1080173 EPICS TRAINING MANUAL

Next Steps

EPICS RATING FORM SCORING

• Satisfactory (S)

– Staff captured the major components of this skill/concept

• Needs Improvement (I)

– Staff attempted the skill/concept, but missed components or needs
improvement

• Missed Opportunity (M)

– Staff had the opportunity to use this skill, but did not

• Not Applicable (N)

– There was no opportunity to use this skill

191

Next Steps

EPICS RATING FORM SCORING

• Items (Bolded and quality score)
– Quality, not quantity
– Focus on how well the staff used each of the indicators
checked
– Number of indicators checked does not determine the quality
score

• Indicators (Check boxes)
– Boxes are checked if, at minimum, staff attempts the indicator
– “He did it, but he didn’t do it well.”

192

Next Steps

EPICS RATING FORM SCORING
• Comments

– Strengths
– Areas needing improvement
– Specific suggestions for improvement

193

Next Steps

QUESTIONS/CONCERNS

• SJCO Laura Arellanez
• DPO Norma Bankovich
• Sr.JCO Larry Baril
• DPO Brandie Davis
• DPO Catherine Flores
• ADD Isabell Gutierrez
• DPO Gerardo Guzman
• DPO Yara Lopez
• SJCO Victor Rodriguez

194

Effective Practices in
Community

Supervision (EPICS)

PARTICIPANT WORKBOOK
ADULT VERSION

University of Cincinnati
Corrections Institute

  WB-1

Structuring a Session

Check-In Objectives Skills and Techniques
Review
Intervention • Enhance collaborative working relationship • Relationship skills
• Assess for compliance • Identifying targets for change
Homework • Assess for crises/acute needs • Effective reinforcement/disapproval
• Effective use of authority
• Review previously learned skills
• Review homework assignments • Relationship skills
• Review activities provided by community agency • Setting goals
• Identifying targets for change
referrals • Effective reinforcement/disapproval
• Establish/review short- and long-term goals • Effective use of authority

• Target a criminogenic need • Relationship skills
• Demonstrate the thought-behavior link • Effective reinforcement
• Identify pro-criminal attitudes • Cost-benefit analysis
• Restructure pro-criminal attitudes • Behavior chain
• Model and teach structured skills • Cognitive restructuring
• Teach problem solving • Skill building
• Provide additional/graduated practice • Problem solving
• Graduated practice
• Generalize new skills
• Assign appropriate homework that targets a risky • Relationship skills
• Effective reinforcement/disapproval
situation or criminogenic need • Effective use of authority
• Additional practice

  WB-2

Background/Offender Examples

Please read through both offender examples. Training participants supervising
adult offenders, please read Adult example 1 and 2. During the training, the
trainers will use example 1 to demonstrate the EPICS model and skills. Training
participants will use example 2 to practice the EPICS model and skills.

Adult Example #1 (Trainers)– WB-4
Adult Example #2(Participants)– WB-8

  WB-3

Adult Example #1

ASSESSMENT INFORMATION

Karen Reid (DOB: 07/11/1981) has been convicted of possession of cocaine. She was
sentenced to 36 months probation. Ms. Reid was ordered to complete residential drug
treatment program, submit to random urinalyses, pay court costs, and pay a $1500 fine.
In addition, she is to obtain and maintain employment following the completion of her
drug treatment program.

CRIMINAL HISTORY

Juvenile Record

June 6, 1994; Cincinnati Police Department; Shoplifting; Diversion.

Adult Record

December 14, 1999; Cincinnati Police Department; Shoplifting; $50 fine and court costs.

January 25, 2000; Cincinnati Police Department; Drug Abuse; 1 year probation.

March 28, 2000; Cincinnati Police Department; Drug Abuse, Probation Violation; 2
years probation.

September 4, 2003; Hamilton County Sheriff’s Office; Illegal Conveyance into Detention
Facility, Drug Abuse, Probation Violation; Twelve months prison.

June 6, 2005; Cincinnati Police Department; Shoplifting; 30 days in the Hamilton County
Jail, Court Costs.

September 22, 2005; Cincinnati Police Department; Prostitution; 6 months probation.

February 14, 2006; Cincinnati Police Department; Prostitution, Probation Violation; 6
months Hamilton County Jail.

April 16, 2007; Cincinnati Police Department; Possession Cocaine; 18 months prison
suspended, 36 months probation (INSTANT OFFENSE).

EDUCATION AND EMPLOYMENT

Ms. Reid is currently unemployed. She reported that while she has worked odd jobs in
the past, she has never held a job for more than a week or two. She has not worked at
any job for the last ten months. Ms. Reid reported that she was usually fired from her
previous jobs as she failed to report to work on time. Furthermore, she would show up
to work under the influence of drugs/alcohol.

  WB-4

Ms. Reid reported that in spite of her juvenile record she was a good student and
completed the 12th grade. No suspensions were noted in her school records.

FAMILY AND MARITAL RELATIONSHIPS

Ms. Reid reported that she has had many boyfriends in the past but is not currently
dating anyone. She reported that this depresses her a little and would like to find a
boyfriend that treats her good, as she characterized all of her past relationships as
physically abusive. She stated that she is not happy being single and would also like to
find a boyfriend/husband not only for herself, but also as a role model for her children.
She is hoping that if she finds a boyfriend that this will provide her with some stability.

Ms. Reid’s two children currently reside with Ms. Reid’s mother. Her mother (and
father) and two children reside in West Cincinnati in a single family home. Her mother
is trying to get custody of the children as she feels Ms. Reid is an inadequate parent.
While her mother and father have been supportive in the past, they no longer help her
financially or otherwise and limit their interaction with her. Ms. Reid’s mother also limits
the amount of time Ms. Reid sees her children. Ms. Reid reported that she sees her
mother and father only when she goes to their house to visit her children. She stated
that the interaction between her and her parents is limited and mostly involves them
telling her how messed up her life is.

