1080173 EPICS TRAINING MANUAL

EFFECTIVE PRACTICES IN COMMUNITY SUPERVISION (EPICS)
TRAINING SESSION



TRAINING DESCRIPTION

The goal of this training is to teach probation officers how to apply the principles of
effective intervention to community supervision practices. The training teaches
officers how to use the EPICS model to target higher risk offenders and their
criminogenic needs using cognitive-behavioral interventions and core correctional
practices. Examples of cognitive-behavioral interventions include structured skill
building and cognitive restructuring. Examples of core correctional practices include
relationship skills, teaching skills, problem-solving, and effective reinforcement and
disapproval.


OBJECTIVES


● Learn, understand, and be able to apply the principles of effective
intervention
● Learn and be able to implement the EPICS model
● Learn and understand cognitive behavioral interventions
● Learn and understand key core correctional practices and how to implement
specific cognitive behavioral intervention tools
o Relationship skills
o Structured skill building
o Effective reinforcement, disapproval, and use of authority
o Problem-solving
o Cognitive Restructuring
● Learn how to continue to support offender behavior change through
prevention


DAILY SCHEDULE

AM Session: Morning Training Session (including mid-morning break)

12:00-1:00: Lunch

PM Session: Afternoon Training Session (including mid-afternoon break)
Wrap-up and Homework Assignment



1

DAY 1



MODULE 1: RATIONALE AND FOUNDATION FOR EPICS (1.5 hours)
● Introductory comments and review expectations
● Summary of rationale for the project/evaluation design
● Summary of the research and how that translates into community
supervision
● Risk, need, responsivity, and fidelity principles are reviewed
● Defining themes and characteristics of CBT are reviewed
● Summary of Core Correctional Practices and evidence to support the use of
CCP
● Summary of empirical evidence in corrections of cognitive behavioral
interventions including core correctional practices and the EPICS model


MODULE 2: EPICS MODEL (1 hour)
● Learn the EPICS model structure for individual contact sessions
● Review the supervision timelines using the EPICS model


MODULE 3: BUILDING A COLLABORATIVE RELATIONSHIP (1.5 hours)
● Review the importance of building a collaborative relationship and
establishing a balanced approach
● Review and practice role clarification as a strategy to build the foundation
for a collaborative relationship


MODULE 4: SETTING GOALS (1.5 hours)
● Review and practice goal setting using a collaborative approach
● Watch a demonstration of the EPICS model with an offender at the early
stage of supervision
● Practice using the EPICS model with an offender early in the supervision
process using collaborative relationship skills, goal clarification, and setting
goals


MODULE 5: IDENTIFYING TARGETS FOR CHANGE (1.5 hours)
● Learn how to identify common risky situations of offenders
● Learn how to target identified risky situations during an EPICS contact
session
● Practice identifying targets for change





2

DAY 2


MODULE 6: COST-BENEFIT ANALYSIS (2 hours)

● Learn the importance of building motivation for change
● Learn and apply the cost-benefit analysis to offender behavior
● Practice the cost-benefit analysis


MODULE 7: COGNITIVE RESTRUCTURING (2 hours)

● Learn the thought-behavior link
● Learn and apply the behavior chain to offender situations
● Learn and apply the behavior chain with cognitive restructuring to offender

situations
● Practice cognitive restructuring


MODULE 8: STRUCTURED SKILL BUILDING (2 hours)

● Understand the importance of modeling when teaching offender new skills
● Learn and apply structured skill building technique with offender situations
● Practice structured skill building


MODULE 9: PROBLEM SOLVING (1.5 hours)

● Learn and apply the skill of problem solving to high risk offender situations
● Watch a demonstration of the EPICS model with an offender in the middle of

the supervision process
● Practice using the EPICS model with an offender in the middle of the

supervision process using one of the interventions taught today















3

DAY 3


MODULE 10: REINFORCEMENT (1 hour)
● Review the importance of reinforcement within community supervision
setting
● Review types of reinforcement within community supervision setting
● Learn how to integrate guidelines for effective reinforcement into a
community supervision setting
● Learn and practice the skill of effective social reinforcement


