (PCRA) – dynamic risk factors
2012 - National Implementation Research
Network, STARR Implementation
From 2008 to 2013 - trained the
supervision officers 6x - CBT; dynamic
risk assessment; EBP theory & practice
(130 officers, 7 counties, 12 field offices)
In 2013, presentence officers trained on
interviewing and EBP overview for non-
officer staff
Evolution: best practices - balance
correctional and controlling strategies
Unchanged: residence & employment
verification; drug testing & treatment;
addressing noncompliance
Paradigm Shift:
To attitudes, peers & personality &
intervene cognitive-behaviorally
From directive to engagement
From case manager to “change agent” (Bourgon, G. et al. 2011)
Central District of California:
Organizational Change
Getting Started Humboldt County
Department Profile
Humboldt County is North of Northern
California
Large geographically with a small
widely dispersed population.
Humboldt County Probation consists of
approximately 100 staff members with
around 50 sworn probation officers.
Adult field services has 13 deputies
providing supervision to
approximately 1500 persons.
Decision to implement EPICS
in Department
Current state of various “EBP”
implementations in Fall of 2011
January 2011 introduced case
management system
Thinking For a Change –September 2010
STRONG implementation- June 2010
Replaced old Wisconsin tool
Motivational Interviewing- June 2007
with yearly training
Decision to implement EPICS
in Department Continued
Administrative team came to the
consensus we had plateaued.
Had received EBP trainings but not
included fidelity or CQI into a
comprehensive strategic plan.
Applied for and received technical
assistance grant from BSCC in Fall 2011.
Decision to implement EPICS
in Department Continued
Chose University of Cincinnati to
provide technical expertise based on
their national reputation and
presentations by Ed Latessa attended
by the administrative team.
University of Cincinnati conducted and
EBP assessment of the Department.
Results were not good, but expected.
Needed CQI
Needed a CBT program based on EBP or
Best Practice.
Decision to implement EPICS
in Department Continued
EPICS was proposed.
It was a program developed by UC for
corrections.
It delivered CBT in a 1:1 format by probation
officers.
It provided a structured interview format to
build consistency in Department Practices.
Managers spoke to Departments in Oregon
who had implemented EPICS.
Generally positive comments; acknowledged it
was a system changer and required a big
commitment.
Decision to implement EPICS
in Department Continued Chose EPICS because:
It solved low population problem identified in
ART and T4C implementation.
It had a systematic CQI component to build
internal coders within agency.
It provided a systematic way to train officers to
conduct interviews.
It had clear fidelity markers; coders with
limited experience could tell if officers were
following the model.
Based of a proven practice elsewhere;
Humboldt’s size is such that independent
validation would be impossible for decades.
Challenges of Implementation
I n f o r m a t i o n
T e c h n o l o g y
Po
lic
ies V i s i o n
Va
lue
s
Planning
EB
P
Da
ta
RNR Budget
Co
mm
un
icatio
n
Politics
© Crime and Justice Institute at Community Resources for Justice (2004). Implementing Evidence-Based Practice in
Community Corrections. Washington, DC: National Institute of Corrections.
Implementation
Definition:
“A specified set of activities designed to
put into practice an activity or program
of known dimensions”
Mission of the National
Implementation Research Network
“To contribute to the best practices and
science of implementation, organization
change, and system reinvention to
improve outcomes across the spectrum of
human services.”
The National Implementation Research Network, FPG Child Development Institute, University of North Carolina,
Chapel Hill , http://nirn.fpg.unc.edu/
Implementation Drivers
© 2013 Dean L. Fixsen, Karen A. Blase, Sandra F. Naoom and Michelle A. Duda, NIRN v. 4/2013
Lessons Learned Competency Matters
STARR-Why Coaching is
Critical
Giving
Feedback
Joyce, B. & Showers, B. (2002) Student Achievement Through Staff Development (3rd ed.).
5% of participants transfer the skills acquired
in the training environment
STARR-Why Coaching is
Critical
32
Giving
Feedback
95% of participants transfer the skills acquired in
the training environment.