Ms. Reid does not know where the father of her children is currently, however, there is a
child support order filed.

Ms. Reid has two sisters that both live out of state (one in Indiana and one in Kentucky).
She reported that both are married and have good jobs and family lives. She has not
had any contact with either sister for over six months. Similar to her situation with her
parents, her sisters used to be supportive but have grown tired of her problems.

ACCOMMODATIONS

Ms. Reid has no permanent address at the present time and is staying with friends. Up
until six weeks ago, she was residing at a rooming house in central Cincinnati and had
been staying there for about two months. She reported that this was sufficient when
she was using drugs; however, this is no longer the case especially because she wants
to regain custody of her children.

Prior to living at the rooming house, Ms. Reid stayed in an efficiency apartment for three
months or so. Prior to this she lived with friends (different from the ones she is staying
with now). All of these residences, including the most recent were characterized by Ms.
Reid as being places where she can “get her stuff pretty easy”. She further stated that
where she is now is a very run down part of town where all of the “crack heads” hang
out.

  WB-5

LEISURE AND RECREATION

Ms. Reid reports that she is currently involved in CA meetings although it is on a
sporadic basis as she has no way to get to the meetings. Ms Reid reported that she
wakes up pretty late in the day and sits around with her friends at their home watching
television, making dinner, and watching more television until she goes to bed. Aside
from the CA meetings she is not currently involved in any other counseling activities or
any other organized activities or clubs.

COMPANIONS

The friends Ms. Reid stays with now are friends that she has had for several years and
all use drugs. While they have had a more stable work history, they have been in the
criminal justice system in the past although none are currently on probation. While Ms.
Reid has many friends from high school that have not been in trouble, she does not see
them as they are not into the same things (drugs) as she is. Ms. Reid stated that she
felt she could re-establish these relationships if she cleaned herself up.

Ms Reid further stated that all of the people she hangs around and comes in contact
with now are involved in drugs and/or prostitution. She did state that she needs to
change this as it affects what she gets into (what activities/behavior she engages in).

DRUG AND ALCOHOL PROBLEMS

Ms. Reid stated that she stopped all alcohol and drug use about one week ago. Up until
that time she was using anything she could get her hands on and was using drugs and
alcohol on a daily basis. The fear of returning to prison and the desire to straighten her
life around had led to this change in behavior. Ms. Reid stated that the last week has
been very hard for her and she needs help to stop using drugs and alcohol.
Ms. Reid stated that she supported her drug habit through prostitution and theft from
local businesses. She stated that she has been doing this for at least the last three
years.

EMOTIONAL AND PERSONALITY

Ms. Reid reported she is feeling depressed about her current situation. More
specifically, she stated that she is depressed about her drug use, about being single,
not having her children, and about her current legal troubles. She stated that this
depression and anxiety dominates her thoughts and has led to insomnia significant
weight loss. She also reported that it is hard for her to concentrate or think about
anything else.

Ms. Reid has never been assessed before or gone for mental health treatment. She is
also not currently involved in mental health treatment. Ms. Reid expressed an interest in
going for counseling for her depression and drug use.

  WB-6

ATTITUDES AND ORIENTATION

When Ms. Reid was asked about her feelings regarding the trouble she has
encountered throughout her life, she stated that she cannot undo the past and wants to
move forward with her life. Ms. Reid sees obtaining custody of her children as the best
way to help keep her out of crime and off of drugs.

Regarding her current offense, Ms. Reid stated that she does not wish to go to prison
and wants to use this probation time as a way to stay out of trouble and get her life in
order. She states that her offending history is an unacceptable way to continue in her
life, especially in terms of raising her children and providing them with a positive role
model. She expressed a strong desire to attend drug treatment for cocaine dependency
and hoped probation could help her with that.

Ms. Reid stated that she was relieved that her prison term was suspended and that she
will follow all terms of her probation. She added that since she was not given a prison
sentence, she feels her sentence was more than fair and she is looking forward to being
supervised, as she is ready to move on with her life and hopes probation can help her to
get off of drugs and regain custody of her children.

Ms. Reid feels that if she can get clean that she will be able to obtain and maintain a
legitimate job and states that she would like to experience life without the fears of being
beaten up, engaging in prostitution, and being arrested for stealing. She also expressed
wishes of seeing her Grandmother again and feels if she can “clean up” she would go to
see her.

Assessment Results

Prior & Family Education/ Peers Substance Leisure/ Personality/ Attitudes/
Employment Abuse Recreation Behavior Orientation
Scores Current X
X
Offenses

Low

Moderate X XX
High XX
X

Overall Total: 28 Risk level: High

  WB-7

Adult Example #2

ASSESSMENT INFORMATION

Ryan Donaldson (DOB: 03/29/1976) has been convicted of domestic violence. He was
sentenced to 24 months in prison. The prison sentence was held in abeyance and Mr.
Donaldson was placed on two years probation.

CRIMINAL HISTORY

Juvenile Record

No Juvenile Record per the Summit County Juvenile Court Records.

Adult Record

December 14, 1999; Akron Police Department; Shoplifting; $50 fine and court costs.

December 24, 1999; Akron Police Department; Disorderly Conduct; court costs.

January 25, 2000; Akron Police Department; Domestic Violence; dismissed.

March 14, 2001; Akron Police Department; Domestic Violence; probation 1 year, court
costs, no contact with the victim.

June 18, 2001; Akron Municipal Probation Department; probation violation; probation
revoked, six months in the Summit County Jail.

September 4, 2003; Akron Police Department; Drug Abuse; 1 year prison suspended,
placed on 12 months probation.

