specialised young adult offender -...

V1 Developed D. Carey February 2009; V2 Developed Aug 2012 D. Carey

Specialised Young Adult Offender

Program Stage 2

Young Adult Preparation

Program

A readiness program


History ................................................................................................................... 4 Purpose ................................................................................................................ 5 Profile .................................................................................................................... 6

Characteristics ...................................................................................................... 6 Issues facing young adult offenders ...................................................................... 6 Design of YAPP .................................................................................................... 7 Objectives Young Adult Preparation Program ...................................................... 7 What is a Young Adult Preparation Program (YAPP)? ......................................... 8

Participant Selection Criteria ................................................................................. 8 Location of YAPP Venues ..................................................................................... 9

Time Tables and Scheduling of YAPP .................................................................. 9 Experiential Learning & Cognitive Learning ........................................................ 10

Experiential Learning ....................................................................................... 10 Cognitive Learning .......................................................................................... 11

Overview of YAPP Experiential Learning ............................................................ 11 Acquaintance................................................................................................... 11 De-inhibitiser ................................................................................................... 12

The Role of G.R.A.B.B.S. ................................................................................ 12 GRABBS Modality Checklist ........................................................................... 12

Activity Notes and Sequencing of Objectives and Activities. ........................... 13

Staff Participation ................................................................................................ 13

Role of Nucleus or Mentor Inmates ..................................................................... 14 Mustering ............................................................................................................ 14

Briefings and De-Briefing .................................................................................... 14 Briefings .......................................................................................................... 14 De-Briefing ...................................................................................................... 15

Participant Notes and Participant Reports .......................................................... 15 Sample Nucleus Performance Case Note ....................................................... 16

Sample Positive Participant Performance Case Note ..................................... 16 Sample Negative Participant Performance Case Note .................................... 16 Consequences of Low Performance Notes ..................................................... 16

Evaluations ......................................................................................................... 17 How Does YASP Measure up to “What Works”? ................................................ 17 After YAPP .......................................................................................................... 18

MODULE FACILITATOR GUIDE INTRODUCTION YAPP ............................. 20 YAPP Adventure Based Experiential Learning (ABEL) 1 G.R.A.B.B.S ............... 31 Activity Schedule – YAPP ABEL 1 ...................................................................... 33

MODULE FACILITATOR GUIDE GOAL SETTING YAPP .............................. 39 YAPP Adventure Based Experiential Learning (ABEL) 2 G.R.A.B.B.S ............... 43

Activity Schedule – YAPP ABEL 2 ...................................................................... 45 Facilitator Guide .................................................................................................. 47

MODULE FACILITATOR GUIDE DYNAMIC RISK PLANNING YAPP ............ 52

MODULE FACILITATOR GUIDE FUTURE and CLOSURE YAPP ................. 60 Specialised Young Adult Offender Program Flow ............................................... 63 Appendix 2 - Young Adult Preparation Program Staff Competencies ................. 64


Appendix 3 - YAPP Evaluation ........................................................................... 66 Appendix 4- Resources and Equipment YAPP ................................................... 68 Appendix 5- YAPP Time Table ........................................................................... 69

Bibliography ........................................................................................................ 70


History There has been a definitive requirement for “readiness” of participants for Stage 3 Specialised Young Adult Offender Gurnang Life Challenge at Oberon CC since the inception of the Specialised Young Adult Offender Program in 1991 at Newnes Correctional centre and in particularly at Oberon CC since 1993. Readiness programs have included; Raising Awareness for Change (3 week to 1 week models), Raising Awareness (various length models), and since 2009 Young Adult Preparation Program (YAPP). Research at Oberon Correctional Centre specifies that Gurnang Life Challenge participant’s success rate increased by 11% if participants successfully completed Raising Awareness prior to Gurnang Life Challenge, after the introduction of Young Adult Preparation Program (YAPP) the success rate of Gurnang Life Challenge Program increased to 13%. John Morony Correctional Centre (JMCC) has been an integral component of the Specialised Young Adult Offender Program since 2000 when, JMCC took on the role of Stage 2 of the Specialised Young Adult Offender Program from Parklea Correctional Centre. In 2012 Stage 2 of the Specialised Young Adult Offender Program was expanded to include Mid North Coast, South Coast and Wellington Correctional Centres. Hence the requirements to further develop the “readiness” program in the Specialised Young Adult Offender program. The role of Stage 2 in the Specialised Young Adult Offender Program is detailed below in the quote from the Young Adult Offender Strategic Framework:

Stage 2 - Readiness.

Mid North Coast, South Coast, Wellington and John Morony Correctional Centre Mid North Coast, South Coast, Wellington and John Morony conducts stage 2 of the Specialised Program. These centres receives young adult male offenders with B, E2, C1, C2 security classifications who have been identified as eligible to participate in the Specialised Program. These centres are responsible for:

Confirming each offender’s suitability to participate in the Specialised Program

Assessing and developing a case plan for each offender

Scheduling offenders for the Gurnang Life Challenge program at Oberon Correctional Centre intakes (4 weekly) based on time left to serve and individual offender need and case plan objectives

Delivering a Young Adult Offender Preparation Program (YAPP)


Training and monitoring of Adult Nucleus offenders Conducting exit planning information sessions and Young Adult Satellite

Programs (YASP) for those offenders who are unable to progress to other stages of the Specialised Program

In addition to its standard program and service delivery, Mid North Coast, South Coast, Wellington and John Morony, in conjunction with Adult Education & Vocational Training Institute (AEVTI), are responsible for managing the educational programs conducted at the Intensive Learning Centre (ILC). The ILC is a full-time education and vocational training program. Young adult offenders are prioritized to complete ILC (dependent on Core Skills Assessments); offenders who attend this program do so for a period of 6 to 12 months and must meet specific criteria for acceptance. The objectives of the ILC are to provide offenders with the opportunity of:

Acquiring functional literacy and numeracy skills

Developing marketable work skills, and

Developing a work ethic through both study and employment John Morony CC in addition to the readiness and ILC programs also has the responsibility for the delivery of the Intensive Drug Alcohol Treatment Program (IDATP). IDATP is not exclusive to young adult offenders though they are treated as priority for entry if they have sufficient time to serve and have a dynamic risk of AOD score of 7 and above in the offenders Level of Service Inventory Revised.

Purpose The purpose of this manual is to specify the strategies, objectives, session plans and operation of the Young Adult Preparation Program (YAPP). The YAPP is designed to complement and sequence with existing Orientation Induction Programming currently conducted and to assist with selection, planning and entry into:

Stage 3 Specialised YAP (Gurnang Life Challenge)

Intensive Learning Centre,

Traineeships, Education, Work Readiness and Dynamic Risk Programs.

Other specialized Corrective Services NSW (CSNSW) programs such as; Ngara Nuru, Intensive Drug Alcohol Treatment Program (IDATP), Violent Offenders Therapeutic Program (VOTP), Sex Offenders Therapeutic Program (SOTP) and Yetta Dhinnikal.

See Specialised Young Adult Offender Program Flow Chart at appendix 1. Essentially, YAPP is designed to “ready” young adult offenders by instilling motivation and purpose to proactively enter programs, improve communication skills, and begin the process of achieving self efficacy and most importantly review and revise case planning.


The Strategic Framework Young Adult Offenders provides a profile of young adult offenders, the profile includes characteristics and issues impacting upon young adult offenders, the profile from the Young Adult Offender Strategic Framework is repeated below. Interesting to note from research, that the profile, characteristics and issues have remained constant since 1991 (see Carey, Keogh in Bibliography).

Profile The United Nations defines any person aged between 18 and less than 26 years of age as a young adult. CSNSW acknowledges this definition and categorizes offenders within this age group as young adult offenders. Housed in every correctional centre in the state and represented at all security classification levels; young adult offenders comprise 20 per cent of male receptions and 17 per cent of female receptions into custody in NSW. Young adult offenders have a recidivism rate of 49 percent, compared to 36 percent for older offenders. Statistics also show offenders aged under 26 years are responsible for 37 percent of the offences in custody, and that 45 percent of offenders being managed in the community are in that age group.

Characteristics A significant number of young adult offenders are likely to present with some or all of the following characteristics:

Lack of education/training and employability skills;

Distorted and irrational thinking and behaviour;

Poor literacy and numeracy skills;

Criminal lifestyles and criminal associates;

Alcohol and other drug misuse;

Chronic accommodation problems (highly mobile);

Unstable or problematic relationships;

Inability to manage money and debt;

Poor emotional state and inability to cope;

Mental health issues and intellectual disabilities;

Pervasive pro-criminal attitudes;

Lack of structured leisure and recreational pursuits;

Dysfunctional family background;

History of abuse – (physical, emotional and sexual);

Higher level of impulsive/risk taking behaviour as compared to older offenders; and

Lack of medium/long term planning.

Issues facing young adult offenders Young adults in custody generally experience problems in one or more of the following areas:

Obtaining employment upon release;


Peer group pressure;

Impulsivity;

Obtaining accommodation upon release;

Motivation and self-direction;

Accepting personal responsibility for their behaviour and its consequences;

Social skills – (difficulties with relationships, communication, controlling anger and frustration);

Low self image which can lead to depression and suicide/self harm ideation;

Accessing educational and community-based programs;

Feeling isolated from mainstream society;

Inability to constructively engage in leisure pursuits;

Gambling; and

Substance abuse.

Design of YAPP The profile, characteristics and issues facing young adults guides the Specialised Young Adult Offender Correctional Centres in the development and design of programs specific to the needs of Young Adult Offenders. The design of YAPP takes into account the elements of Gurnang Life Challenge and prepares by allowing for “readiness” of offenders into the sequences and objectives of the various elements of Gurnang Life Challenge. YAPP also allows for offenders to take an active and proactive involvement in their case plans.

Objectives Young Adult Preparation Program The objectives of the Young Adult Preparation Program are:

Begin the process of changing distorted and irrational thinking and behaviour;

Provide a platform to begin the process of examining poor emotional state and inability to cope;

Provide short term planning to develop a process of overcoming a lack of medium/long term planning.

Provide an element of motivation and self-direction;

Impel participants in accepting personal responsibility for their behaviour and its consequences;

Begin the process of developing better social skills – (difficulties with relationships, communication, controlling anger and frustration);

Begin the development of self concept and self efficacy to overcome low self image which can lead to depression and suicide/self harm ideation;

Provide a platform to enable the accessing of educational, work readiness and dynamic risk based programs.

Provide a process to enable the completion of relevant assessments.


Re-develop case plans.

What is a Young Adult Preparation Program (YAPP)? 1. Essentially, the program is a motivational attitudinal preparation development

program that utilizes experiential learning for initiative, openness, trust development and communication exercises that accelerates a persons learning potential in a personal development growth process. The program utilizes developmental programming and therapeutic programming to achieve its aims and objectives; the program is definitely not to be confused with sport, recreation or education.

2. The program includes cognitive learning modules that balance the experiential learning modules. Cognitive Learning modules include; introduction, goal setting and a futures module where participants are briefed on types and availability of other programs such as work readiness, education and dynamic risk, including development of their case plan

3. However, the program is also not to be confused with the Gurnang Life Challenge program, nor Young Adult Satellite Program (YASP). The YAPP program is simply a readiness and or behaviour modifier program, as opposed to a dynamic risk program.

4. YAPP is a three day program to “ready” young adult offenders for future programs and case plans, the future programs can include; Intensive Learning Centre (ILC), Traineeships, other CSNSW Compendium dynamic risk and educational programs within a GOC or other programs such as Intensive Drug Alcohol Treatment (IDATP), Violent Offenders Therapeutic Program (VOTP), Sex Offenders Therapeutic Program (SOTP), and Yetta Dhinnakkal and ultimately and a focus for Specialised Young Adult Offender Program, Stage 3 Gurnang Life Challenge.