MODULE 11: PUNISHMENT (1 hour)
● Learn how to integrate guidelines for effective punishment into a community
supervision setting
● Review types of appropriate punishers
● Learn and practice the skill of effective disapproval
● Learn and practice the skill of effective use of authority


MODULE 12: CONTINUING TO SUPPORT BEHAVIOR CHANGE (1.5 hours)
● Explore EPICS as relapse prevention strategy
● Practice conducting a full EPICS session with an offender at the close of
supervision


MODULE 13: NEXT STEPS (1 hour)
● Review what will happen during the EPICS coaching process
● Review expectations of participants during the EPICS coaching process
● Review the EPICS rating form




4

Table of Contents

n EPICS Manual Page

n Module 1 9
n Module 2 38
n Module 3 47
n Module 4 69
n Module 5 76
n Module 6 83
n Module 7 95
n Module 8 121
n Module 9 139
n Module 10 146
n Module 11 161
n Module 12 180
n Module 13 184

n Participant Workbook (Adult and Youth Examples)

n Exercise 3.1 WB- 13 (A); WB-9 (Y)
n Goal Setting WB – 14 (A); WB-10 (Y)
n EPICS Model Practice 1 WB-15-16 (A); WB-11-12 (Y)
n Exercise 5.1 WB-17 (A); WB-13 (Y)
n Exercise 6.1 WB- 18-19 (A); WB-14-15 (Y)
n Exercise 7.1 WB-20-23 (A); WB-16-19 (Y)
n Exercise 7.2 WB-24-26 (A); WB-20-22 (Y)
n Exercise 8.1 WB-27 (A); WB-23(Y)
n Exercise 9.1 WB-28-29 (A); WB-24-25 (Y)
n Exercise 10.1 WB-30 (A); WB-26 (Y)
n Exercise 10.2 WB-31 (A); WB-27 (Y)
n Exercise 11.1 WB-32 (A); WB-28 (Y)
n Exercise 11.2 WB-33 (A); WB-29 (Y)
n EPICS Model Practice 2 WB-34-35 (A); WB-30-31(Y)

n Handouts



Welcome!

Your name and position (i.e., job title/employer)
The length of time that you have worked in the field of corrections

Your familiarity with evidence-based practices
What you hope to learn over the next three days

One unique fact about yourself

3

Overall Training Objectives

1. Learn the principles of effective intervention

2. Learn and practice key core correctional practices

3. Learn and practice cognitive behavioral
interventions

4. Learn and use the EPICS Model!

4

Overall Training Structure

• EPICS Training Manual Overview
• Model, Practice, Feedback Structure
• Questions and Discussion are welcome!

5

Day 1 Agenda: Foundation

MODULE 1: Rationale and Foundation
MODULE 2: EPICS Model
MODULE 3: Building a Collaborative Relationship
MODULE 4: Setting Goals
MODULE 5: Identifying Targets for Change

6

Day 2 Agenda: Interventions

MODULE 6: Cost-Benefit Analysis
MODULE 7: Cognitive Restructuring
MODULE 8: Structured Skill Building
MODULE 9: Problem Solving

7

Day 3 Agenda: Supporting Change

MODULE 10: Reinforcement
MODULE 11: Punishment
MODULE 12: Continuing to Support Behavior Change
MODULE 13: Summary and Fidelity Measures

8

MODULE 1

Rationale and Foundation

Module 1 Objectives

• Review the principles of effective intervention
• Review research on RNR models of community supervision
• Discuss EPICS as an RNR model of community supervision

10

Rationale for EPICS Training

WHAT ARE THE GOALS OF COMMUNITY SUPERVISION?
• Decrease criminal behavior
• Ensure public safety
• Provide accountability
• Monitor compliance to court orders
• Broker services

11

Rationale for EPICS Training

HOW DOES COMMUNITY SUPERVISION ACCOMPLISH THESE
GOALS?
• Regular office visits
• Home visits
• Drug testing
• Set/monitor conditions
• Develop supervision plans
• Provide support and guidance
• Solve problems

12

Rationale for EPICS Training

WHAT HAS KEPT COMMUNITY SUPERVISION FROM
ACCOMPLISHING THESE GOALS?