January 16, 2008; Akron Police Department; Domestic Violence; 2 years prison
suspended, placed on 24 months probation; INSTANT OFFENSE.

Records from the Summit County Jail indicate that the Mr. Donaldson received no write
ups while in jail.

Probation records indicate that Mr. Donaldson violated his municipal probation and that
as a result of that violation, his probation was revoked and he served the suspended six
month sentence in the Summit County Jail.

County probation records indicate that when Mr. Donaldson was on probation for drug
abuse (cocaine), he had no violations reported to the court. Mr. Donaldson successfully
completed drug education classes and had no positive urine screens out of 36 given.

  WB-8

EDUCATION AND EMPLOYMENT

Mr. Donaldson is currently employed about 50 hours per week at Goodyear Tire
Company. He has worked there off and on for the last ten years. His most recent term
of employment has been for the last 19 months. Mr. Donaldson stated he enjoys his job
and receives good evaluations from his supervisor. Mr. Donaldson stated that he
recently received a raise and has received one additional raise in pay over the last year
and a half. This information has been verified per the Human Resources department at
Goodyear Tire. Information also indicates that Mr. Donaldson was fired in 1991 for no
show and not calling off three days in a row.

Mr. Donaldson stated that he gets along well with his co-workers and spends time with
a few of them outside of work. He states that he sees these co-workers as his friends,
trusts them, and looks to them for advice.

Mr. Donaldson reported a similar relationship with his supervisor though he doesn’t
spend time with him outside of work. He does, however, look up to him and go to him
with personal problems. Mr. Donaldson stated he follows orders from his supervisor
without question.

Mr. Donaldson reported that he has graduated from high school. School records have
verified this. School records also indicate two suspensions, one for fighting and one for
insubordination. These suspensions occurred during 11th and 12th grades,
respectively.

Mr. Donaldson reports that he makes approximately $2,700 monthly and is currently up
to date on all of his bills. He has no problems making his rent, utilities, car payments, or
other financial responsibilities. He is not currently nor has he ever received welfare or
any other form of public assistance.

FAMILY AND MARITAL RELATIONSHIPS

Mr. Donaldson’s current offense is for domestic violence. The victim in this case is his
girlfriend of four years. He stated that they are no longer together although he is hoping
they can get back together. The defendant stated that he cares for his girlfriend and up
until now they have had a good relationship. Mr. Donaldson stated that he lost his
temper during an argument (they frequently argue 3-4 times weekly) and slapped his
girlfriend in the face twice. His girlfriend did not hit him at any time during the offense.

Mr. Donaldson stated that he sees his parents and siblings two to three times a week
and has dinner with them on a regular basis. His parents while not happy with his
behavior now and in the past, have been supportive and continue to communicate with
him and involve him in the family. He reported a similar situation with his other siblings.

  WB-9

Mr. Donaldson’s older brothers and father have been arrested and convicted of charges
in the past.

ACCOMMODATIONS

Mr. Donaldson currently lives in a one bedroom apartment on the west side of Akron.
He is not satisfied with his current living situation (has been there for approximately four
months) and wants to either move back in with his girlfriend or find a bigger place. Prior
to this housing, he lived with his girlfriend in west Akron for three years. During that
period, they resided at the same address. His girlfriend still resides there and he is
hoping that they can get back together and he can move back in with her. Mr.
Donaldson stated that there is lots of criminal activity where he lives now. Many of the
houses in the immediate vicinity are known crack-houses and lead to a lot of arrests
and problems for others in the neighborhood (such as car and house break-ins).

LEISURE AND RECREATION

Mr. Donaldson reports that he is currently involved in AA/CA meetings; however, this is
on a sporadic basis and he does not participate in any functions outside of meetings.
Mr. Donaldson works five days a week and will spend time with his family members on
the weekends. He has dinner with his parents once or twice during the week. In his
spare time he also volunteers at his church making repairs to the building (painting,
carpentry, etc). He attends services at church two to three times a month.

COMPANIONS

Mr. Donaldson reports that he has five friends that he regularly spends time with. Of
those five friends, two have been arrested and convicted of criminal offenses. The
other three friends have never been in trouble with the law. Mr. Donaldson stated that
he has lots of acquaintances and that some have been in trouble with the law before
and that some have not. He sees and tries to spend more time with those friends and
acquaintances that have not been in legal trouble before. Mr. Donaldson stated that in
the past he has hung around with the wrong people, which contributed to him getting
into trouble when he was younger so he tries to stay away from people like that.
However, he still has friends and acquaintances that he sees on a regular basis who
have been in trouble before.

DRUG AND ALCOHOL PROBLEMS

Mr. Donaldson reported that he currently does not use any drugs. He did use crack
cocaine on a weekly basis in the past, which led to problems at work and to his arrest
for drug abuse. He stated that he has not used any illegal drugs in the past seven
years.

Currently, Mr. Donaldson drinks two to three times weekly to blackout. This is less than
what he has drank in the past and reports that he used to have a drinking problem and

  WB-10

still might currently as once he starts drinking he usually drinks all night long. This
behavior has not led to any problems at work as he usually restrains drinking to the
weekends.

During this last offense Mr. Donaldson reported that he was drunk and that he probably
wouldn’t have hit his girlfriend had he not been drinking. The fight started due to an
argument over the defendant’s drinking, the amount of money he spends on beer/liquor,
and his behavior while he is intoxicated.

Mr. Donaldson’s parents have also expressed concern about the defendant’s alcohol
consumption and have advised him to seek help with this problem.

Mr. Donaldson reported that he does on occasion go to AA meetings but with no
regularity. He reported that he thinks he might have a problem, but that he thinks he
can quit using on his own and does not need treatment at this time.

Mr. Donaldson reported no medical problems or concerns related to his previous
substance use or his past/current alcohol use.