5. YAPP follows on from Orientation Induction Program.

Participant Selection Criteria for YAPP Ideally, all sentenced young adult offenders held at Mid North Coast, South Coast, Wellington and John Morony Correctional Centres should undertake YAPP and the subsequent assessments and case plan review. However, certain issues need clarification.

Selection criteria for YAPP participation are:

25 years or younger in age (notes 1 & 2)

Hold an A, E, B, C1 or C2 classification

Can be SORC, PRLC and DIAC

Can be on prescribed methadone and Buprenorphine

Exclude non controlled mental health issues (note 3)

Clear of SMAP (note 4)

Clear of segregation orders


Any LSI(R) risk need

Notes:

1. Dependent upon case needs the age can be varied up, case and LSI(R) needs is the driving force and often with young adult offenders Judge Sentencing Remarks are relevant.

2. A requirement exists for nucleus (mentor inmates); restricted to 4 nucleus inmates per group, see Young Adult Offender Nucleus Protocol

3. Once mental health issues are “under control” (either medication or otherwise resolved), offenders can enter YAPP.

4. A YAPP can occur with a total SMAP group provided association issues within the SMAP group are resolved.

Warning; the selection criteria as specified above is for YAPP, NOT for Stage 3 Specialised Young Adult Offender Gurnang Life Challenge, for selection criteria for Gurnang Life Challenge see page19 of this manual.

Location of YAPP Venues YAPP is unique to Stage 2 Specialised Young Adult Offender Program. The venues for YAPP modules within MNCCC, SCCC, WCC and JMCC are:

1. GRABBS Experiential Learning Modules- Options of; Visits areas, or preferably Intensive Learning Centre grassed area as best location (both are isolated and have access to shelter). Another option is to utilise Oval and or Tennis Courts in main compound area, however, a negative issue occurs when participants are in view of passing inmates, YAPP utilises de-inhibitive activities that can be perceived as “strange or weird to a non-participant, hence an impact will occur on participants. Additionally, Oval/Tennis Courts have limited to non-existent shelter for extreme hot and or extreme wet weather.

2. Cognitive Learning Modules requires a classroom of sufficient size to accommodate all participants. Options; Visits area (requires portable white board, laptop and power point projector), large classroom in Main Education Unit, classroom in Intensive Learning Centre.

Time Tables and Scheduling of YAPP Specific timetabling of each session within each module is specified later in this manual (see GRABBS and Facilitator Guide and Appendix 5) Scheduling of YAPP is on the CC annual program plan in sequence with Orientation Induction Program and Gurnang Life Challenge monthly intake schedules. Each YAPP is designed to adopt the following time lines:

Minus 20 working days (one calendar month), time table next available YAPP and roster facilitating staff.


Minus 10 working days, select participants (see Selection Criteria). Schedule offenders into OIMS Offender Services Screens.

Minus 5 working days, advise all areas within CC of dates/venues, includes, Custodial Units, Industries, OS&P, Education and Executive. Ensure offenders are advised dates/start times/venues.

Minus 5 working days produce paper copies of; LSI(R), Conviction & Sentence Printout, CVTRQ (if completed), Imaging photographs and Profile document on each participant.

Minus 1 working day, Facilitating staff brief nucleus to remind participants of program. Commence collection of resources, documents and equipment.

Conduct program as per manual and timetable and schedules.

Daily basis enter comments on OIMS Offender Programs Screen and E case notes (if required).

Final day of YAPP completion, facilitating staff de-brief MOS&P of program issues, MOS&P to follow up on issues and report to next available Focus Group YAP.

Final day of YAPP, ensure the following occurs; 1. A performance case note on each participant 2. Offender Services & Program Screen is finalized 3. CVTRQ is entered into OIMS (if not already completed). 4. Referrals for relevant assessments 5. Referral for CMT and Case Plan Revision

Plus 10 working days (one calendar fortnight) re-develop offender case plan to reflect new results from assessments and to develop pathway for offenders. Case Management Team (CMT) meetings can form part of this action whether full CMT as impacting on classification or change of placement. For those offenders moving to Stage 3 of the Specialised Young Adult Offender Gurnang Life Challenge program, ensure their entry date coincides with Gurnang Life Challenge monthly intake dates.

Experiential Learning & Cognitive Learning

Experiential Learning

The program is based upon experiential and cognitive learning; Please do not confuse experiential learning with experienced based learning. Experienced based learning is where people practice the skills they are learning. Experiential based learning is where the action experienced learning is subject to reflection, transfer and support.

Reflection examines the process to enhance the awareness of the learning.

Transfer change is expected in real life from the learning, this aspect is enhanced by the utilisation of metaphors and isomorphs in the activities.


Support providing opportunities that permit people to continue changing and lessen resistance to change.

Programming of experiential learning in YAPP is based on developmental experiential learning and can be defined as the deliberate use of action events and facilitated reflection to bring about lasting changes and learning. In experiential learning, there are 5 types of programming (see Priest S 2004):

Sport- the use of outdoor environments for sport; abseiling, climbing, bushwalking, rogaining etc.

Recreational- the uses of outdoors and indoors to relax, entertain, re-energize and socialize.

Educational- the use of experiential learning to allow people to gain knowledge and skills.

Developmental- the use of experiential learning designed to change the way people feel, think and behave.

Therapeutic- the use of experiential learning designed and intended to change the way people feel, think, behave and resist negative dysfunctional behaviour.

Cognitive Learning

Cognitive is essentially knowledge to ensure; recall data, understand (comprehension) information, apply information (i.e. use it), analyze data, synthesizing (create/build upon data) and evaluate (assess, judge in relational terms to self). The cognitive learning modules include significant experiential learning activities within the group room. For details as regarding, how, when, why and who, please refer to Facilitator Guides in Cognitive Learning Section.

Overview of YAPP Experiential Learning

Acquaintance

Objective To provide opportunities for participants to get to know each other and their facilitator/s and to begin feeling comfortable with each other and their facilitator through activities that are primarily fun, non-threatening and group based.

Features

Fun is a major component

Participants interact in a non threatening manner

Success orientated; tasks can be easily accomplished with minimal amount of frustration

Requires minimal verbal interaction and decision making skills


De-inhibitiser

Objective To provide a setting where participants are able to take some risks in a supportive environment, as well as make improvements in commitment and a willingness to appear inept in front of others, i.e. success or failure are not important, trying is. De-inhibitisation essentially means openness.

Features

Activities involve some emotional and physical risk which may arouse some discomfort and frustration

Success and failure are less important than trying and making a good effort

Fun activities which allow participants to view themselves as more capable and confident in front of others

A co-operative and supportive atmosphere tends to encourage participation and increase confidence for all participants.

The Role of G.R.A.B.B.S.

GRABBS is a scanning tool that is written for each session. Essentially GRABBS is a modality checklist, regarding important personal and interpersonal operations. The checklist of GRABBS include; Goals, Readiness, Affect, Behaviour, Body and Stage of Development. GRABBS is utilized by a range of adventure/experiential organizations and the development and usage of GRABBS is a standard generic skill in the Outdoor Recreation Council of Australia standard generic competencies. GRABBS originally comes from Arnold Lazarus “The Practice of Multimodal Therapy” 1981. More information is provided in “Islands of Healing” Schoel, Prouty and Radcliffe 1981.

GRABBS Modality Checklist

GGoals How does the activity relate to the group and individual goals that

have been set?

RReadiness This regards levels of instruction, skills and safety capabilities. Is

the group ready to do the activity? Will they endanger themselves and others? Do they have the ability to attempt or complete? What will you have to do to change the event to compensate for lack of readiness?

AAffect What is the feeling in the group? What kind of sensations are they

having? What is the level of empathy or caring in the group?

BBehaviour How is the group acting? Are they Resistive?, Disruptive?,

Agreeable?. Are they more self involved or group involved? Are there any interactions that are affecting the group in a positive and negative? How co-operative are they?


BBody What kind of physical shape are they in? How tired are they? Do

they substance abuse? Are they on medication? How do they see there own bodies?

SStage Which developmental stage are they at? Forming, storming,

Norming, Transforming (also called mourning or termination). See Tuckman 1965, Schutz 1971, Bion 1961and Webber 1982 “The group a Cycle from Birth to Death”

Activity Notes and Sequencing of Objectives and Activities.

It is critical to the integrity and learning outcomes that the sequence of YAPP and the activities of each session are rigidly followed, otherwise learning is not achieved. Each GRABBS schedule has Activity Notes, they are designed to assist the facilitator achieve the requirements of the GRABBS, it is vital that the facilitator reads and understands each GRABBS and associated activity notes prior to the presentation of the session.

A range of activity notes do not include instructions as to how to do, it is expected that each facilitator develop their own lesson plan format, all activities can be located in the various reference materials. Some activities have detailed lesson plans; these activities are ones peculiar to Gurnang Life Challenge. A final word on GRABBS.

Facilitator, the GRABBS in the sessions of YAPP are designed as a guide and will give important information as to readiness, goals and planned group development stages. The remainder of affect, behaviour and body can only be written as a guide. Please ensure that you adjust for each group and individual, sometimes you will have to “adjust on the run”. Use your judgment wisely. Judgment is essential, should a facilitator wish to vary and/or introduce a new activity, it is critical that the sequence and objectives are met. A Certificate III facilitator is not to vary the plan unless approved by a Certificate IV facilitator.

Staff Participation A unique feature of a YAPP program; custodial OS&P, Education and Industrial staff are invited to facilitate YAPP as a co-facilitator initially, a co-facilitators role is to co-ordinate selection, assist in facilitation, mustering of participants on a daily basis and assisting with liaison of lead and co-facilitation staff. A design principle of YAPP programs is the co-facilitators are trained and accredited to conduct a YAPP as lead facilitator at their centre. Please note training and accreditation can be complex, detailed and requires commitment from these staff. The meta skills listed in Appendix 1 are essential for co-facilitators selection and program integrity.


Staff interaction in a responsible, accountable and yet approachable is critical to success and growth of the participants. Staff are role models whether staff recognize this issue or not.

Remember “When authority begins to inspire contempt it stops being an authority”

Role of Nucleus or Mentor Inmates Nucleus inmates are allocated to each program; their role is to assist with presentation of activities, act as co-facilitators/peer educators and to participate. They also help to rig and de-rig activities and clean up, put equipment away etc.

The nucleus major role is to lead by example and participate, lead in de-briefs (particularly when participants are reluctant to open), support the program contexts, work one on one with reluctant and or fearful inmates and stop prankish and bullying behaviour. Nucleus inmates require special assessments and are to be certified within the requirements of the Specialised Young Adult Offender Program, Nucleus Inmate Protocol. Nucleus inmates tasks are not completed at the completion of a YAPP, the services of a correctly trained and motivated nucleus can be invaluable in the ongoing management of young adult offenders.

Mustering YAPP participants and nucleus inmates are mustered at the YAPP area (see Locations this manual) by facilitation staff. On completion of the YAPP sessions, participants are escorted to appropriate areas as specified within CC routine. Warning provided participants have been pre-briefed and scheduled for YAPP (see Scheduling/timetable this manual), a general page throughout CC is made, if an inmate does not attend, one more name specific page is made, give 5 minutes and if not present the inmate’s name on Performance Note/Attendance Sheet is to be marked Did Not Attend and a case note is to be made (see Consequences this manual).

Briefings and De-Briefing

Briefings

“If only we knew what we were about perhaps we could get about it better” Abe Lincoln

A guide to briefing requirements is on each GRABBS of each ABEL session, as well as in activity notes and activity schedules, all of these are mandatory. Always ensure that each session commences with a brief on the goals and YAPP goals. A brief should be always conducted in a thoughtful, disciplined and controlled tone. If it is a safety brief ensure you use the words “This is a safety brief you


must position yourself in such a manner where you can see and you must listen very carefully” Always include What, How, When, Why, Where and Who in your brief. Check for understanding by first asking for any questions and then check with the group or individuals by asking participants questions as to the brief, expectations, goals, safety and rules.