• Dosage
• Length of community supervision
• Caseload size
• Unknown risk of offender
• Availability and quality of community referrals
• Content of interaction with offender
• Policy/procedural issues

13

Rationale for EPICS Training

WHAT HAS KEPT COMMUNITY SUPERVISION FROM
ACCOMPLISHING THESE GOALS?

A meta-analytic review of the supervision research revealed:

• The development of supervision plans were based on court-

mandated conditions and not assessment results

• Even when criminogenic needs were identified, they were not

discussed in the majority of cases

• ­ probation officer focused on conditions of probation, ­ in

recidivism

Bonta, J., Rugge, T., Scott, T., Bourgon, G., & Yessine, A. (2008) 14

Rationale for EPICS Training

WHAT CAN WE LEARN FROM THESE RESULTS?
1. Adhere to the principles of effective Intervention:

• Target moderate and high risk offenders
• Target criminogenic needs
• Use cognitive behavioral interventions

2. Use core correctional practices:

• Quality collaborative relationship
• Reinforcement, Disapproval, Use of Authority
• Cognitive restructuring
• Structured skill building
• Problem solving skills

15

1. Adhere to the Principles of Effective
Intervention

RISK NEED RESPONSIVITY FIDELITY

WHO WHAT HOW HOW WELL

Deliver more Target Use CBT Deliver treatment
intense criminogenic approaches services as
needs to reduce Match mode/style designed
intervention to risk for recidivism of service to
higher risk
offenders offender

16

1. Adhere to the Principles of Effective
Intervention

RISK PRINCIPLE

• Assess and identify moderate and high risk offenders.
• Target moderate and high risk offenders for more intensive

treatment, services, and supervision.

• Including lower risk offenders in higher-end programs may

increase their risk and failure rates

17

1. Adhere to the Principles of Effective
Intervention

TRANSLATING THE RISK PRINCIPLE
• Assess risk factors using standardized and validated tools
• Focus effort on moderate and high risk offenders

– More frequent supervision meetings
– Increased community agency referrals

EPICS Adherence to Risk: The model is meant to be used with
moderate and high risk offenders

18

1. Adhere to the Principles of Effective
Intervention

NEED PRINCIPLE

• Identify and target criminogenic needs:

- Attitudes, values, beliefs
- Peer associations
- Personality

- Education/employment 19
- Family
- Substance abuse
- Leisure/recreation

1. Adhere to the Principles of Effective
Intervention

TRANSLATING THE NEED PRINCIPLE
• Spend majority of time focusing on identified criminogenic need

areas of offender

– Particular emphasis on antisocial attitudes, values, and beliefs

EPICS Adherence to Need: The model provides a format to target
criminogenic needs in a one-on-one context

20

1. Adhere to the Principles of Effective
Intervention

RESPONSIVITY PRINCIPLE

• Specific responsivity

– Remove barriers to treatment
– Match style and mode of service delivery to key participant

characteristics
– Be responsive to temperament, learning style, motivation,

gender and culture

21

1. Adhere to the Principles of Effective
Intervention

RESPONSIVITY PRINCIPLE

• General responsivity

– Cognitive behavioral interventions have been shown to be
most effective when trying to change offender behavior

22

1. Adhere to the Principles of Effective
Intervention

Behaviors

Feelings
Thoughts
Attitudes/Beliefs

Thinking for a Change v3.1 23

1. Adhere to the Principles of Effective
Intervention

COGNITIVE BEHAVIORAL MODEL

• Scientific
• Active
• Present-focused
• Based on theories of learning
• Individualized
• Brief
• Step-wise progression
• Treatment packages

24

1. Adhere to the Principles of Effective
Intervention

TRANSLATING THE RESPONSIVITY PRINCIPLE

• Identify and remove specific barriers that could affect success

• Structure contact sessions and teach interventions in a concrete
way

• Use cognitive and behavioral strategies to change offender
behavior

EPICS Adherence to Responsivity: The model can be be used

flexibly to meet offender responsivity factors and uses cognitive

behavioral strategies to change behavior 25

1. Adhere to the Principles of Effective
Intervention

FIDELITY PRINCIPLE

• Implementing the intervention as closely as possible to the way it
was designed

• Every major study shows a strong relationship between fidelity
and recidivism

• Poor fidelity can lead to null effects or unforeseen consequences
(increasing recidivism)