EMOTIONAL AND PERSONALITY

Mr. Donaldson reported that he has no emotional problems and did not report insomnia,
anxiety, or excessive worrying. He reported normal sleep and eating patterns. While
on probation, Mr. Donaldson was assessed by a psychologist, but no diagnosis was
made and no medications were prescribed. This referral was made as part of his drug
counseling.

Mr. Donaldson reported that he has had an anger management problem in the past and
that he still has a hard time controlling his temper especially when he is under the
influence of alcohol.

ATTITUDES AND ORIENTATION

When asked how he felt about the trouble he has been in over the years, Mr. Donaldson
stated that there is really nothing that he can do about it now. He is not happy with the
way he acted when he was younger, but he was a kid back then. Mr. Donaldson stated
that he has stayed out of trouble and off drugs for the last seven years. He hopes that
he continues to stay out of trouble and thinks that this current offense was kind of a
wakeup call that he was getting out of hand with his drinking and his anger. Mr.
Donaldson sees work, family, and church as the best ways to keep him out of trouble.
The defendant stated that he thinks he can quit using alcohol on his own, though he
would not object to counseling if it is recommended by his probation officer.

Speaking of the current offense, Mr. Donaldson stated that he knows he was wrong and
had no right to hit his girlfriend. He knows that he scared her and that his temper has
scared her in the past. He hopes that she will forgive him and get back together with

  WB-11

him although if she doesn’t he does not blame her. Mr. Donaldson expressed an
interest in anger management classes/counseling in hopes that if he gets that under
control his girlfriend will see that he is serious about making changes in his behavior.

Mr. Donaldson stated that he and his attorney were worried that he was going to be
sent to prison. He was relieved to be put on probation. He felt this was a fair sentence
and that jail or prison would have been too harsh. He made it clear that he wants to
stay out of prison and jail, and is willing to do some things to change. Mr. Donaldson
hopes he can get an early release from supervision if he successfully completes all
requirements and maintains his employment.

Assessment Results

Prior & Family Education/ Peers Substance Leisure/ Personality/ Attitudes/
Employment Abuse Recreation Behavior Orientation
Scores Current X
X
Offenses

Low

Moderate X X
High X XX
X

Overall Total: 22 Risk level: Moderate/High

  WB-12

Exercise 3.1: Role Clarification

Break into groups of two—one corrections professional and one offender. The
corrections professional should use the steps to role clarification with the
offender as if they are in a check-in component of an initial contact session.
Remember to use the background and assessment information presented on the
previous pages. Once the first participant has played the corrections
professional and has finished using the skill, switch roles so that each participant
has an opportunity to use the skill with their partner.
Remember Role Clarification components:

1. The dual role of the staff
 Helper role
 Accountability roll

2. Flexible vs. inflexible items
3. Offender expectations about the supervision process
Adult Scenario
Use the background and assessment information for Ryan Donaldson.

  WB-13

Setting Goals

Long‐Term Goal Some things to discuss: 
____________________ ‐How realistic is your goal?
____________________ ‐What steps will you take this week toward 
accomplishing your goal?
‐How motivated are you to accomplish your 

goal?

What could get in the way of  How can you overcome those 
accomplishing your goal? barriers? 
__________________
__________________ __________________
__________________ __________________
__________________

Short‐Term Goal Short‐Term Goal Short‐Term Goal
_____________________ _____________________ _____________________

Action Steps Action Steps Action Steps
1. _________________ 1. _________________ 1. _________________
2. _________________ 2. _________________ 2. _________________
3. _________________ 3. _________________ 3. _________________

  WB-14

EPICS Model Practice 1

Break into groups of two—one corrections professional and one offender. The
corrections professional should practice an EPICS session based on the
information below. The session should last roughly 20 minutes and should
include Check-in and Review components. Potential skills include:

 Relationship skills
 Role clarification (if necessary)
 Setting goals

Adult Scenario
Use the assessment results from Ryan Donaldson below to help structure your goals

discussion.

Assessment Results

Prior & Family Education/ Peers Substance Leisure/ Personality/ Attitudes/
Employment Abuse Recreation Behavior Orientation
Scores Current X
X
Offenses

Low

Moderate X X
High X XX
X

Overall Total: 22 Risk level: Moderate/High

  WB-15

Preparing for a Contact Session

CHECK-IN

Need Areas:
______________________________________________________________________
______________________________________________________________________

Compliance Areas:
______________________________________________________________________
______________________________________________________________________

REVIEW

Short-term goals: _______________________
_______________________
_______________________

Long-term goals: _______________________
_______________________
_______________________

Community Agency Referrals:
______________________________________________________________________
______________________________________________________________________

Previous Skill: __________________________

Homework assignment: ___________________

INTERVENTION

Criminogenic Need: _______________________

Type of intervention: ______________________

Materials Needed: ________________________

HOMEWORK

Assignment based on intervention:
______________________________________________________________________

  WB-16

Exercise 5.1: Identifying Targets for Change

List five high risk situations related to one of your goals/high need areas. It may be
necessary to refer back to your Goal Setting worksheet. Write the situation in objective
terms and remember the situation is what occurred just prior to your risky behavior.

High-Risk Situation 1

High-Risk Situation 2

High-Risk Situation 3

High-Risk Situation 4

High-Risk Situation 5

  WB-17

Exercise 6.1: Cost-Benefit Analysis

Participants should break into four equal groups. Each group will read the
scenario below and discuss and list the designated costs and benefits associated
with the behavior using the Cost-Benefit worksheet on page WB-24. Each list will
be shared with the larger training group.
Group 1: Short and Long Term Benefits of the Risky Behavior
Group 2: Short and Long Term Costs of the Risky Behavior
Group 3: Short and Long Term Benefits of the Prosocial Behavior
Group 4: Short and Long Term Costs of the Prosocial Behavior
Adult Scenario
Ryan has expressed that he does not believe that he needs batterers intervention group
and that he does not think he should have to attend. He has not set up the initial
appointment with his counselor and has not attended any groups
.