Additionally, a brief should always include:

Authority and safety

Framing the experience

The Full Value Contract

Goals

Ensure you don’t over brief; remember adventure/experiential learning is about trial and error, making mistakes, solving problems and discovery about an individual. Don’t be too authoritive, “When authority begins to inspire contempt it stops being an authority”.

De-Briefing

De-briefs or processing the experience are critical to the success of YAPP. Each GRABBS and activity notes and activity schedules provides a guide to the de-briefing requirements. Essentially, de-briefs are built around the concepts of What, So What and Now What (see Knapp “The Art and Science of Processing Experience” and “Processing the Adventure Experience Theory and Practice”, Reldan S. Nadler, John L. Luckner). There are numerous and effective de-briefing techniques, provided the context of the goals is de-briefed as well as specific instructions are met, any style is appropriate, in YAPP see Newspaper reporter for an example. A mistake is to ask about feelings, feelings will be presented when participants are ready, and to force presentation of the feelings will in all probability, result in failure to reach the objectives.

The old adage of adventure education of “Let the mountains or activity, speak for themselves”, is no where near effective. The adult learning and the experiential learning cycle is dependent upon the sequence of; experience reflection, processing and applying. Therefore, always ensure that a session is de-briefed, at times the GRABBS will guide as to mini de-briefs in the activity schedules. The essential aim of the program is that the participants apply the learning in the correctional system and more importantly in the community upon release; therefore without processing or de-briefing the session, the learning may be lost, taken out of context or ignored.

Participant Notes and Participant Reports Each session of YAPP has a section for performance notes on each participant, the purpose is to record goals, performance, issues and observations for individual de-brief and performance based reports. All participants have to have a


performance based report completed after YAPP in time for Case Management Team meeting. A copy of typed Future Dynamic Risk Plans should be added to CMF, the original copy of the plan is be held by participant. The performance notes are essential for the facilitator to write up the reports, please ensure that the performance notes should actually reflect the goals of each session, and not words such as “traveling well”, “better then last week” etc. Issues such as attitudes, performance as reflecting the session goal, involvement in a negative or positive manner and safety issues etc. should be noted. Case Note performance reports are also to be made on all participating Nucleus inmates.

Sample Nucleus Performance Case Note

Performance Report Young Adult Preparation Program (YAPP) Insert date. Inmate (insert name Min) completed YAPP as a nucleus inmate, his performance during both sessions was high, inmate (insert name) was keen, supportive to staff and inmates in an open and genuine manner and diverted any potential tension amongst YAP participants, a certificate was issued.

Sample Positive Participant Performance Case Note

Performance Report Young Adult Preparation Program (YAPP) Insert date Inmate (insert name Min) completed YAPP, performance on Session 1 was appropriate he exhibited a sensible approach to program concepts, on second session his performance increased in a willing manner, a certificate was issued.

Sample Negative Participant Performance Case Note

Performance Report Young Adult Preparation Program (YAPP) Insert date Inmate (insert name Min) performance in Session was keen and met objectives, inmate (insert name) did not attend second session, reasons are unknown, and accordingly inmate (insert name) failed YAPP, no certificate was issued and a future dynamic risk plan was not developed. Recommend a management plan be developed through CMT.

Consequences of Low Performance Notes

Should facilitating staff decide that a participant’s performance is low (attitudes, no respect and or no effort), a case note is made and a certificate of successful completion of YAPP is not issued. The participant is to face a CMT and a decision is to made as to the inmate’s case plan, which could include; Management Plan to overcome deficiency, repeat YAPP or in extreme cases Change of Placement and/or Classification i.e. removal from Specialised Young Adult Offender Program. Failure includes non attendance. A failure on YAPP is generally not to be transferred to Oberon CC.


Note; Every so often a participant will deliberately fail in an attempt to manipulate the system by failing so that they are not transferred to Oberon CC. In a situation whereby it is felt by facilitators and resultant CMT that a deliberate manipulation occurred, contact Oberon CC MOS&P with a view to transfer the participant to Oberon CC irrespective of failure. MOS&P and Case Management & Classification Coordinator are to be informed of failures. Failure names are to be placed on the bottom of Oberon transfer list and or removed dependent upon CMT results.

Evaluations An evaluation of the program is critical to program outcomes; the feedback from participants is essential and valuable to ensure program outcomes are met and to ensure program integrity. Additionally, feedback on Lead and co-facilitation staff is critical to the program designs and operations. To ensure integrity the evaluations are to be conducted by an independent person (whenever possible) who is not a program facilitator. See Appendix 3 for sample evaluation forms.

Correctional Centres conducting YAPP are to conduct regular reviews of YAPP based upon evaluations; Issues raised are to be forwarded to Young Adult Offender Focus Group.

How Does YASP Measure up to “What Works”? 1. Thorough assessment and ongoing monitoring of participants

All participants assessed through a case management process utilizing a selection criterion as specified in the Strategic Framework Young Adult Offenders Additionally, monitoring as to participants performance, is by case notes and, performance notes, which are all subject to reviews via a CMT at conclusion of the program.

2. A risk management assessment of activities and screening of program staff All activities in the YAPP program have been assessed for risk management, both physical and more importantly emotionally. Staff facilitating the program are assessed as accredited facilitators with a requirement to have Training Small Groups, Managing Young Adults and Motivational Interactions and experienced each YAPP session as a co-facilitator of the session prior to presentation. See Appendix 2 for Meta skill requirements.

3. Multi-modal treatments with cognitive-behavioural orientation The YAPP program is designed around the concepts of experiential learning (see earlier descriptions), essentially, YAPP is practical orientated and with element of cognitive requirements. All of the programs are designed and operated to reflect improvements in behaviour, performance and attitude.


4. Addressing specific criminogenic needs YAPP programs specifically address some of the common dynamic risks of young adult offenders, see Young Adult Offender Strategic Framework, and earlier in this manual.

5. Meaningful and substantial contact between participants and staff Meaningful and substantial contact between participants and staff occur during all sessions of the YAPP program. Additionally, often participants require 1:1 counseling after a session due to behaviour exhibited in the session or when issues are raised in a sessions which require more in depth examination or discussion. A bonus exists whereby staff from a CC facilitate and allow for ongoing support to participants post YAPP.

6. Inclusion of an after care component After care is provided through other elements of the Young Adult Strategic Framework in young adult offender programs; such as case management, participation in more specific dynamic risk related programs (see Compendium of Programs), personal growth and general behaviour and completion (graduation) and lowering of classification grading. Additionally, the majority of successful participants of YAPP are CMT scheduled for entry into Stage 3 Specialised Young Adult Offender Program, Gurnang Life Challenge.

An important element of YAPP is the development and follow-up of an offender’s dynamic risk issues through the re-development of the offenders case plan.

After YAPP After YAPP participants are to be prioritized into assessments/interviews dependent upon crime, existing Case Plans and risk, needs and responsivity issues, assessments/interviews include:

AOD issues- Severity of Dependence Scale Assessment (SDSA), if gambling is an identified issue, assessment is to include a Modified South Oakes Gambling Screen (MSOGS). Should a participant have a Non Parole Period (NPP) period of 12 months or more and an LSI(R) AOD domain of 7 or more, an interview for entry into Intensive Drug Alcohol Treatment Program (IDATP) is mandatory.

Education issues- Core Skills Assessment (CSA) is mandatory for all participants. Should a participant have a NPP period of 6 months or more and an Australian Core Skill Assessment of 3 or below, an interview for entry into an Intensive Learning Centre (ILC) is mandatory.

Violence Issues- Dependent upon crime and NPP, participants are to undergo assessments/interviews for suitability for Violent Offenders Therapeutic Program (VOTP) and or CALM and or Managing Emotions and or Domestic Abuse.

Sex Offender issues- Static 99 assessments are mandatory, followed by interview for suitability for Sex Offenders Therapeutic Program (SOTP).


CMT and Revised Case Plan

Within ten working days of completion of YAPP a CMT is to occur with a view to revise the offender’s case plan, the case plan is to include:

Program pathway, with a time lined plan of program requirements, including C3 classification and or Parole requirements. Program requirements are to include entry into dynamic risk, education compendium programs and Work Readiness programs within a GOC.

Dependent upon assessment requirements the case plan is to include entry into specialised programs such as VOTP, SOTP, IDATP, and ILC.

The case plan is to include entry into Stage 3 of Specialised Young Adult Offender (Gurnang Life Challenge) program. For selection criteria for Gurnang Life Challenge, see Case Management & Classification Manual Section 26.6.

CMT is to examine classification reductions to C2 classification, particularly if the offender is to be prioritized for entry into Stage 3 of Specialised Young Adult Offender (Gurnang Life Challenge) program


MODULE FACILITATOR GUIDE INTRODUCTION YAPP

Program: YAPP Module: Introduction Topic: Introduction, WIIFM Total Topic Time: 1 hour Developed (who & date): D. Carey Nov 12

Rationale & Dynamic Risk Factors Motivation, attitude and direction

Learning Strategy: Classroom, cognitive, experiential.

RESOURCES References: YAPP Manual YAPP Introduction Module Power Point Presentation DVD Gurnang Life Challenge CVTRQ Assessment Manual

Objectives:

Develop a basic knowledge of overview/subjects of YAPP

Examine potential young adult offender pathways

Describe benefits of YAPP

Complete Corrections Victoria Treatment Readiness Questionnaire (CVTRQ)

Facilities: Group Room, tables, chairs, white board, white board pens, data projector, laptop (if Smart Board incorporates both)

Performance Criteria:

Attend session when scheduled

Listen with respect and participate in activities

Complete documentation as specified Staff: Lead and co-facilitator staff, Intake Nucleus,

Handouts/Equipment: Exercise book and pen per participant CVTRQ Assessment form per participant

Variables:

Literacy Numeracy issues allowed for- use of staff nucleus to assist in a sensitive manner


TOPIC FACILITATOR GUIDE

Topic Objective Activity Facilitator guide/notes

Preparation Prepare area/activities

Ensure group room has whiteboard and white board pens, Set up Power Point, ensure in working order. Prepare desks chairs in a U shape. Ensure CVTRQ Forms, pens and exercise books are available. Ensure Power Point is set up and working.

Introduction Assemble group Conduct roll call of participants. Ensure all required offenders attend, if an offender is not there, note name and write in Did Not Attend Introduce yourself. Explain to the participants that it is time to start a new program and that you are here to enroll them and to brief them on the program, a good start is to ask them “what have you heard of the program to date”? Have your co-facilitators and nucleus introduce themselves.

Briefing Develop a basic knowledge of overview, structure and subjects of YAPP

Information Flash PP YAPP, tell participants that it is a readiness program designed to sort out what their needs are and more importantly where we can go from here. Flash PP on Program Overview, explain that YAPP is a 3 day program that will:

Prepare, brief and ready participants for what is referred to as the Specialised YAP

Provide a platform where they can access other programs by re-developing their case plans

Expand on these issues by explaining they will receive information on how to lower their classification to C3; ask them what they know of C3? Give a basic explanation. Tell them also that information will be supplied on how to gain Parole etc.

Schedule Explain the calendar of events, talk about start, finish, lunch and break times. Tell them that there is some writing involved, though not to be concerned if they have a problem writing as everyone has problems with spelling, grammar etc. the important point is to get the message across.


Additionally, tell the participants that the only way to fail is by not trying. Keep this area brief, open and friendly.