26

1. Adhere to the Principles of Effective
Intervention

TRANSLATING THE FIDELITY PRINCIPLE
• Ensure staff have training and coaching around the model and

specific skills
• Make sure barriers are addressed, but criminogenic needs are

targeted
• Monitor delivery of model & skills and provide feedback
• Reassess offenders in meeting target behaviors

27

2. Use Core Correctional Practices

• Core correctional practices were first introduced in the 1980s as
a way to increase the therapeutic potential of rehabilitation
programs

Andrews and Keissling (1980)

• These are concrete practices that correctional staff can use with
offenders to be more effective at changing behavior and reducing
recidivism

• Over 700 evaluations show that programs that incorporate these
practices with an RNR model have been associated with better
treatment effects compared to programs that don’t

Dowden and Andrews (2004) 28

2. Use Core Correctional Practices

1. Relationship Skills
2. Anticriminal modeling
3. Structured Learning
4. Cognitive Restructuring
5. Problem Solving
6. Effective Reinforcement
7. Effective Disapproval
8. Effective Use of Authority

29

Rationale for EPICS Training

RNR/CCP MODEL RESEARCH

Evaluations of models that adhere to RNR and train on core
correctional practices have demonstrated effectiveness in reducing
recidivism

– Work of Chris Trotter (Trotter 1996, 2006)
– STICS (Bonta et al, 2010, Bourgon et al., 2010)

– STARR (Robinson et al., 2011)

– EPICS (Latessa et al., 2013) 30

Rationale for EPICS Training

EPICS PILOT RESEARCH

• Results indicated that staff trained in the EPICS model
demonstrated more consistent use of core correctional practices

• Trained staff also became more proficient in their use of the skills
over time as a result of participation in additional practice
sessions

Smith et al. (2012)

31

Rationale for EPICS Training

Trained staff were more likely to spend time discussing
criminogenic needs

100

80

% of 60
audiotapes 40
20
Trained
Untrained

0
Session 1 Session 2 Session 3 Total

32

Rationale for EPICS Training

Trained staff were more likely to make effective use of social
reinforcement

% of 100
audiotapes 90
80
70 Total Trained
60 Untrained
50
40 33
30
20
10
0
Session 1 Session 2 Session 3

Rationale for EPICS Training

Trained staff were far more likely to identify antisocial
thinking

100

% of 80 Trained
audiotapes 60 Untrained
40
20

0
Session 1 Session 2 Session 3 Total

34

Rationale for EPICS Training

EPICS RESEARCH
• Evaluation of EPICS in Ohio
• Involved 21 trained and 20 untrained staff and 272 offenders

Latessa et al. (2013) 35

Rationale for EPICS Training

Staff trained in EPICS outperformed untrained staff in the
use of core correctional practices during contact sessions

Percentage 60 Treatment
50 Control
40
30
20
10

0
Use of Core Correctional Practices

Latessa et al. (2013) 36

Rationale for EPICS Training

High risk offenders assigned to high fidelity staff had
significantly lower incarceration rates than high risk offenders
assigned to low fidelity staff

Percentage 35 High Fidelity/High
30 Risk
25
20 Low Fidelity/High
15 Risk
10

5
0

Incarceration

Latessa et al. (2013) 37

MODULE 2

EPICS Model

Module 2 Objectives

• Learn the EPICS model structure for individual contact sessions
• Review the supervision timeline using the EPICS model

39

EPICS Model

PURPOSE
• This model strives to fully utilize the time that officers spend with

offenders and ensure offenders receive a consistent message
throughout the continuum of correctional services
• The EPICS model is not intended to replace more intense
cognitive-behavioral treatments that address specific
criminogenic needs

40

EPICS Model

INDIVIDUAL SESSION OVERVIEW
Each contact session should be structured in the following way:

CHECK-IN REVIEW INTERVENTION HOMEWORK

41

EPICS Model

CHECK-IN
• Check-in is an opportunity to:

– Promote a collaborative relationship with offender
– Assess for crises/acute needs
– Assess for compliance with conditions

42

EPICS Model

REVIEW
• Review is an opportunity to:

– Set or review goals with the offender
– Discuss community agency referrals
– Enhance learning by reviewing previous interventions
– Review previous homework assignment

43

EPICS Model

INTERVENTION

• Intervention is an opportunity to:

– Target criminogenic needs using structured cognitive-behavioral
techniques:

• Behavior Chain
• Cognitive Restructuring
• Cost-Benefit Analysis
• Skill Building
• Problem Solving
• Graduated Practice

– Target specific responsivity issues 44

EPICS Model

HOMEWORK
• Homework is an opportunity to:

– Generalize learning to new situations
– Assign appropriate homework

• Assign homework directly related to the intervention
• Give offender clear expectations
• Encourage offender to use interventions on risky situations

45

Supervision Timeline using EPICS

46

MODULE 3

Building a Collaborative Relationship

Module 3 Objectives

• Review the importance of building a collaborative relationship
and establishing a balanced approach

• Review and practice role clarification as a strategy to build the
foundation for a collaborative relationship

48

Building a Collaborative Relationship

WHERE DO THESE SKILLS FIT WITHIN THE MODEL?

Build Collaborative
Relationship

CHECK-IN REVIEW INTERVENTION HOMEWORK

49

Building a Collaborative Relationship

COLLABORATIEVE RELATIONSHIP

• The collaborative relationship “…is a necessary but not a
sufficient condition of being an agent of change.”

Spiegler, M. D. & Guevremont, D. C. (2003)

50

Building a Collaborative Relationship

BALANCED APPROACH

• Those staff that use a combination of caring, fairness, trust, and
authoritativeness with offenders are most likely to influence
reductions in offender recidivism

Skeem et al. (2007).

51

Building a Collaborative Relationship

BALANCED APPROACH

• Probation staff trained in EPICS who had high fidelity to the
model were significantly more likely to be perceived as trusting
by the offenders on their caseload

• The study found that as as trust increased between the offender
and the officer, the odds of being re-arrested are lowered

Labrecque et al. (2013). 52

Building a Collaborative Relationship

BALANCED APPROACH EXERCISE

List relationship characteristics List relationship characteristics
of a law enforcement style of a counseling style

Role Clarification!

Create a list that represents a balanced
approach using characteristics from both

lists

53

Building a Collaborative Relationship

IMPORTANCE OF ROLE CLARIFICATION

“Research suggests that effective work with involuntary clients is
characterized by clear, honest, and frequent discussions about the
role of the worker and the role of the client in the direct practice
process.”

Trotter (2006)

Role clarification should be viewed as one of the key skills in work
with involuntary clients and has been linked to better outcomes with
probationers

Andrews and Bonta (2010)

Building a Collaborative Relationship

ROLE CLARIFICATION GOAL
• Help the offender understand the role of staff and his/her own

role in the community supervision process
• Clarify for the offender the role of staff, the role of the agency,

and the role of the offender in the change process
• Helps to build a collaborative relationship between staff and

offender

55

Building a Collaborative Relationship

ROLE CLARIFICATION COMPONENTS
• The dual role of the probation officer
• Flexible vs. inflexible items
• Offender expectations

Building a Collaborative Relationship

ROLE OF THE WORKER: THE DUAL ROLE
• When working with involuntary offenders, staff have two roles

– Helper role
– Accountability role

• Staff often move between these two roles throughout the
supervision process

57

Building a Collaborative Relationship

HELPER ROLE
• Explain to the offender that staff’s role is to also help with any

problems the offender has while on supervision
• Help to provide guidance, support, and interventions

– Identify goals to work towards
– Be open about strategies (interventions) that will be used during

contact sessions
– Help offender to recognize risky situations
– Work with offender to develop strategies to use in identified risky

situations

58

Building a Collaborative Relationship

“I mentioned that part of my job will be to help
you work on thinking and behaviors that may
have played a part in you ending up on probation.
During your time on supervision, we will be using
some tools such as a behavior chain, skill
building, and problem solving in order to help
you better manage risky situations in the future.”