  WB-18

COST-BENEFIT ANALYSIS

Behavior 1: __________________________________ Behavior 2: __________________________________

BENEFITS COSTS BENEFITS COSTS
(+) (-) (+) (-)

SHORT- SHORT-
TERM TERM

LONG- LONG-
TERM TERM

  WB-19

Exercise 7.1: Behavior Chain

Break into groups of two—one corrections professional and one observer. The
corrections professional should teach the behavior chain to the offender. Once
the first participant has played the corrections professional and has finished
using the skill, switch roles so that each participant has an opportunity to use the
skill with their partner. Use the scenarios below to serve as the basis of the
interaction.

Remember the following procedure when teaching the BEHAVIOR CHAIN:

1. Identify the target behavior you want the client to consider changing.
(Remember, the primary focus for intervention should be a criminogenic need or
responsivity factor.)

2. Write the target behavior in the “Action” box.

3. Ask the client what led up to his/her action. Who were they with, where were
they, what was going on?

4. Write the client’s response in the “Situation” box. Note: The situation is an
external event not a behavioral choice, and thus different than the action. The
situation should always precede the action.

5. Ask the client what s/he was thinking as the situation occurred, that led to the
person engaging in the action. “What were your thoughts just before you made
the choice to act?” or “What were you telling yourself about the situation that led
to your action?

6. Write approximately four to eight thoughts in the “Thought” box. Ensure that the
thoughts recorded logically lead to the action that has been recorded in the
“Action” box.

7. Ask the client for one-word feelings relate to each of the thoughts recorded.
“What feeling comes from this thought?”

8. Point out the relationship between thoughts and feelings/actions. “So if you were
thinking these things and feeling these emotions, do you see how you these
thoughts and feelings led to your choice to act in this way?”

  WB-20

9. Ask the client what positive consequences came from choosing to engage in the
action and record in the “Positive (+) Consequences” portion of the box.

10. Ask the client what negative consequences came from choosing to engage in the
action and record in the “Negative (-) Consequences” portion of the box. Attempt
to elicit internal consequences as well as external consequences. In addition,
when the target action is something that leads to trouble for the client, attempt to
gather more negative consequences.

11. Discuss the consequences that resulted from the behavior and the client’s
evaluation of them in light of his/her goals or ability to avoid future trouble. It
might also be helpful to point out that many positive consequences are short-
term and many negative consequences are long-term.

Adult Scenario
During the check-in component, Ryan tells you that he was bored over the weekend
and could not keep his mind off of drinking. He decided to walk to the corner store and
purchase beer and ended up drinking to blackout. After using effective disapproval to
address this behavior, you want to use a behavior chain to explore his risky thinking
around deciding to go to the store to purchase beer.

  WB-21

Common pitfalls to completing a BEHAVIOR CHAIN:

1. When the action is not a behavior the client has control over (e.g., I was
arrested, I was violated): The action should be a behavior the client engaged in
that is being targeted for change (e.g., I used cocaine).

2. When the situation and the action are the same: The situation should
describe the specific event (or trigger) that led up to the behavior being targeted.
This is something external that the client did not have control over (e.g.,
action=used cocaine; situation=ran into old using buddy who asked me to get
high with him). Clients often describe the ‘situation’ as ‘I got high’—this is why it
is often easiest to begin with the action and work your way backwards to see
what event preceded the behavior being targeted (action).

3. When the situation is not specific enough: Clients will oftentimes describe
the situation as general life stressors (e.g., my wife had left me 6 months earlier, I
was having hard financial times, and I was in an abusive relationship). Such
things may be contributing factors to the action, but they do not help the client
identify the specific high-risk situation that immediately preceded his/her decision
to act. These more general factors can be considered vulnerability factors that
may influence poor decisions, but the ‘situation’ should be more specific and
should immediately precede the action.

4. When thoughts do not reflect the client’s actual self-talk in the situation:
Thoughts should reflect the client’s actual self-talk and be in first-person, present
tense, “Man, I really want to get high--I deserve it,” versus “He wanted to get
high.”

5. When feelings and thoughts get mixed up: For example, “I felt like I deserved
to get high.” This is a thought, not a feeling—the feeling might be entitled or
excited.

6. When feelings reflect how the client felt after the action: Feelings should
reflect how the client felt as the situation occurred. They should precede the
action. Feelings that occurred after the action (e.g., guilt, shame after getting
high) should be recorded in the consequences box—as these are internal
consequences that resulted from the action.

  WB-22

  WB-23

Exercise 7.2: Cognitive Restructuring

Break into groups of two—one corrections professional and one offender. The
corrections professional should use the behavior chain from exercise 7.1 to teach
cognitive restructuring to the offender. Once the first participant has played the
corrections professional and has finished using the skill, switch roles so that
each participant has an opportunity to use the skill with their partner. Use the
scenarios from the previous behavior chain as the basis of the interaction.

Remember the following procedure when using cognitive restructuring:

1. Ask the client if he/she would like to have more positive outcomes from their
behavior/choices. If so, ask what he/she would need to change.

a. If the client says s/he needs to change his/her thinking, identify the riskiest
thought(s) that led to the action and circle them. Then start a new behavior
chain with the SAME situation and elicit new thoughts that counter the riskiest
thoughts. Ask what feelings would result from the new thinking and fill them
into the “Feelings” box. Then ask, “So if you were thinking these new
thoughts and experiencing these new feelings, what would you be likely to
do?” Fill in the new action and associated positive and negative
consequences.

b. If the client gives you a new action, fill in a new behavior chain with the
SAME situation and write the new action in the “action” box. Ask the client
what he/she would need to think in order to engage in the new action. Fill in
the new thoughts and associated feelings. Record the positive and negative
consequences for the new action, including internal as well as external
consequences.