Experiential Learning

Cognitive Learning

At this stage participants will be either anxious and keen or with a “Yeah Right” expression, flash animated PP on experiential learning, stress the words experiential (learning by doing) not experimental. Get participants to stand and move chairs and tables back against a wall, have them in the middle of the room and conduct “finger snaps” (appendix A). Once completed get desk/chairs back in position and conduct a light de-brief on outcomes of finger snaps, be brief, you want them to understand “learning by doing” Flash animated PP on Cognitive Learning, explain that Cognitive Learning is gaining knowledge and information and applying that information or knowledge, examples are; when we do a module on their Future Plans to impact on classification or Parole or by doing this introduction module, tell them that essentially we are doing Cognitive Learning now.

Subjects Flash animated PP on; acquaintance and de-inhibitisation explain in basic terms and tell them we will be doing at least two sessions on various experiential leaning activities (just like finger snaps). Continue to flash animated PP and explain that we will examine other programs such as ILC, IDATP, SYAOP, YASP, SOTP, VOTP, Traineeships, Nagara Nuru, and Yetta Dhinakkal as well as a range of CSNSW Compendium Dynamic Risk and Education Programs, essentially everything you wanted to know about programs in CSNSW but afraid to ask. The session will also include how and what is involved in C3 programs and Parole. Continue to flash animated PP and explain that during the program the goal is to re-write their case plan so that they the participants have full ownership, tell them that case planning will influence their GOC, Classification and Parole.

Pathways Examine potential young adult offender pathways

Reality Flash animated PP on jail cell and ask who sees this as their future, continue to flash animation and read the statement about reality and advise them to think about this. GIVE A 5 MINUTE BREAK


Potential Young Adult Pathways

Flash animated PP on potential pathways, tell tem all pathways depend upon their behaviour in a CC and what is worked out to be their needs and risk levels, the needs and risk levels will be discussed later in the program in the dynamic risk case planning module. As you flash each animated PP it will become obvious what is being discussed, strongly advise you practice this slide prior to presentation. Work is whatever work they can do in the CC or with CSI, education refers to educational programs within a CC including TAFE and distance education, targeted education refers to ILC, dynamic risk means compendium of programs such as Getting SMART, Managing Emotions, targeted dynamic risk means VOTP/IDATP etc. Flash all of the animated PP and briefly discuss the concepts overall, tell participants that a major aim of the Young Adult Offenders program is to stop and or at least reduce recidivism.

Video Play DVD Gurnang Life Challenge (GLC) program, explain that this is a major option for participants, though their participation will be dependent upon their behaviour, their needs and risks, do they need to do other program first? They will need a reduction in classification, must be C2 to attend. Benefits most graduates from GLC receive a C3 and Parole. Emphasize that GLC is an option, and will be further discussed in their case planning module.

WIIFM Describe benefits of YAPP

WIIFM Flash PP on What’s In it For Me, go through each item in basic terms, and gauge their responses through open discussion. Flash PP on Going down wrong roads, briefly discuss.

CVTRQ Complete CVTRQ Form

Form completion Advise participants that part of their case planning, there is a requirement for a range of assessments to be completed and to start this process; they are going to complete an assessment as to their “readiness” to complete further programs (CVTRQ), tell them there is no right or wrong answer, read a sample question and explain how to respond. Tell them the form is entered into OIMS and the computer will give a response and that later during their case planning the response to the


assessment will be made known; accordingly ensure they put their name and MIN on the form. Issue form and ask them to complete, ensure any assistance is provided by co-facilitators and nucleus. Collect forms and ensure the forms are entered into OIMS, Facilitator please note, suggest you complete the courselette on CVTRQ see Courselette in Intranet. Home >> Staff Services >> e-Learning >> Courselette

Break and ready for GRABBS

When all forms are completed, give participants a 15 minute break, possible morning tea and tell them where and when you want them. Ask them would they like to complete more experiential learning programs? Strongly advise that either a co-facilitator enters CVTRQ results into OIMS and or request another party to enter data.

http://dcs-intranet.online.dcs.nsw.gov.au/staff-services

http://dcs-intranet.online.dcs.nsw.gov.au/staff-services/learning


Annex A to Cognitive 1 FINGER SNAPS Issue a finger snap to each person. Explain the concepts of clumps and using a nuke or co facilitator, demonstrate a clump of two (idea is to catch each others finger snap) Do clumps of 2, 3, 5, and a clump that will give you two teams, whilst they are finger snapping count your participants and ask for that clump, at this stage they should form a circle. Get them to “pitter patter” their finger snaps, do this until there is a nice pitter patter of rain. When finished seat participants and ask them what happened, you will get fun etc., and you explain the power of experiential learning. Have a nuke or co-facilitator pick up/collect finger snaps


T R Q Name:___________________________________________________________

MIN: _______________ DOB: _________________ Date:_________________

Instructions: 1. Please read each statement below carefully and then decide whether you agree or disagree with each statement. 2. Please circle the number that best represents how you feel.

3. Please circle only one number for each statement.

1 2 3 4 5

Stro

ngl

y

Dis

agr

ee

Dis

agr

ee

Un

sure

Agr

ee

Stro

ngl

y

Agr

ee

1. Treatment programs are rubbish 1 2 3 4 5

2. I want to change 1 2 3 4 5

3. Generally I can trust other people 1 2 3 4 5

4. I am not able to do treatment programs 1 2 3 4 5

5. I am to blame for my offending 1 2 3 4 5

6. Treatment programs don’t work 1 2 3 4 5

7. When I think about my last offence I feel angry with myself 1 2 3 4 5

8. Others are to blame for my offending 1 2 3 4 5

9. I am upset about being a corrections client 1 2 3 4 5

10. Stopping offending is really important to me 1 2 3 4 5

11. I am well organised 1 2 3 4 5

12. I feel guilty about my offending 1 2 3 4 5

13. I have not offended for some time now 1 2 3 4 5

14. I don’t deserve to be doing a sentence 1 2 3 4 5

15. Being seen as an offender upsets me 1 2 3 4 5

16. When I think about my sentence I feel angry with other people 1 2 3 4 5

17. I regret the offence that led to my last sentence 1 2 3 4 5

18. I feel ashamed about my offending 1 2 3 4 5

19. I hate being told what to do 1 2 3 4 5

20. Treatment programs are for wimps 1 2 3 4 5

MANUAL TRS:


Young Adult Preparation Program YAPP

GOALS

READINESS

AFFECT

BEHAVIOUR

BODY


YAPP ABEL 1: Acquaintance/De-inhibitisation Performance Notes and Attendance Roll Date Attendance

Yes No Imaging Photograph Performance Comments

Date Attendance Yes No

Imaging Photograph Performance Comments










Date Attendance













YAPP Adventure Based Experiential Learning (ABEL) 1 G.R.A.B.B.S

GOALS: 1. Become acquainted with experiential learning concepts, the facilitator and

each other. 2. Experience adventure experiential learning activities that are non-

threatening, group and fun based. 3. Set up and validate individual goals and explain Full Value Contract 4. Introduce and practise processing.

Readiness: Offenders have completed CC Induction Program. Meet selection criteria for Stage 2 Specialised Young Adult Offender Program. Case Management File reviewed by Lead and co-facilitators. Completed Cognitive 1 YAPP.

Affect: 1. The feeling of the group should now include excitement that the Induction

Program has been completed and that YAPP program has begun. 2. There will be apprehension amongst some group members because of

what they have ‘heard” about ABEL concepts as well as the Gurnang Life Challenge, what the group will call Oberon or even the young offenders program.

3. Watch for the leaders, the class clown, the isolated person (either self isolated or group isolated), the tough guy (they are not going to teach me attitude), the groupings of participants.

Behaviour: 1. Expect resistance to “stupid/childish games”. 2. Allow for a relaxation of standard program group rules, however, the

principles of dignity and respect at all times and having a go, is practised, as well as adherence to CC behaviour. Ensure FVC and NDP principals are introduced and followed.

3. Expect some participants being late despite knowledge and instructions; warn all participants that this is the only warning.

Body: 1. Medical and mental fitness information should have been noted, be aware

of manipulations.

Stage: Group will be only at Forming and possibly Storming stage of group development.


Facilitator Guide: ABEL1 is a critical sequence of objectives in the YAPP program (and the whole Specialised Young Adult Offender Program), it is critical to success that the facilitator operates in a professional, responsible and role model attitude. Time management is important for a role model. The success or failure of the majority of participants will depend on your attitude and how you deal with situations, remember at all times respect has to be earned, it is never freely given. By the same token be firm and fair, what is said and done in ABEL 1 will set the tone for the program.

Remember “When authority begins to inspire contempt it stops being an authority”

Know your activities and the sequence of the plan as outlined, and like all plans, be prepared to change, if a judgement call is required. Though be very wise in changes. One judgement call not allowed; are activities above knee height.

Be very aware of participants, read Case Management File, Case Notes, Inmate Profiles and LSI(R), prior to assembly of the group.

Though time is against the facilitator a performance based report is required, ensure that you have some comments on each participant; the comment should not be “OK’ type comments. Present positive and negatives of each participant, make necessary referrals, always include the participant’s program and case management goals. Never mix up a participant in your mind, constantly refer to the imaging system photographs of each participant to be sure in your own mind as to whom you are referring to.

Remember if a participant is a loner without group acceptance, try to achieve the group acceptance, because if not achieved failure of the participant is highly likely; see Maslow’s Hierarchy of Needs.

Design Features: Rationale; Groups require acquaintance with the concepts of adventure experiential learning based challenge concepts as opposed to conventional and wilderness based adventure learning. Additionally, groups require acquaintance and being comfortable with each other and their facilitator. A major requirement is the re-enforcement of the correct attitude required for development of their individual personal growth, hence de-inhibitisation and motivation is part of the design. Full Value Contract (FVC) An FVC is a simple process to get group to agree on some simple principles of operation for the program, a FVC should include:

Everyone has a go

One person talks, all listen

All people are to be treated with dignity and respect


No Discount Policy (NDP) NDP is in operation for the program, an NDP includes:

Not putting yourself down by saying “I can’t do this”

Not putting others down

Activity Notes: Activities reflect the aims and goals; the activities are designed to be initially fast and reflect a different approach to the participant’s normal learning. In addition to being initially fast, the activities reflect that the participants need time to reflect on what they are experiencing; hence the importance of a couple of fast activities and then some slow standstill type activities. Additionally, the activities are designed for fun and learning to reflect any aims, goals and objectives the participants believe will be expected of them, at the same time the participants will not expect the activities to be such fun and will grudgingly admit to learning. Often the participant’s perception of the required learning is reflected and enhanced by the activities. Don’t forget a de-brief is an important part of the activities. Prepare your area to facilitate, including; boundaries for each activity, some activities (see each activity sheet) will need to be set up in such a manner that the activity is accessible and that it is readily, sequentially available

Weather Notes: Wet Weather Plan; Wear raincoats

Exceptional hot weather plan; wear hats and have water available, find a shady area for breaks and de-briefs.

References:

1. Islands of Healing A Guide to Adventure Based Counselling, Jim Schoel, Dick Prouty, Paul Radcliffe. Project Adventure Inc. 1988 ISBN 0-934-38700-1

2. Processing the Adventure Experience Theory and Practice, Reldan S. Nadler, John L. Luckner. Kendal Hunt Publishing. ISBN 08403-7028-8

3. Quicksilver Adventure Games, Initiative Problems and Trust Activities, Karl Rohnke, Steve Butler. Project Adventure Inc. 1995 ISBN 0-7872-2103-1.

4. No Props, Mark Collard Project Adventure, Inc. 2005 ISBN: 0-934387-05-02.


Activity Schedule – YAPP ABEL 1 Serial Time Activity Goal Relation/Remarks

1 20 min

Introduction Assemble group in a circle. Brief group on FVC, NDP and WIFM. Explain housekeeping and expected finish time.