Building a Collaborative Relationship

ACCOUNTABILITY ROLE
• Help the offender understand the nature of staff’s job

– Hold offender accountable
– Monitor for compliance with conditions

• It is important to be clear with the offender possible outcomes of
not complying with expectations

– Be clear with offender about behavioral expectations- be direct
– Specify possible consequences

60

Building a Collaborative Relationship

“I mentioned that part of my job is to make sure that
you carry out the conditions of your court orders. This
is going to involve some monitoring on my part. We
will meet regularly, I may conduct home visits and/or
school/work visits, and it will also involve drug testing
at times. If there are ever times when you are not
complying with your court orders, this could result in
me issuing consequences. Possible consequences for
breaking court orders are probation violations, jail or
detention time, increased frequency of drug testing, and
more frequent meetings with staff.”

Building a Collaborative Relationship

FLEXIBLE VS INFLEXIBLE AREAS

• Staff should be clear about areas that are negotiable (time and
day of supervision meetings) and areas that are non-negotiable
(frequency of supervision meetings, having to report)

• It is important to understand whether non-negotiable
requirements are based on:

– Legal mandate
– Organizational expectation
– Staff expectation

62

Building a Collaborative Relationship

“Also during our time together, there are going to be
certain things that are flexible and some things that are
not. For example, that we meet every week is not
flexible. However, I am willing to work around your
schedule or the bus schedule to make sure that you are
able to make the appointments. Therefore, the time and
days we meet are flexible. Other things that are flexible
include what you want to work on and focus on first
and where you complete your community service.”

Building a Collaborative Relationship

OFFENDER EXPECTATIONS
• Help to:

– Clarify nature of staff’s role by exploring misconceptions
– Clarify nature of experience expected while on supervision

• Discuss with offender previous experiences with supervision
• Discuss with offender what s/he expects while on community

supervision
• Discuss with offender what s/he expects of staff

64

Building a Collaborative Relationship

Offender: “My last PO did not seem too interested in
talking about my problems. All she cared about was
whether I turned up for appointments and paid my fines.”
PO: “I also believe it is important that you turn up for
your appointments. However, I am concerned about
other things you do as well. In fact, I hope we can work
on some other issues that seem to have led to you being
placed on probation. What are some other previous
experiences you’ve had on probation?”

Building a Collaborative Relationship

ROLE CLARIFICATION TIPS FOR SUCCESS
• Role clarification should occur during initial contact sessions
• Continues throughout contact sessions as necessary
• Can occur simultaneously with other skills

66

Building a Collaborative Relationship

SKILL DEMONSTRATION
• Please watch the following demonstration of role clarification
• Watch for the components of role clarification during the

demonstration

67

Building a Collaborative Relationship

PRACTICE ACTIVITY
• Refer to page WB-13 (Adult) and WB-9 (Youth) in the

Participant Workbook and complete exercise 3.1

68

MODULE 4

Setting Goals

Module 4 Objectives

• Review and practice goal setting using a collaborative approach
• Watch a demonstration of the the EPICS model with an offender

at the early stage of supervision
• Practice using the EPICS model with an offender early in the

supervision process using:

– collaborative relationship
– goal clarification
– setting goals

70

Setting Goals

WHERE DO THESE SKILLS FIT WITHIN THE MODEL?

Set Goals

CHECK-IN REVIEW INTERVENTION HOMEWORK

71

Setting Goals

PURPOSE

• The most effective goals should be linked to risk/need
assessment results

– target high criminogenic need areas

• Offenders are more likely to be successful when goals are clearly
outlined, realistic, and achievable

• In addition, when offenders are part of the goal setting process,
they are more likely to take measures to achieve them

72

Setting Goals

COMPONENTS

• Set initial goals or check-in on progress

• Discuss potential barriers

• Discuss difference before short and long term goals
• Discuss specific steps client can take to achieve goals

• Provide feedback on goal progress

73

Setting Goals

GOALS SUGGESTIONS

• Consider using a goals worksheet to structure goals

– Refer to page WB-14 (Adult) and WB-10 (Youth) in your EPICS
Workbook to find a goal setting worksheet

• Work in short and long term goals in other areas of the contact
session

– Show how an intervention can help them achieve their goal
– Discuss how current behavior is moving them close to their goals

(reinforcement)
– Discuss how current behavior is moving them further away from

their goals (disapproval)

EPICS Model Example 1

• Please watch the following demonstration of a full EPICS
session with an offender beginning the supervision process

• Remember to watch for the components of the EPICS model

– Check-in
– Review

• Please refer to WB-15-16 (Adult) and WB- 11-12 (Youth) and
pair with a partner to practice a full EPICS session

75

MODULE 5

Identifying Targets for Change

Identifying Targets for Change

WHERE DO THESE SKILLS FIT WITHIN THE MODEL?