2. Have the client evaluate the new Behavior Chain. You may ask questions such
as “How realistic would this be?” “How would you feel if you tried this new
thinking and new actions?” “How could you respond in similar situations?”
“What would be the benefit if you were to change your thoughts in situations like
this?” “What would be some of the barriers to changing your thoughts/actions?”
“How can those around you, including myself, help you to make these changes?”

  WB-24

  WB-25

  WB-26

Exercise 8.1: Structured Skill Building

Break into groups of two—one corrections professional and one offender. Use
the scenarios below to serve as the basis of the interaction. Take a few moments
to familiarize yourself with the skill steps of the skill chosen and then teach the
offender the skill. The corrections professional should teach the skill following
the steps of structured skill building below. Once the first participant has played
the corrections professional and has finished using the skill, switch roles so that
each participant has an opportunity to use the skill with their partner.

Remember the steps for STRUCTURED SKILL BUILDING:
1. Introduce the skill
2. Obtain offender buy-in
• Why would you need to use this skill?
• What happens if you don’t know how to use this skill?
3. Teach the skill following the concrete steps
4. Model the skill
5. Role play the skill
6. Provide feedback to the offender

Adult Scenario:
Ryan has been attending AA and CA meetings more regularly recently and has
expressed his desire to obtain a sponsor. He believes this will help support him in his
sobriety along with his treatment group. However, he tells you that he does not know
how to approach the man in his AA group that he wants to ask to be his sponsor. He
says that he has used drinking in the past to feel more comfortable in social situations
and doesn’t feel comfortable when sober and trying to talk to people he doesn’t know.
Teach him the skill of Starting a Conversation, Asking a Question, or Introducing
Yourself.

  WB-27

Exercise 9.1: Problem Solving Practice

Break into groups of two—one corrections professional and one offender. The
corrections professional should practice teaching the offender Problem Solving
based on the information provided in the situation.

Adult Scenario
Ryan reports that there is a recent hire at Goodyear that he has not been getting along
with. Ryan reports that he has had several verbal confrontations with this coworker
because he finds him slacking off, making more work for the others who are working.
He has been able to control his temper so far, but is finding it more difficult and doesn’t
know how to handle the situation.

Remember the steps for PROBLEM SOLVING:
1. Identify your problem and goal
Have the offender state their problem objectively. Determine what exactly the offender
wants to happen in the situation and what is best for him/her and everyone involved
2. Brainstorm options and choose the best one
Brainstorm possible solutions to the problem. Review all the alternatives generated and
discuss the short-term and long-term consequences of the solutions
3. Plan and try your solution
Develop concrete action steps in this stage and role play the plan. The offender will then
use this plan to solve the problem

  WB-28

PROBLEM SOLVING WORKSHEET

1. Identify your problem and Problem:
goal (What is wrong with the Goal(s):
situation? What do you want from
the situation?)

2. Brainstorm options and Options:
choose the best one (What do 1.
you need to do to attain your
goal(s)? What are some different 2.
solutions? )
(Consider the positive and 3.
negative outcomes for each
solution. Which option gets you 4.
closer to your goal? Circle the
best one.) Outcomes:
1.

2.

3.

4.

3. Plan and try your solution Action Steps:
(Develop concrete action steps or
use a structured skill to plan and
practice your solution)

Structured Skill:

  WB-29

Exercise 10.1: Brainstorming Reinforcers

Break into groups of 4-5 participants and brainstorm new reinforcement ideas
that cost little to no money. Fill out the reinforcers below to share with the larger
group.
Reinforcers:

1. ______________________________
2. ______________________________
3. ______________________________
4. ______________________________
5. ______________________________
6. ______________________________
7. ______________________________
8. ______________________________
9. ______________________________
10. ______________________________

  WB-30

Exercise 10.2: Effective Social Reinforcement

Break into groups of two—one corrections professional and one offender. The
corrections professional should use the steps of effective social reinforcement
with the offender. Once the first participant has played the corrections
professional and has finished using the skill, switch roles so that each participant
has an opportunity to use the skill with their partner. Use the scenarios below to
serve as the basis of the interaction.
Remember the steps to EFFECTIVE SOCIAL REINFORCEMENT:

1. Immediately tell the offender/youth that you like the type of behavior or speech
just exhibited.

2. Explain why you like what the offender/youth said or did (providing specific
reasons).

3. Encourage the offender/youth to think about why the behavior being reinforced is
desirable and what kinds of short- and long-term benefits will result from
continued use of the behavior.

Remember the EFFECTIVE SOCIAL REINFORCEMENT tips for success:
• Give greater emphasis to the reinforcement above support normally provided to
the offender/youth.
• Use a variety of social reinforcers.
• Pair your social reinforcement with other reinforcers when appropriate.

Adult Scenario
After missing several treatment groups at first, Ryan reports that he has been attending
his anger management group regularly and has not missed a group since your last
meeting two weeks ago.

  WB-31

Exercise 11.1: Effective Disapproval

Break into groups of two—one corrections professional and one offender. The
corrections professional should use the steps to effective disapproval. Once the
first participant has played the corrections professional and has finished using
the skill, switch roles so that each participant has an opportunity to use the skill
with their partner. Use the scenarios below to serve as the basis of the
interaction.
Remember the steps to EFFECTIVE DISAPPROVAL:

1. Immediately tell the offender/youth that you did not like the type of behavior
or speech just exhibited.

2. Explain why you did not like what the offender/youth said or did (provide
specific reasons).

3. Encourage the offender/youth to think about why the behavior is undesirable
and what kinds of short- and long-term consequences will result from continued
use of the behavior.