2. 10

min Clumps Acquaintance with experiential learning and a fast zany

way to get groups mixed together, explain that you will call out a number 1 to 9 (dependent upon the size of group) and you expect people to join up in those numbered groups, e.g. if you say “clump of 3”, then 3 people join together, then use another clump such as 5, then 2, then whatever number you want, try using a 1 to see what happens, finish with a clump of everyone (you will need to ensure you have counted all prior to this).

3 15

min Paper Rock Scissors (PRS)

Demonstrate with a co-facilitator. Commence with a clump of 2 and play standard PRS, the loser joins on shoulder of winner, winner goes against winner of next available clump, losing clump now joins shoulders of winner, there should now exist a group of 4, the group of 4 go against another group of 4 and so forth till you have a straight line, ultimately there will be a winner. Acquaintance

4 15

min Gotcha 1 Gotcha 2

Funn / de-inhibitive, get everyone to line up in such a manner that everyone’s shoulders are next to each others shoulders (a complex way of saying “form a circle”). Once circle is formed, ask everyone to hold their right hand out to the person on their right about shoulder height with their palm facing upwards, extend the index finger of their left hand and place it facing down till it touches the open palm of the person on their left, once you say GO everyone is to attempt to catch the index finger whilst avoiding being caught yourself, encourage all to yell “GOTCHA” if they get a finger. Play at least twice when laughter is fizzling, demonstrate Gotcha 2, which means reverse your hands, i.e. left hand is now flat with palm up.

5 20

min Elevator Air Tone setter for program and FVC and acquaintance with

de-brief concepts. Have group in their circle and when you say go, ask them to all at the same time to walk across to the other side of the circle but don’t acknowledge anyone, barely look at them (as if you are in an elevator, you know, when you enter an elevator and don’t look at anyone). Once in position ask them to repeat, but this time say hello to people and ask how you are going etc. Complete activity and ask what was the difference, and usually the group will respond that it was OK to talk and mingle (safer etc). Ask


group to take this as a responsibility in their FVC i.e. a safe, friendly atmosphere. Remind group of FVC obligations, get a noddy contract.

Water/smoke break 2 to 3 minutes 6 20

min Throwie Name Game

Acquaintance / de-inhibitive. Ask group to form one line in which every person has a neighbor on both sides of them (you should now have a circle). Pass a Throwie to the person on your left or right and as you do say your name, each person says their name and passes it on. When it comes back send it the opposite way to where you started, this time remember at least one name. When it is returned this time you state the name (someone opposite you) and pass the Throwie, the person who catches it is to say thanks to you and say your name, (thanks and saying your name is critical) they then throw to someone else, the thanks and names continue. No throwing to someone you have thrown to, vary by adding more Throwies, as many as you like. Warn no branding and it is a pass in such a manner receiver can get Throwie. Challenge someone to name the names, some will always attempt and achieve.

7 15

min Bumpety Bump-Bump

Test acquaintance and attitudes to openness and tests names, plus funn. Place yourself in the middle of a circle, ask the group to repeat the words “Bumpity bump bump bump”. Then walk up to someone, look them in the eye and say “left” Bumpity bump bump bump” if that person does not say the name of the person to their right by the time you finish Bumpity bump bump bump then that person will replace you in the centre and you will replace their position in the circle, demonstrate the left, thence right and then “me” i.e. instead of saying right or left say ‘me”, don’t forget the Bumpity bump bump bump. After a few goes, increase the number in the centre, using yourself till you have up to 5 people in the middle all trying to get someone in the circle to be in the middle.

8 15 min

Categories De-inhibitisation and can divide group into two, ready for next activity. Ask group to join up in same eye colour, left or right handed, number of siblings, get them into each of these groups, let them talk and they will be looking at you with puzzlement, that is OK, now carry on. Tell group you are going to get personal and ask when they got out of bed and after ablutions “did you put your left leg or right leg into their pants first, tell them you are a right legger (if a lefty that is OK too) and get them to join one of the two groups.


Tell them you are going to get real personal and ask “when you go to the toilet do you fold or scrunch the paper”. Get them into these two groups now. Tell them this is very important, be serious and explain the reason you are talking about crap is that you can’t get lower then crap, so if you want to know how to communicate or how your mind works, firstly understand how you crap, then you can work out your stomach and your blood flow, then you can begin to work out your mind or how to communicate or become a leader etc. Ask group to fold arms, divide into two groups left arm over right or right over left, once in two groups ask them to drop arms and refold the opposite of what they were, let laughter and puzzlement occur and ask did it feel uncomfortable?, explain that it is uncomfortable to change a habit or a way of thinking but with practice you can do it. Relate back to COG 1 Intro

9 15

min Cowboy/ monster/ Ninja

Hopefully the team is in two groups after categories, if not divide team into two groups, ensure nucleus and co-facilitators are equal between groups. Acquaintance/de-inhibitisation; be serious about fun; OK for us all to look silly. Paper, scissors, rock theory. Demonstrate following; Ninja kills Cowboy – knocks guns from hands Cowboy kills Monster – shoots him Monster kills Ninja – eats him Have groups separate and go into a huddle and come back and try to beat the other team (all team members in each separate team must only be one of above). Best out of 3 or 5. Objective is to out strategize the other team. When finished ensure participants stay in the position of being opposite someone.

10 30

min Poss.45

Partner Intro. And De-brief

Have partnerships go for a walk and have 5 minute break with the partner opposite them and come back to the group with the following Partners Name/What Programs or Work are you currently doing in CC/describe today so far and what you have got out of it. Introduce yourself and a co-facilitator using above, first thence invite partnerships, ensure you are sitting in a comfortable spot (shade etc). Further acquaintance/openness, de-inhibitive and de-brief

LUNCH 20 TO 30 MINUTES

11 15

min Italian Golf Assemble group, ask “What are some Italian words”? Add

your replies such as Mama Mia, Bambino, Pizza, and


Roma. Ask “How do you play golf” Add answers if necessary of a stick, ball, Par, birdie etc. Demonstrate throwing catching of an Italian Golf stick/ come ball with your co-facilitator. Divide group into 4 teams with a nuke in each team, have teams practice. Bring teams back, specify par, direction and have them play. Essentially, a fun, communication orientated way to travel the group.

12 15

min Non Verbal Line up

Assemble group on a length of rope on ground ask them to line up in aged order oldest to youngest, this includes months and days if required, no talking. Once they have the ages sorted, check they are correct and the ask them to again line up again with no talking alphabetically with their first names, de-brief on effectiveness of communicating without talk, i.e. that it can be done and is often done sometimes effectively, though voice is much quicker, easier etc. Communication development

13 15

min Welded Legs Lined up on rope, have participants touch left/right feet like

they are welded, tell participants to step forward, to the left, to the right and back. Every time there is a break in their weld re-start that move. They can talk but the legs are to remain welded without a break. Communication, commitment, focus, motivation.

14 20

min The Knot Leave inmates on rope in line, tell participants to tie an

overhand knot in middle of rope without letting go hands. Expect frustrations to occur, initially let them work through it, if necessary get them to drop the rope and discuss/de-brief the frustration and possible solutions. At no stage allow them to let go of the rope with their hands or move the rope through their hands. Once group has completed this task ask them to undo the knot again no let go or move hands on rope. Communication, team work, motivation

15 20

min Yurt Rope De-brief knot and as you are talking join both ends of rope

with a fisherman’s bend (you will have a big circle), have all participants stand on outside of rope circle with rope in hand. The goal is to lean back in such a manner that everyone is supporting everyone else, how far can we lean back? Once completed ask all to lean back together and bend knees slowly until all posteriors are on the ground, don’t let go of rope, congratulate group and ask group to try to stand together , in other words reverse the sitting process. Trust, communication, team dependency.

16 20 min

De-Brief Assemble group into a circle and list the FVC and activities conducted, ask each person to describe the best part of


the program to date and to state learning from the activities conducted. What/So What/Now What

17 5 min Newspaper Reporter

Issue all participants with pen and paper, tell them they are now reporters and that they have to write an article of the YAPP day, invent a news paper, the reporters must give the articles to lead facilitator next day, tell group that ideally we want it written though verbal reports are reluctantly accepted. Accountability and reflection

Dismissal Dismiss your group, retain nucleus, remind group of the newspaper assignment, tell them that you will see them tomorrow. Secure your equipment.

Staff De-brief De-brief program with co-facilitators and nucleus, go through overview of next day. Enter case notes as appropriate, enter performance on OIMS Offender Services & Programs Screens


MODULE FACILITATOR GUIDE GOAL SETTING YAPP

Program: YAPP Module: Cognitive Topic: Goal Setting Total Topic Time: 1 hour Developed (who & date): D. Carey Nov 12

Rationale & Dynamic Risk Factors Motivation, attitude and direction


RESOURCES References: YAPP Manual YAPP Goal Setting Module Power Point Presentation

Objectives:

Explain the term goal setting, in relation to what a goal is and why goal setting is necessary

Explain the acronym of SMART

Complete a work sheet on goal setting

Facilities: Group Room, tables, chairs, white board, white board pens, data projector, laptop (if Smart Board incorporates both)


Attend session when scheduled

Listen with respect and participate in activities

Complete documentation as specified Staff: Lead and co-facilitator staff, Intake Nucleus,

Handouts/Equipment: Exercise book and pen per participant Goal setting sheet per participant

Variables:





Preparation Prepare area/activities

Ensure group room has whiteboard and white board pens, participants should bring pens, though have a box of pens with you. Prepare desks chairs in a U shape. Ensure Power Point is set up and working.

Mustering Conduct roll call of participants.

Introduction Goal Setting Cognitive PP, Discussions

Flash animated PP on Goal setting, explain that we are going to explore issues about goal setting including;

What is a goal

Why is goal setting necessary

The benefits of goal setting. Tell participants that it is important to their future. Also tell participants that their performance in this session will attract credits in AEVTI modules.

What Explain what is a goal

Cognitive PP, Discussions

Flash animated PP on What is a goal? Encourage debate, have some people give their answer, openly discuss the issue. Flash animated PP on “Something you want to do, or have or become” Once this concept is understood flash animated PP on “Something you want badly enough etc.”

What Explain what goal setting is


Flash PP on “What is goal setting?”, again encourage debate/discussion. Continue to flash animated PP and a picture with Goal/Plan interrelation will appear, explain that Goal setting is simply a plan, and continue the animations to flash up that the plan will enable a person to Specify, Measure, Achievable, Relevant and Time base a goal. Continue to flash animated PP and read the list of what a goal can be used for (not limited list), flash picture of road direction sign that emphasizes what goal setting can be used for.

Why Explain why goal setting is

necessary


Flash PP on Why is goal setting necessary? Again openly discuss the question prior to proceeding. Flash animated PP on each person can see WHAT, WHOM, WHERE,


HOW and WHEN. Flash animated PP on for others to see that a person has goals; examples are family, employers, case officers, program staff, COS staff, Classification panels and Parole. Continue to flash animated PP on targets, time limits, procrastination (explain the term) and making what you want realistic, finish with animated PP on taking the IM out of Impossible to make it POSSIBLE. Flash animated PP on Where is your life heading?, read Les Brown quote, continue to flash animated PP and read Goals and compass quote.

SMART Explain the acronym of

SMART

Cognitive PP Flash PP on SMART animated so you can ask about each letter. Write SMART down the left hand side of the whiteboard and ask if anyone knows what each letter represents.