Coaching Matters
Central District of California
Initial District STARR training held in 2011
There was no coaching, boosters or recordings
Eventually use of skills waned
Phase I
In 2012, eight volunteered to be coaches and attended
advanced coaches training
Summer of 2012, 23 officers trained in STARR
Phase II
Seven new coaches selected in 2014
February and March 2014, 22 additional officers STARR
Trained
Administrative Office of US Courts recently appointed
five, three year temporary duty assignments to assist
districts with implementation and coach development
STARR - Competency Driver
Coaches
Monthly Coaching is the backbone of
ongoing skill development
We can only train officers if there are
enough coaches (ratio of 1:3 or 1:4)
Three to four officers are assigned to
each coach. Coaches are responsible for:
Facilitating monthly boosters
Reviewing monthly recordings
Providing Individual Feedback
Using coding forms to assess quality of
skills and to provide feedback
STARR - Competency Driver
Coaches
Skill Development for Coaches
Submit Monthly Recordings of STARR Skill
Receive Monthly Feedback
Attend Quarterly Boosters for STARR and
Coaching Skill Development
Phase I Coaches will now begin submitting
coaching recordings every other month for
feedback
Coaching in Humboldt
Humboldt made a decision to make all front line
supervisors coaches as well as key line staff officers
who were positive toward the practice.
Coaching training was part of the EPICS
implementation plan and mirrored the 5 monthly
booster sessions.
They coach 1-3 persons per month; coaching is on a
rotational basis.
Humboldt Coaches meet monthly and discuss
implementation issues, and receive feedback from
UC as needed.
Department wide coaching sessions happen
quarterly with lunch provided.
Monthly coaching sessions have been incorporated
into unit meetings. Each unit meeting, a coach will
review some aspect of EPICS.
Coaching groups were varied by time after
training and coaching type
Coaching Group 1: In person, 4 weeks after
training
Coaching Group 2: Video conference, 8 weeks
after training
Coaching Group 3: Video conference, 4 weeks
after training
Coaching Group 4: In person, 2 weeks after
training
EPICS Research:
Method/Analysis
Thompson, Schweitzer, and Sperber (2014). The Impact of Coaching on Staff Acquisition and
Use of EPICS-Related Skills
EPICS Research:
Method/Analysis
Paired sample t tests were
conducted to compare average
EPICS scores at the following times:
Pre Training versus Coaching Session 1
Coaching Session 1 versus Coaching
Session 5
Thompson, Schweitzer, and Sperber (2014). The Impact of Coaching on Staff Acquisition and
Use of EPICS-Related Skills
Results
Thompson, Schweitzer, and Sperber (2014). The Impact of Coaching on Staff Acquisition and
Use of EPICS-Related Skills
Results
Thompson, Schweitzer, and Sperber (2014). The Impact of Coaching on Staff Acquisition and
Use of EPICS-Related Skills
Findings/Discussion
Use of core correctional practices
were significantly improved by the 3-
day EPICS training for each group
Coaching groups that outperformed
others had the following
characteristics:
Supervisors engaged
Higher rate of supervisor tape submission
Supervisor proficiency in the use of the
EPICS model and skills
Coaching occurred in person
Lessons Learned Organizational Supports Matter
Organizational Support in
Humboldt Each officer in a field assignment submits a
taped interview with a probationer on a
monthly basis.
Officers who have met criteria for proficiency submit
on a quarterly basis.
Proficiency is achieved when:
Officer meets satisfactory in 70% of the coding
categories for three consecutive months
(intervention must be satisfactory)
Quantitative requirements for their caseload are
met.
Tapes are reviewed using a standardized tool
developed by UC. Feedback is given within 10
working days from submission deadline.
Moved to reviewing tapes with officers.
Organizational Support in
Humboldt
Analyst monitors tapes submissions,
attendance, and frequency of use.
Coaching results are maintained in a excel
spreadsheet.
Case management system tracks use of
EPICS and that information is provided to
the supervisors on a monthly basis.
Use of EPICS is included in performance
evaluations.
Organizational Support in
Humboldt
Quantitative data regarding EPICS usage is
pulled from case management system.
It is provided to managers at all levels
and discussed in unit meetings.
Qualitative data is tracked by analyst and
is based on coaching feedback.
Outcome measures have been around
fidelity to the model.
Organizational Support for
STARR in the Central District
Developed a system for supervisors to monitor
booster attendance and frequency of
submission of recordings.