4. Discuss and identify prosocial alternatives that could be used in place of the
unacceptable behavior.

Remember the EFFECTIVE DISAPPROVAL tips for success:
• Give the effective disapproval greater emphasis.
• Pair the effective disapproval with an appropriate sanction when necessary.
• Often, because effective disapproval targets a behavior for change, it can act as
a transition into the intervention component.

Adult Scenario
Ryan reports that he was bored over the weekend and could not take his mind of having
a drink. He ended up walking down to the store on his corner, buying beer, and drinking
until blackout.

  WB-32

Exercise 11.2: Effective Use of Authority

Participants should break into 5 equal groups. Each group should read the
scenario below and discuss your designated step with your smaller group. Each
group should discuss what the step would look like in this scenario and agree on
what should be said. Answers will be shared with the larger group.

Remember the steps to EFFECTIVE USE OF AUTHORITY:
1. Identify the expected behavior
2. Indicate negative consequence(s) that will occur if offender chooses not to meet
expected behavior
3. Indicate positive consequences if offender chooses to engage in expected
behavior
4. Encourage and guide offender towards expected behavior
5. If they choose expected behavior praise compliance; if they do not meet
expected behavior, remind of consequence and impose it

Adult Scenario
While he has been attending his anger management group regularly, Ryan has refused
to go to the batterers intervention group that was also ordered by the court after his
instant offense. He says that he does not need the group and will go to anger
management, but not batterers intervention.

  WB-33

EPICS Model Practice 2

Break into groups of two—one corrections professional and one offender. The
corrections professional should practice an EPICS session based on the
information below and the previously completed Identifying Targets for Change
worksheet. The session should last roughly 20 minutes and should include
Check-in, Review, Intervention, & Homework components. Potential
interventions include:

 Behavior Chain
 Behavior Chain with Cognitive Restructuring
 Structured Skill Building
 Problem Solving
Adult Scenario
Refer back to the Identifying Risky Situations worksheet filled out for Ryan Donaldson in
module 5. Use one of the risky situations to discuss with Ryan how it might arise in the
future or even when he is off of supervision. Use one of the structured interventions
listed above to target the risky situation/criminogenic need.

  WB-34

Preparing for a Contact Session

CHECK-IN
Need Areas:
______________________________________________________________________
______________________________________________________________________
Compliance Areas:
______________________________________________________________________
______________________________________________________________________

REVIEW
Short-term goals: _______________________

_______________________
_______________________

Long-term goals: _______________________
_______________________
_______________________

Community Agency Referrals:
______________________________________________________________________
______________________________________________________________________

Previous Skill: __________________________

Homework assignment: ___________________

INTERVENTION
Criminogenic Need: _______________________

Type of intervention: ______________________

Materials Needed: ________________________

HOMEWORK

____________________________________________________

  WB-35



Effective Practices in
Community

Supervision (EPICS)

PARTICIPANT WORKBOOK
YOUTH VERSION

University of Cincinnati
Corrections Institute

WB-1

Structuring a Session

Check-In Objectives Skills and Techniques
Review
Intervention • Enhance collaborative working relationship • Relationship skills
• Assess for compliance • Identifying targets for change
Homework • Assess for crises/acute needs • Effective reinforcement/disapproval
• Effective use of authority
• Review previously learned skills
• Review homework assignments • Relationship skills
• Review activities provided by community agency • Setting goals
• Identifying targets for change
referrals • Effective reinforcement/disapproval
• Establish/review short- and long-term goals • Effective use of authority

• Target a criminogenic need • Relationship skills
• Demonstrate the thought-behavior link • Effective reinforcement
• Identify pro-criminal attitudes • Cost-benefit analysis
• Restructure pro-criminal attitudes • Behavior chain
• Model and teach structured skills • Cognitive restructuring
• Teach problem solving • Skill building
• Provide additional/graduated practice • Problem solving
• Graduated practice
• Generalize new skills
• Assign appropriate homework that targets a risky • Relationship skills
• Effective reinforcement/disapproval
situation or criminogenic need • Effective use of authority
• Additional practice

WB-2

Background/Youth Examples

Please read through both youth examples. Training participants supervising
juvenile youths, please read Youth Example 1 and 2. Training participants
supervising adult youths, please read Adult example 1 and 2. During the training,
the trainers will use example 1 to demonstrate the EPICS model and skills.
Training participants will use example 2 to practice the EPICS model and skills.

Youth Example #1 (Trainers)– WB-4
Youth Example #2 (Participants) – WB-7

WB-3

Youth Example #1

ASSESSMENT INFORMATION

Maria Baker (DOB: 05/17/1997) has been adjudicated on possession of cocaine. She
was ordered to probation and was referred to substance abuse programming. In
addition, she is to continue attending school and obtain and maintain employment
following the completion of her drug treatment program.

CRIMINAL HISTORY

Juvenile Record

June 6, 2008; Cincinnati Police Department; Shoplifting; diversion.

December 14, 2008; Cincinnati Police Department; Shoplifting; probation.

January 25, 2009; Cincinnati Police Department; Drug Abuse; probation violation;
continued probation.

March 28, 2009; Cincinnati Police Department; Drug Abuse, Probation Violation;
continued probation.

April 16, 2010; Cincinnati Police Department; Possession of a Controlled Substance; 12
months suspended sentence to DYS, 6 month residential treatment program (INSTANT
OFFENSE)

EDUATION AND EMPLOYMENT

Maria is currently enrolled in an alternative school in downtown Cincinnati. She reports
that the school is alright, but she does not like going and that she doesn’t see the value
in completing her high school diploma even though she only has one year left to
complete. Maria is not currently employed. She reported that while she has worked
odd jobs in the past, she has never held a job for more than a week or two. She has not
worked at any job for the last ten months. Maria reported that she was usually fired
from her previous jobs as she failed to report to work on time. Furthermore, she would
show up to work under the influence of drugs/alcohol.