Specific

Measurable

Achievable

Relevant

Time Based

Ensure all understand each component of SMART, utilize one of your goals (without sharing too much) in a SMART format, in particular explains Specific, if going into business, what business. Measurable (something in your hand e.g. Bricklayers Trade Certificate in your hand, or you are doing what you set out to achieve). Achievable, no good stating you are going to be an underwater archaeologist when you can’t swim. Relevant, no good stating being a brickie on planet Mars. Time based, should be specific, not vague. Ensure all understand that this is a memory jogger and planning process


Flash animated PP on being a brick layer in SMART goal format.

Continue o flash animated PP on Abe Lincoln and George Burns quotes, read the quotes. Leave the quotes on the PP to let the concept sink in.

Goal Setting Vocational goal Assignment written task

Issue assignment sheet, explain that it must be presented by the start of next day, explain that the assignment is for the participants to put down their vocational (career) goal in SMART format, explain that it can be to do laboring work but specify, or own your own business but specify etc. Further explain that you don’t care if they cannot spell properly or have the incorrect grammar as long as you and they can understand. Ask your nucleus to identify their units if they need help. Remind participants you want the sheets back completed by start of next day.

Dismissal Dismiss participants, cleanup work area, secure projector and laptop. Carry out a de-brief with co-facilitators and nucleus. Write up performance reports Link up with educational staff to list AEVITI accreditations.


YAPP Adventure Based Experiential Learning (ABEL) 2 G.R.A.B.B.S

Goals:

1. Allow participants to take some physical and emotional risk. 2. Enable participants to make improvements in commitment. 3. Encourages participants to be open and enthusiastic.

Readiness:

1. Commenced YAPP, completed Cog 1 and ABEL 1 2. Participants should be keen to develop if Cog 1 and ABEL 1 of YAPP was

successful.

Affect:

1. Group will be more aware of requirements from YAPP day 1, some members will be re-enforced as to their behaviour, and some will be wondering on how to improve, a small minority will not care.

2. The group will attempt to improve the group’s performance, some members will attempt to cheat to improve, and some will be satisfied with small gains; the trick is to ensure gains occur without recourse to cheating.

Behaviour:

1. The leaders will begin to assert themselves, watch for the negative leader attempt to channel the leadership to a positive side, if necessary carry out a one on one discussion. Allow for the leader who is attempting to be the leader by bluster and attempting to impress facilitator, deal with this issue sensibly.

2. Attempt to bring the isolated person into the group (sensitively), do not tolerate bullying.

3. Negative behaviour is to be dealt with as friendly warnings as soon as practical, do not allow contamination to occur. Constant application of FVC and NDP is essential.

Body:

1. Lazy and or people on avoidance of issues will attempt to manipulate or abuse Full Value Contract and No Discount Policy, do not allow this to occur.

2. People will tire easily and prefer to sit down, keep program active.

Stage:

Developing from storming to norming.


Design Features:

Rationale:

The design principles of YAPP ABEL 2 are reflective of de-inhibitisation and the development of enthusiasm; both are essential attributes of a participant in any program of a personal growth nature. Essentially, de-inhibitisation means “openness”. This session follows on from acquaintance activities and allows participants to take some emotional risks, the activities are designed to “get them open” and respond appropriately.

Sequence:

The introduction and sequence of activities are critical to success of the goals. YAPP ABEL 2 follows Cog 1, ABEL 1 and Cog 2 of YAPP. Note Cog 2 includes Newspaper reporting.

Weather Notes: Wet Weather Plan; Wear raincoats

Exceptional hot weather plan; wear hats and have water available, find a shady area for breaks and de-briefs.

References:

5. Islands of Healing A Guide to Adventure Based Counselling, Jim Schoel, Dick Prouty, Paul Radcliffe. Project Adventure Inc. 1988 ISBN 0-934-38700-1

6. Processing the Adventure Experience Theory and Practice, Reldan S. Nadler, John L. Luckner. Kendal Hunt Publishing. ISBN 08403-7028-8

7. Quicksilver Adventure Games, Initiative Problems and Trust Activities, Karl Rohnke, Steve Butler. Project Adventure Inc. 1995 ISBN 0-7872-2103-1.

8. No Props, Mark Collard Project Adventure, Inc. 2005 ISBN: 0-934387-05-02.


Activity Schedule – YAPP ABEL 2 Serial Time Activity Goal Relation/Remarks

1 10 min

Look up look down

Stand in a circle and have all group look at the ground – “Look down”: when all are ready one person calls “Look up”. They must look straight at someone else and brief that they must look directly at them, not just above their head etc - and if you are looking at someone who has chosen to look at you then you have knocked yourselves out. You may get that pair to start another circle nearby and people then move from one group to the other as they get knocked out.

2 15 min

Tic Tok Form a circle. Have two distinct items – i.e. stuffed chook, football. Start one item travelling in one direction. Hand it and say “this is a tic”, the receiver says “a what?” sender says “a tic”. Person two turns to person 3 and says “This is a tic”, Person 3 says “a what?” Person 2 turns to person 1 and says “A what?” and Person 1 says “a tic”. Person 2 turns to person 3 and says “a tic”. It continues with the question “A what?” always filtering right back to person 1. When this has been travelling through a few people start with the other item going in the other direction as a Tok. It gets confusing as the two objects reach each other and have to cross paths. (A good one to practice to get your head around first.)

3 10 min

Merger, islands in storm

Lay out rope hoops and hula hoops, tell everyone to get on an island, tell them that a big storm is threatening each island and that they need to migrate quickly to a different island, yell out “STORM” let one storm occur and thence on a second storm start taking one island away, continue to take an island away during a storm and eventually leave just enough islands. Funn, fast, energetic, co-operation.

4 15 min

Canvas Turn Lay canvas on ground, tell participants to get onto canvas with no feet in contact with the ground. Tell participants to turn the canvas over, no feet are to touch the ground under any circumstances, allow for a maximum of three ground touches (don’t tell them), if this occurs, stop and get them to think and start again. Start with a large canvas (plastic can be an alternative) and then once successful use a smaller piece of canvas.

5 minute water break

5 10 min

Goal Writer Circle up group, issue 1 tennis ball per participant, tell them to write on the ball, using a symbol representing a


vocational goal. Have them present their goal to the group, in turn once written. You should present one as well

6 15 min

Quail Shooters Delight

Once group have presented their goals, stand in the middle of the group (who should be in a circle) and ask “do they really believe in the goals?” tell them you believe in goals as well, though to prove it you are going to attempt to catch (pick a number) of goals if they all send the goals into to the air at the same time towards you (warn that it is a lob into the air not a branding, a gentle throw), after your attempt challenge others to nominate a number of goals and attempt to catch the numbers, as others attempt continuously challenge them as to “are they using all their resources?” Once someone gets the idea of using partners and other resources such as jumpers, shirts etc. you know you are winning and that they are thinking.

7 15 min

Speed Rabbit Keep group in a circle with you in the middle, explain that you are testing their openness, show and explain an elephant by; one person in a triad of 3 within the circle holds their nose and uses the other arm to create an elephants trunk, the people either side of the elephant create the elephants big floppy ears either side of the elephant with their arms. Explain a cow by; one person interlocks their fingers, turns the fingers upside down and points their fingers and thumb to the ground, people either side milk the cow. Have all participants repeat these actions prior to proceeding, you may add other animals (up to 5) by asking participants to come up with one and the actions, warning avoid cat/dog in a correctional environment.

Appoint yourself the first pointer and walk up to a person within the circle and yell the appropriate animal and count to 10 as quick as you can, if any one of the triad fails to achieve the action by the 10 count, they replace you. Initially count slowly but be prepared to speed up, once you have been replaced, place yourself back in until you have up to 5 pointers operating at the same time.

8 10 min

De-brief Conduct a de-brief whilst in the circle, ask “What has been impact or learning today?” At end of de-brief move towards group room and give a 20 minute break.


Facilitator Guide A facilitator Guide is essentially a guide; it is not a lesson plan. An experienced Gurnang Life Challenge facilitator will often present a lesson based on the Facilitator Guide without referring to their lesson plans. However, for non experienced facilitators it is essential that lesson plans are developed for each major session areas utilizing the Facilitator Guide. Facilitator Guide will advise of Objectives, Strategies, Resources, Staffing, Learning Strategy, Link to Dynamic Risk, Performance Standards, and Variables, as well as the basis of a particular module, please note an experienced facilitator will utilize the Guide and usually will have a detailed lesson plan available.


YAPP Cognitive Dynamic Risk Planning Module Performance Notes and Attendance Roll Date Attendance













MODULE FACILITATOR GUIDE DYNAMIC RISK PLANNING YAPP

Program: YAPP Module: Dynamic Risk Plan Topic: Individual Dynamic Risk Plan Total Topic Time: 4 hours Developed (who & date): D. Carey Dec12

Rationale & Dynamic Risk Factors Identification of Individual dynamic risks


RESOURCES References: LSI(R) Users Manual Case Management & Classification Manual CSNSW Compendium of Programs CSNSW Compendium of AEVTI Programs

Objectives:

Understand the term LSI(R) and how it is derived.

Identify individual dynamic risks, including education.

Be aware of dynamic risk/education programs

Be aware of C3 / Parole requirements

Facilities: Group Room, tables, chairs, white board, white board pens; Data Projector and laptop


Be aware of dynamic risk programs

Become accountable for plan and programs, “own the case plan”

Staff: Available OS&P staff, rostered custodial officers, COS Officer Intake Nucleus, CM&CRC

Handouts/Equipment: Exercise book and pen per participant LSI(R) per participant Conviction Sentence Printout per participant Current Case Plan per participant

Variables:





Preparation Prepare area/activities Ensure group room has whiteboard and white board pens, participants should bring pens, though have a box of pens with you. Prepare desks chairs in a U shape. Ensure Power Point is set up and working

Mustering Conduct roll call of participants.

Reflection Check

Check participant performance, enables reflection of GRABBS and learning to date

Review learning to date Gather SMART Homework assignments; have a co-facilitator ask significant issues/gains/learning to date, write the context of these on whiteboard. Have a nucleus transcribe significant issue/gains on paper for future report/evaluations. Have a co-facilitator red pen review SMART assignments for issue later.

Dynamic Risk Understand the terms dynamic risk and case planning

Information introduction to future case planning

Flash PP on Dynamic Risk and Case Planning. Ask who has heard the term? And ask what does it mean? Flash animate PP on What is dynamic risk? Explain the term dynamic i.e. changeable. Flash animated PP on What is Case Planning?, animations will appear as clicked to reflect; “road map, whole sentence, reflect risk levels, can be changed and SMART. Test participants by asking what SMART means? Flash animated PP on common dynamic risks, briefly discuss context. Give a 2 minute break; advise the objectives and what the rest of the day will consist of.

LSI(R) Understand the term LSI(R) and how it is derived.

Briefing Flash PP on LSI(R), read contents of PP and explain that for most people as part of a Pre-Sentence Report an LSI(R) was completed, a small number of people may not have one, though if they haven’t then one will be arranged within the next couple of weeks. Flash animated PP on the breakdown of an LSI(R), read each animation as it appears. Flash PP on a sample LSI(R), discuss the raw score and ratings, protective factors and criminogenic factors, and explain the Y factor as opposed to a N.


Tell participants that after a short break you are going to show them their own LSI(R) and that it is important they discuss and understand the sample LSI(R). Flash animated PP on a gaol cell, flash the LSI(R) prediction then click the animated PP to show what they can do to change the prediction, animate the slide to large on this point. Let silence tell the story. Give participants a ten minute break; ask them to think about this concept.

LSI(R)

Identify individual dynamic risks, including education and work.