Identify Targets for
Change

CHECK-IN REVIEW INTERVENTION HOMEWORK

77

Module 5 Objectives

• Learn how to identify common risky situations of offenders

• Learn how to target identified risky situations during an EPICS
contact session

78

Identifying Targets for Change

• After identifying high criminogenic need areas and setting goals
with offenders, we want to begin targeting specific risky
situations and behaviors for change

• The High Risk Situations worksheet can help you and the
offender identify situations to target.

– Refer to page WB-17 (A)/ WB-13 (Y) in your Participant Workbook
and watch the demonstration of using the worksheet to identify
targets for change

– Complete the worksheet with your partner using the same offender
example

• After identifying risky situations and behaviors to target, there are two

strategies for recognizing which situation to target during your individual

EPICS contact session 79

Identifying Targets for Change

STRATEGY 1 STRATEGY 2

Identify target for Identify target for
change before EPICS change during the
session. Come in with check-in or review
a clear intervention in component. Use the
mind. Be flexible. most appropriate
intervention.

80

Identifying Targets for Change

STRATEGY 1 IN PRACTICE

“The last time we met we discussed common risky
situations that have led you to trouble in the past. One in
particular that you said you would like to work on is how to
avoid using substances when you are at family gatherings.
You mentioned that you typically use after being offered
something by your brothers. I have several skills that I
think would be helpful for situations like these and would
like to focus on one today called Using Self Control.”

81

Identifying Targets for Change

STRATEGY 2 IN PRACTICE

“During our check-in today you mentioned that a difficult
situation came up over the weekend where you got angry
and got into an argument with a co-worker. You
mentioned that you didn’t like the way this co-worker
treated you and that he is not your supervisor. This
sounds like a situation you are going to have to keep
dealing with at work and I want to focus on this situation
for our intervention today using a Behavior Chain.

82

MODULE 6

Cost-Benefit Analysis

Cost-Benefit Analysis

WHERE DO THESE SKILLS FIT WITHIN THE MODEL?

Build Motivation

CHECK-IN REVIEW INTERVENTION HOMEWORK

84

Module 6 Objectives

• Learn the importance of building motivation for change
• Learn and apply the cost-benefit analysis to offender behaviors

85

Cost-Benefit Analysis

SPECIFIC RESPONSIVITY- MOTIVATION
• Lack of motivation can act as a barrier to behavior change
• Motivation is a dynamic and fluctuating state
• Motivation can be modified

86

Cost-Benefit Analysis

PURPOSE
• Weighs both short-term and long-term costs and benefits of

antisocial target behavior and an alternative prosocial behavior
• Helps build motivation towards changing problem behaviors

87

Cost-Benefit Analysis

COMPONENTS

• Recognizes positive consequences for antisocial behaviors

– money, status, power, lack of responsibilities, etc.

• Recognizes negative consequences for antisocial behaviors

– negative impact on relationships, school/work, life goals, etc.

• Recognizes positive consequences for prosocial behaviors

– long-term positive impact on relationships and goals

• Recognizes negative consequences for prosocial behaviors

– sacrificing things up short-term (time, money) 88

Cost-Benefit Analysis

STEPS OF COST-BENEFIT ANALYSIS
1. Introduce the tool

2. Discuss the importance of usefulness of the cost-benefit
analysis

3. Explain the different components of the tool

- Short and long term
- Positives and negatives

1. Apply the cost-benefit analysis to a specific behavior the

offender is unmotivated to change 89

Cost-Benefit Analysis

STEPS OF COST-BENEFIT ANALYSIS

5. Help the offender to brainstorm costs and benefits of the
problem behavior

6. Summarize results with the offender

7. Identify an alternative prosocial behavior with the offender and
help to brainstorm costs and benefits of the alternative behavior

8. Compare the two behaviors

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