Supervisors can monitor and encourage use of
skills by reviewing Decision Support System
(DSS) reports, reviewing chronological
records, and observing interactions.
Developing a report to track frequency and
percentage of use.
Supervisors will use this information for
supervision and the annual Performance
Evaluation.
Coaches will use it for skill development and
training, to assess level of use, and to determine
what skills are being used most frequently.
Lessons Learned Leadership Matters
STARR Leadership
Communication about STARR Implementation
Initially it was communicated that this was
voluntary and this was going to be piloted.
As officers and offenders shared positive
experiences and benefits, the Chief
communicated her vision that all officers will
eventually be STARR trained.
STARR Leader
The Program is lead by a STARR Trained
Supervisor who:
Coaches Phase I Coaches on coaching and
use of STARR skills
Works with Coaches who are coaching
Phase II Coaches
Reviews monthly recordings and provides
feedback to Phase I STARR coaches
Conducts quarterly boosters with Phase I
Coaches for STARR, Coaching skill
development, and Phase I program
implementation planning
STARR Supervisors (New)
In order for supervisors to
effectively staff cases and
encourage use of the skills we are
in the process of creating ways for
them to:
Learn more about the skills
Attend periodic SUSPO STARR training
They also learn about the skills
through observing the use of skills
in the field and office
STARR Supervisors (New)
Supervisors are beginning to
discuss and encourage use of skills
during case planning and case
staffing.
Supervisors will include information
regarding use of STARR Skills, Booster
Attendance, and Submitting
Recordings in Evaluation.
Supervisors are to address patterns of
noncompliance and inform Assistant
Deputy Chiefs when necessary.
STARR Leadership
Panel presentation to officers from STARR
trained officers created more buy-in and
enthusiasm
STARR Trained Officers are the best STARR
ambassadors
Encouraged to talk about STARR in their officers
and to use skills in front of peers in the field or
their offices
Supervisors have been communicating that
promotions and maintaining positions may be
dependent on using skills shown to reduce
recidivism
The majority of officers recently promoted to
Specialists or Supervisors have been STARR
trained and several have been STARR Coaches.
STARR Next Steps
We have been looking at ways to provide more
incentives, especially for coaches, including:
Supporting participation in out of District training
In-district off-site training for all coaches
Coaches receiving Exceeds Expectations on evaluations
Encouraging officers and supervisors to nominate other
coaches and STARR officers for peer awards.
Coaches can be given consideration for workload relief
as possible at the discretion of their supervisor
STARR Improvements
Implementation committee
Greater buy-in from supervisors
Clearer delineation of roles and responsibilities for all
levels of staff
Data Systems Support Report
EPICS Leadership in Humboldt
Communicated to staff.
We should have done more explanation of what
EPICS was and why it was necessary.
This has been done since but it caused stress on
organization.
Buy-in
Expressed support of EPICS from the Chief down
through supervisors.
Stated our ongoing commitment to the program.
Considered buy-in when considering promotion,
hiring, and assignment.
Also recognized some staff may not have the
skill set to do EPICS. Tried to find assignments
within Department that matched their
strengths.
EPICS Leadership in Humboldt
EPICS is a cornerstone of our
rehabilitation strategy. It is supported
publicly by the CPO and within
internal meetings.
EPICS is managed jointly by the
Juvenile and Adult Division Directors.
Implementation team are the
coaches.
Supervisors and Adult Director keep a
few cases and practice use of EPICS.
If we could do it again… Form an implementation Team
Step one: Plan for sustainability
Provide ample communication from the top down
and all around (e.g., priority, expectations,
support needs)
Anticipate and address workload and other
organizational constraints
Invest in coaches, make time for coaches to be
coaches
Coach, coach, coach and booster, booster,
booster
Amend audits/performance evaluations
Train the trainer
Create ways to measure and continuously
improve skill acquisition and outcomes
Transitioning from “Train and Hope” to
“Making it Happen”
Leading Change through Active Implementation
Shaun Brenneman, Humboldt County Probation Department,
Cara Thompson, University of Cincinnati Corrections Institute,
Kristy Danford, Crime and Justice Institute at CRJ,
US Probation Office, Central District of California
• Michael Terrell, [email protected]
• Helene Creager, [email protected]
• Thomas Granucci, [email protected]