Reading, interpretation of LSI(R)

Risk and Recidivism

Importance of Motivation and Confidence

Issue each individual their LSI(R), warn that LSI(R) is confidential and cannot leave group room and that you will collect the document prior to closure. Have each participant read their LSI(R) and circle their domains with a score of 2 and more and 50% or more scores against each domain. For those without LSI(R), ask them to think about the issues that caused them to commit their offence. Have staff walk around and assist and answer questions as required. Once all have read their LSI(R), explain to the group to hold their LSI(R) on their desk and that we will use them later. Flash PP on research in relation to Risk and Recidivism (explain term) read context and explain that the research was based on people not doing anything about their dynamic risk. Flash animated PP on importance and confidence in order to achieve change, flash each animation, give an example in relation to drugs i.e. if I want to give up drugs (high importance) but don’t feel I need a program or that I will pass a program then that is (Low confidence), hence a strong chance of failure, likewise with High Confidence, Low importance, the trick is that a person needs to believe something is High Importance and High Confidence to affect


change and success

Dynamic risk

programs

Be aware of dynamic risk programs

Cognitive brief Drugs/Alcohol/Gambling

Aggression & violence

Prior to delivery of the following PP have available a copy of the Compendium of Programs, located on the CSNSW Intranet, see

Home >>

Organisation >>

Offender Management and Operations >>

Offender Services and Programs Division >>

Offender Programs Unit >>

Compendium of Correctional Programs Flash animated PP on AOD/gambling programs, discuss each program as it appears, ask participants to think about what they need from their LSI(R), anyone with an AOD domain of 3 and above should complete a program. Have them write down the program they believe they need in their notebooks, warn that most of the programs have assessment requirements to enter the program, have a copy of the program plan for your centre during the presentation, so the participants know if the program is conducted within your centre and when is it conducted. Warn that there are other more specialised AOD programs and that they will be discussed shortly. Ditto on use of Compendium and Centre Program plan, make sure they are available, flash animated PP on aggression and violence related programs, discuss each one and ask participants to think about what they need from their LSI(R) and their crime, anyone with violence in their crime should consider these programs. Have them write down what they believe they need. Warn that all of these programs require an assessment to enter. Warn also that there are specialised violence programs and they will be discussed shortly.

http://dcs-intranet.online.dcs.nsw.gov.au/Organisation

http://dcs-intranet.online.dcs.nsw.gov.au/Organisation/offender-management-operations

http://dcs-intranet.online.dcs.nsw.gov.au/Organisation/offender-management-operations/os-and-p-home-page

http://dcs-intranet.online.dcs.nsw.gov.au/Organisation/offender-management-operations/os-and-p-home-page/offender-programs-unit


Community Engagement & Harm Reduction Readiness

Ditto on use of Compendium and Centre Program plan, make sure they are available, flash animated PP on Community Engagement, discuss each program, warn that these programs are not directly dynamic risk though they are related, anyone with a financial domain LSI(R) score of 1 or above should do Dealing with Debt, Hey Dad is a positive program but not critical unless they have children and there is a relationship issue. All people should do Health Survival to ensure they have up to date knowledge of HIV/Hep etc. Ditto on use of Compendium and Centre Program plan, make sure they are available, flash animated PP on Readiness programs, warn that these programs are not dynamic risk programs but are directly related and often more intense programs require the completion of some of these programs in order to enter the program e.g. VOTP

Aboriginal Programs

Be aware of Aboriginal programs

Cognitive Brief Prior to delivery have available a copy of Sections 26.12 of the CSNSW Offender Classification & Case Management Policy & Procedures Manual located on the intranet, see;

Home >>

Policies & Procedures >>

Offender Classification and Case Management Policy & Procedures Manual >>

Inmate Classification and Placement Procedures Manual Warn that these programs are not exclusive to Aboriginal participants, though they are a priority, flash each program and briefly discuss. Warn that Balund-a is not a sentencing option ( a court must order attendance) If available and time permits show DVD Yetta Dhinnakkal

Due to intensive nature of the overall module give a ten minute break

http://dcs-intranet.online.dcs.nsw.gov.au/policies-procedures

http://dcs-intranet.online.dcs.nsw.gov.au/policies-procedures/offender-classification-and-case-management-branch

http://dcs-intranet.online.dcs.nsw.gov.au/policies-procedures/offender-classification-and-case-management-branch


Education Programs

Be aware of Education programs

Cognitive brief Education

TAFE

Strongly advise that a Correctional Education Officer (CEO) is available for this brief as there is a vast range of educational programs. Prior to flashing the animated PP ask participants to look at their LSI(R) in the Education/Employment domain and briefly discuss “is their issue Education or Employment or both?” Flash each animated PP and discuss, have the CEO explain what programs are available and how do they enroll. Ensure CEO explains about the Intensive Learning Centres (ILC) and about Core Skills Assessments. Flash animated PP on TAFE programs, have CEO explain what programs are conducted in your centre. Have the CEO remain to talk about traineeships.

Work Readiness Programs & Traineeships

Be aware of Work Readiness Programs & Traineeships

Cognitive Brief Work Readiness

Traineeships

Have a Centre Services & Employment Manager (MCSE) available to brief participants on work programs within your CC, again though ask participants to re-examine their LSI(R) in the Employment Education domain. Have MCSE explain what work is available and how they can gain the work. Tell participants to write the information down. Note work can be dynamic risk. Warn of expectations at a Works Readiness area. Flash animated PP on traineeships have MCSE and CEO discuss the types and befits of the traineeships within your centre. After discussions regarding traineeships, continue to flash animated PP and warn that classification reduction and even Parole can be impacted upon without a positive Work Readiness Report.

Specialised Programs

Be aware of Specialised programs

Cognitive Brief Specialised programs

Flash animated PP on Specialised programs, including;

VOTP

SOTP

Compulsory Drug Treatment (court ordered)

Intensive Drug Alcohol Treatment Program (IDATP) Discuss each program as it appears on the animated PP,


emphasize the value of IDATP, advise that if a participant has a an LSI(R) domain of 7 and above in AOD then they are a target of IDATP If available have brochures available of the Specialised programs

LUNCH Lock group room to ensure LSI(R) confidentiality

Young Adult Programs

Be aware of Young Adult programs

Cognitive brief Young adult programs

Flash animated PP, explain Gurnang Life Challenge, explain that they are a target of the Gurnang Life Challenge and that many of the dynamic risk programs can be completed and that C3 is a definite option on completion. Flash animated PP on YASP discuss and explain the program is designed for those who cannot attend Oberon CC.

Classification

Be aware of classification

Cognitive brief Classification

Have available a Case Management & Classification Review Co-ordinator (CM&CC) for this session. Flash Classification dependencies, briefly discuss. Flash Classification Status, explain how each status is defined, ask participants to work out what status they are, use open discussion. Have CM&CC explain what happens at CMT. Flash C3 animations; explain each animation and the benefits of C3. Finish with the warning (animated PP) on the requirement of addressing dynamic risk and good behaviour to achieve C3. Flash animated PP on how to be a NON-RECIDIVST, explain the term recidivism, flash each animated PP and discuss each:

CHOICE explain that it their choice as to whether they are coming back to gaol

Dynamic Risk, tell them they should have an understanding of what caused them to commit the offence

Set Plan/Goal, explain that in the next two weeks their case plans will be amended and that they have a major input into the plan

Carry out the plan, can they achieve it (set it like a challenge) Finish with animation of “they have INPUT”


Dynamic Risk List dynamic risk, work, educational and other programs

Cognitive reminder Specify most important dynamic risk. List programs required on LSI(R)

Re-flash animated PP on dynamic risk, remind participants that the term dynamic risk means “what caused a person to commit a crime and what is the risk of them committing another offence” Have each participant enter on the bottom of their LSI(R) document, what they believe to be their most important dynamic risk i.e. what caused them to commit their offence? The causal could be multiple and if so list the multiples in order of importance from 1 to whatever. Remind participants to re-examine their LSI(R) and list the dynamic risk based on the scores and other factors not already known. The dynamic risk could be as simple as “drugs” or complex such as “drugs, alcohol, impulsivity, education, employment and behaviour” Have each participant enter on the bottom of their LSI(R) document a list of the programs they believe they should complete. Explain that the information they supply will be beneficial to facilitators for a recommendation from facilitators as to what assessments and programs, they require and for case note purposes. Have co-facilitators walk around room to assist. Collect LSI(R) and give participants a quick break


MODULE FACILITATOR GUIDE FUTURE and CLOSURE YAPP

Program: YAPP Module: Future and Closure Topic: Pathway and futures Total Topic Time: 1 hour Developed (who & date): D. Carey Dec12

Rationale & Dynamic Risk Factors Identification of Individual pathway


RESOURCES References: LSI(R) Users Manual Case Management & Classification Manual CSNSW Compendium of Programs CSNSW Compendium of AEVTI Programs

Objectives:

Understand young adult offender potential pathways

Complete evaluations

Facilities: Group Room, tables, chairs, white board, white board pens; Data Projector and laptop


Listen with respect

Be aware of potential pathways

Become accountable for plan and programs, “own the case plan”

Staff: Available OS&P staff, rostered custodial officers, COS Officer Intake Nucleus, CM&CRC

Handouts/Equipment: Exercise book and pen per participant

Variables:



Potential Future

Pathways

Provide direction post YAPP

Provide directions as to immediate programs

Have a good understanding of the Stage 2 and Case Planning Flow Chart in Appendix 1 to the YAPP Manual, then Flash animated PP on Stage 2 and Case Planning, explain as each animation comes up as to the context, when at YAPP explain that that is where they are at. Explain about the requirement for some of the participants to do assessments as required dependent upon their needs, explain that in two weeks approximately that a CMT will occur for them to revise their case plans and at this CMT it could be a change of placement and classification so they can participate in the potential programs. Continue to flash the animated PP on the potential pathways. At the end of the animations conduct question/answers in open discussion. Warn that post the YAPP (this program) it is expected that they would have made contact with SAPO and Education to effect either assessments and or enrolments in programs and that they have approached the MCSE to obtain employment and that at all times they will be of good behaviour.

Evaluation Participate in written and group evaluation

Flash animated PP on written evaluation, explain how important their input is and issue written evaluation and ensure all participants complete evaluation form, see manual. Whilst participants are completing written evaluation write on White Board; achievement/learning/impact on one side and on the other side write value. Once all written evaluations are collected Conduct a white board de-brief of YAPP, write on white board; What achieved and value out of ten (ensure co-facilitator writes responses on paper for future


evaluation).

Closure Cognitive/discussion Flash animated PP on Questions, answer questions as required, on completion flash certificates and add your congratulations, hand out certificates, ensure all recipients are applauded. At end of certificates continue to flash animated PP and read the three R’s. Thank participants, dismiss your group, retain nucleus if you can.

De-brief Thank your co-facilitators and nucleus, briefly de-brief the context of the evaluations and white board group de-brief. Clean up group room, secure all equipment and documentation.

Staff de-brief Gather all involved and other interested staff e.g. MOS&P etc. and review YAPP including, evaluation review. Discuss future requirements as specified on post YAPP Checklist in the YAPP Manual, including;

Case notes

Offender Services and Programs Screen

Referrals for relevant assessments

Referrals for CMT and Case Plan Revision

E mail CM&CR to ensure that within two weeks post YAPP that the CMT occurs.


Specialised Young Adult Offender Program Flow SYAOP- Specialised Young Adult Offenders Program, ILC- Intensive Learning Centre, IDATP- Intensive Drug Alcohol Treatment Program, VOTP- Violent Offenders Therapeutic Program, SOTP- Sex Offenders Therapeutic Program, MOP- Mobile Outreach Program, YASP – Young Adult Satellite Program, LSI(R)- Level of Service Revised, CVTRQ- Corrections Victoria Treatment Questionnaire, MSOGS- Modified South Oakes Gambling Screen, CSA- Core Skills Assessment, SDSA- Severity of Dependence Scale Assessment, Static 99 Sex Offenders, ELP- External Leave Program

Reception Initial Case Plan Stage

1 SYAOP

Young Adult Readiness Stage 2

SYAOP

Assessments Develop Revised Case Plan

Medium Minimum Classification

MNCC, WCC, SCCC

LSI(R), CVTRQ MSOGS, CSA, Static 99, SDSA

Stage 3

SYAOP

YASP

Short sentence, other issues

IDATP ILC

Traineeship SOTP

VOTP

Stage 4

SYAOP

Yetta Dhinnakkal Dhinakkal

Medical,

special needs

Maximum classification

other issues

May join SYAOP once resolved

May join SYAOP at appropriate time

May join Stage 3 SYAOP on

completion

Ngara Nuru, ELP, Yetta, MOP can form Stage 4

Stage5

SYAOP

Can access ILC if available


Appendix 2 - Young Adult Preparation Program Staff Competencies All staff involved in YAPP programs are to hold minimum standards and competencies to facilitate an effective program and to meet standards of What Works and Corrective Services NSW Program Accreditation requirements. This appendix specifies generic meta skills, co-facilitator staff minimum and ideal requirements and the specific Lead competencies.

YAPP Generic Meta Competencies and Attitudes All staff custodial and OS&P are to hold the following generic competencies in addition to their individual discipline qualifications and competencies:

Ability to make sound decisions and to take responsibility for the decision,

Ability to earn people’s trust and confidence,

A good understanding of self, including strengths and weaknesses,

Good interpersonal communication skills,

Good facilitation and organizational skills,

A high sense of personal ethics,

A flexible, non-judgmental style of person who can make a judgment call based on common sense whilst adhering to legislative/ departmental policies and protocols.

Co-facilitator Staff Qualification and Specific Competencies Minimum Requirements

1. The generic meta skills and competencies specified above 2. Accredited Level 2 First Aid 3. Competent Case Management skills 4. Interest in and or experience in co-facilitation of experiential learning.

Ideal Requirements In an ideal world co-facilitation staff should hold the following skills, competencies and attitudes please note initially, minimum requirements are sufficient, however, best practice development of YASP/YAPP program calls for:

1. All of the generic meta and minimum requirement skills 2. Group Work Facilitation 3. Motivational Interactions 4. Managing Young Adults offenders 5. YASP/YAPP Facilitation Training, see Facilitator Training Overview 6. Partial completion of Certificate IV in Outdoor Recreation with specific

competency of Adventure Base Learning. 7. High case management skills, with a deep understanding of de-briefing

and report writing skills. 8. Accredited First Aid


9. A deep understanding of Adventure Management SOP and Risk Management practices

10. Excellent team work skills YASP/YAPP Lead Facilitator Requirements Lead facilitator overall in YASP program must hold the following skills and competencies:

1. The ideal competencies of a co-facilitator complete with minimum and meta skill competencies.

2. High level of proven experience in conduct, development and evaluation of YASP/YAPP programs.

Facilitator Training Program Overview Program Outcomes Upon successful completion participants will be issued a Certificate of Completion as YASP/YAPP facilitator. Upon successful completion of Assessment in ABL SISOABL402A, Adventure Based Learning, participants will be issued a Certificate of Attainment ABL SISOABL402A. Upon successful completion of a further YAPP program and dependent upon performance and demonstrated commitment, candidates will be Authorised Lead YAPP facilitator Pre/Co- Requisites Participants are required to have completed a YASP and a YAPP as an accompanying staff co facilitator or have completed CO-OP 1 to 5 and PG 1-8 of Gurnang Life Challenge as an accompanying staff co-facilitator Target Group This course is suitable for: Custodial Officers, OS&P and COS staff who conduct YASP programs within CSNSW Training Strategy Primary delivery mode for this course is face to face training. The course covers three days (24 hours) of face to face training, followed by assessment at a future YASP/YAPP program. Upon completion of the course participants will have the skills and knowledge required to:

Schedule and research YASP/YAPP in a CC or COS location.

Conduct a YASP/YAPP program

Evaluate a YASP/YAPP program Contacts State Manager Operations Young Adult Offender Programs or State Co-ordinator Young Adult Offender Programs.


Appendix 3 - YAPP Evaluation YAPP Evaluation We would like to keep improving the program. Please help us do this by completing this form honestly and thoughtfully. Your answers are confidential and will only be used for research or program and staff development. Names are not necessary.

Date:

SCORING: Please circle the number you think best describes how you feel about each statement. 1 2 3 4 5 6 7 8 9 10 appalling extremely very poor just above good very extremely perfect poor poor satisfactory satisfactory good good

EXAMPLE: The degree to which the program taught me about plants was: 1 2 3 4 5 6 8 9 10

Total Program Evaluation YAPP ORGANISATIONAL QUALITY Appalling------------------------------Perfect OQ1. The quality and availability of the equipment was: 1 2 3 4 5 6 7 8 9 10 OQ2. The quality and suitability of the venue/facilities was: 1 2 3 4 5 6 7 8 9 10 OQ3. Overall, the total quality and effectiveness of this program was: 1 2 3 4 5 6 7 8 9 10 OQ4. Overall, the total quality and effectiveness of the staff involved with the program was: 1 2 3 4 5 6 7 8 9 10

PROGRAM ORGANISATION Appalling------------------------------Perfect PO1. The planning and conduct of the program was: 1 2 3 4 5 6 7 8 9 10 PO2. The order of activities and topics of the program was: 1 2 3 4 5 6 7 8 9 10 PO3. The administration of the program was: 1 2 3 4 5 6 7 8 9 10 PO4. Overall, the organisation of the program was: 1 2 3 4 5 6 7 8 9 10 PROGRAM EFFECTIVENESS Appalling------------------------------Perfect PE1. The degree to which I achieved things I thought were beyond my personal limits was: 1 2 3 4 5 6 7 8 9 10 PE2. The degree to which the program was valuable for my personal growth and development was: 1 2 3 4 5 6 7 8 9 10 PE3. The degree to which I learned about myself through this program was: 1 2 3 4 5 6 7 8 9 10 PE4. The degree to which I found the program to be challenging and stimulating was: 1 2 3 4 5 6 7 8 9 10 PE5. The degree to which the program increased my understanding of others was: 1 2 3 4 5 6 7 8 9 10 PROGRAM QUALITY Appalling------------------------------Perfect PQ1. The degree to which I achieved what I wanted to get out of the program was: 1 2 3 4 5 6 7 8 9 10 PQ2. The degree to which I gained a sense of satisfaction was: 1 2 3 4 5 6 7 8 9 10 PQ3. The degree to which the program was worth the effort it to me to do it was: 1 2 3 4 5 6 7 8 9 10 CH. The degree to which playing with aardvarks is: 1 2 3 4 5 6 7 8 9 10 PROGRAM LENGTH L1 Ideally the length of the program should be…………….days

Comments on the program or facilitators are welcome; please use below or the back of this form

COMMENTS

7


COMMENTS Use this space to write your own comments and evaluation of the program. You may cover issues above or issues not mentioned


Appendix 4- Resources and Equipment YAPP GRABBS Equipment Static rope, 11mm dia. 15 metre. (Old abseil rope, warning marked never to be used for abseil) used for Yurt activity, ends tied together using double fisherman’s bend to form a large loop. Rope various grades/type (15 metre x 1, used in Knot activity) Hula hoops, various colours (8) Hoops Rubber small (5) Gym cones flexible (25), various colours. Finger Snaps, 30 mm length of coloured Styrofoam cut in halves (30 to 40) Tennis ball (20) Throwie Kit consisting of: not limited to example items listed below: Thong Rubber snake Rubber chook Rubber sausages Rubber toys various Fluffy toys various Glove leather Face mask Soft balls wool Balls rubber Administration Resources GRABBS YAPP Manual, GRABBS section Exercise Book per participant Pen per participant A4 Sheet with imaging photograph of each participant (1 per facilitator) Equipment/Administration Cognitive Modules YAPP Manual, Cognitive Modules Pen per participant Exercise Book per participant LSI(R) per participant (offender participant specific) Evaluation document per participant Desk (shared) sufficient for participant numbers Chair per participant White Board White board pens Laptop complete with Cognitive Power Point Data Projector White Screen if required


Appendix 5 YAPP Time Table

Notes:

1. Production of paper LSI(R), Conviction Sentence Printout and Case Plan is to occur minus 5 days from program start. 2. Where ever possible offenders lunch should occur in program area, to avoid lost time. 3. Time table can be varied dependent upon local needs.

Day 1 0730-0900

Facilitators

review

participants

Set up

activities

0900

Muster

participants

0930-1030

Introduction

Cognitive 1

1030-1200

YAPP

GRABBS 1

1200

Lunch

1230-1450

YAPP

GRABBS 1

continues

1450

Dismiss all

Overnight

assignment

Newspaper

1450-1530

Facilitator de-

brief and

OIMS

Offender

Services entry

Day 2 0730-0900

Set up

activities

0900 Muster

participants

0930-1100

Review &

Goal setting

Cognitive 2

1100-1200

YAPP

GRABBS 2

1200

Lunch

1230-1330

YAPP

GRABBS 2

Continues

1330-1450

Dynamic Risk

Planning

Cognitive 3

1450

Dismiss all

Overnight

assignment

SMART

vocational

goal

1450-1530

Facilitator de-

brief and

OIMS

Offender

Services entry

Day 3 0730-0900

Set up

activities

0900 Muster

participants

0930-1200

Review &

Dynamic

Risk

Planning

Cognitive 3

continues

1200

Lunch

1230-1330

Futures &

Closure

Cognitive 4

1330

Dismiss

participants

1330-1530

Staff debrief

Enter Case

notes, enter

OIMS

Offender

Services

Screen

Make

referrals

Secure

resources


Bibliography Islands of Healing A Guide to Adventure Based Counselling, Jim Schoel, Dick Prouty, Paul Radcliffe. Project Adventure Inc. 1988 ISBN 0-934-38700-1

Abstract. The bible or essential reading to develop a program utilizing adventure/experiential education and personal growth, examines and advise on Challenge by Choice, GRABBS, group development issues and leadership/ facilitation.

Processing the Adventure Experience Theory and Practice, Reldan S. Nadler, John LLuckner. Kendal Hunt Publishing. ISBN 08403-7028-8

Abstract. The essence of de-briefing in adventure/experiential learning.

Quicksilver Adventure Games, Initiative Problems and Trust Activities, Karl Rohnke, Steve Butler. Project Adventure Inc. 1995 ISBN 0-7872-2103-1.

Abstract. Easy to read book on initiatives and activities that mean things in terms of learning and development in adventure/ experiential training.

No Props Great Games With No Equipment Mark Collard Project Adventure Australia 1996 ISBN 0 646 29708 2Abstract. Some of the best games, trust exercises and initiatives using no equipment whatsoever.

Young Adult Offender Strategic Framework Corrective Services NSW 2012. Young Adult Offender Review Working Party Report, Brian Keogh, Dennis Carey, NSW Department of Corrective Services, 2004. Young Adult Satellite Program manual, Dennis Carey Corrective Services NSW 2012. Young Adult Offender Female Adventure Based Challenge Program manual, Dennis Carey, Corrective Services NSW, 2010 Corrective Services NSW Accreditation Manual. Corrective Services NSW Compendium of Programs. Corrective Services NSW Offender Case Management & Classification Policy & Procedures Manual. Informing Young Offender’s Policy in Current Research, What the Future Holds, Leschied A. W. 1998. Bloom’s Taxonomy (Taxonomy of Educational Objectives Bloom, Engelharst, Furst,HillandKrathwohl,1956


Young Adult Preparation Program Correctional Centre

Certificate of Achievement Developed attitudes & motivation to achieve

Achieved openness and readiness

Developed Future Dynamic Risk Plan

Lead Facilitator Date of Issue Manager Offender Services & Programs

specialised young adult offender -...

Documents