Maria had a history of suspensions and an expulsion from her previous high school,
which led to her being placed in her current alterative school. At the current school,
Maria has received in school suspensions for skipping class or not completing her
assignments.

WB-4

FAMILY RELATIONSHIPS/ACCOMODATIONS

Maria resides in West Cincinnati in an apartment with her mother and two sisters.
Maria’s older sister is 21, while her younger sister is 14. Maria expresses that she is
much closer to her older sister and they spend a lot of time together. Maria reports that
her relationship with her mother has not always been smooth and they argue a lot,
especially since she has become involved with the law and probation. Maria feels that
her mother nags her and that she is too old for her mother to be telling her what to do.

Maria also has a maternal grandmother in the area who is in a nursing home. Maria
has had no contact with her grandmother since she went to live at the nursing home
over two years ago. Maria became very upset when she started talking about her
grandmother because her grandmother was always someone who was very important
to her and she has lost contact with her because of her problems with the law. Maria
stated that she would like to see her grandmother very much.

LEISURE AND RECREATION

Maria reports that she spends most of her time with her older sister and her sister’s
friends. She says that she will sometimes skip school in order to hang out with them.
Maria also reports drinking alcohol and smoking marijuana with them regularly. Maria
reports that she sometimes attends AA or CA meetings in Cincinnati as her probation
officer suggested, but it is sporadic because she has no way to get to meetings. Aside
from these meetings, Maria is not involved in any community counseling or treatment
agencies.

PEER ASSOCATIONS

Maria reports having no friends her own age and does not like to hang out with other
teenagers. Maria spends most of her time with her 21-year-old sister and her sister’s
friends. Maria also reported that she is not interested in boys her age either and prefers
to hang out with the older men that her sister and their friends have around.

DRUG AND ALCOHOL PROBLEMS

Maria began using alcohol at the age of 13 and drugs (marijuana and prescription pills)
at the age of 14. She uses alcohol and marijuana on a daily basis and uses prescription
pills 1-2 times a week. She reports liking the buzz she gets from using and figures it is
just part of life. She doesn’t see anything wrong with it and thinks no one would
consider it a problem if she was older. She considers herself to be much older than her
age because of her experiences so she should be able to drink and smoke if she wants
to. She said that she has sold some drugs because she needed the money. Maria
sometimes uses drugs and alcohol alone, but most often engages in this when with her
older sister and her sister’s friends.

WB-5

EMOTIONAL AND PERSONALITY

Maria reported she sometimes feels depressed about her current situation, more
specifically being on probation and some of the drug use and relationships she has
recently been involved in.

Maria has never been assessed before or gone for mental health treatment. She is also
not currently involved in mental health treatment. Maria expressed that she did not want
to go to counseling for her depression and drug use.

ATTITUDES AND ORIENTATION

Maria reports that she does not think she should have to be on probation and that the
departments time would be better spend on those committing “real” crimes. She
expresses that she sees her drug use as out of control sometimes, but that she
possesses the ability to reign it in if necessary.

Assessment Results

Prior & Family Education Peers Substance Leisure/ Personality/ Attitudes/
Abuse Recreation Behavior Orientation
Scores Current XX

Offenses

Low

Moderate X XX
High XX
X

Overall Total: 26 Risk level: High

WB-6

Youth Example #2

ASSESSMENT INFORMATION

James Austin (DOB: 03/29/1996) has been convicted of burglary. James was placed
on probation.

CRIMINAL HISTORY

Juvenile Record

December 14, 2009; Akron Police Department; Shoplifting; diversion.

March 25, 2010; Akron Police Department; Burglary; probation 2 year, court costs, no
contact with the victim. INSTANT OFFENSE.

Records from the Summit County Detention Center indicate that the James received no
write-ups while in lock-up for the instant offense.

EDUCATION AND EMPLOYMENT

James is in 10th grade in high school where he is an average student. He attends
school sporadically and has expressed less interest and motivation in school since
entering into the 10th grade. James has started missing certain classes and sometimes
does not go to school at all, which is causing problems with his attendance and grades.
James describes himself as a loner and says he doesn’t hang out with any of the kids at
school. The principal reported that James is a “good kid,” but did not know much about
him. James’ principal and teachers have become concerned about James as there are
a group of kids that have started to pick on him and give him a hard time at school.

FAMILY RELATIONSHIPS/ACCOMODATIONS

James is an only child and lives with his mother and father in a neighborhood right
outside of Akron. His parents report that they think he is a good boy and they are
shocked that he has been getting into trouble lately. They have started to have
discipline problems with him recently, but do not know what is behind the change in his
behavior. They believe that he entered the home where he was caught with the intent
to find cash because the family is in financial trouble. They are very embarrassed by
this incident and will do anything to keep something like this from happening again. His
parents have very strict rules and high expectations for James and this often causes
disputes within the home between James and his parents.

WB-7

LEISURE AND RECREATION

James reports spending most of his time with his friend, Kyle, who is in the 11th grade,
Kyle was with James when he was caught for the burglary charge. James reports that
Kyle isn’t really a close friend, but is the only person he hangs out with. James reports
spending a lot of time alone and that he is increasingly bored with nothing to do in his
neighborhood. He is not involved in any sports or clubs at school.

PEER ASSOCIATIONS

James reports that he only has one real friend that he hangs out with. There is a group
of kids at school who make fun of him and who he has started to try to avoid. He
spends most of his time at home or hanging out at his friend Kyle’s house. Kyle was
with James the night he was caught for burglary and has been in trouble for shoplifting,
fights at school, and possession of marijuana.

DRUG AND ALCOHOL PROBLEMS

James first used alcohol at the age of 13. He drank liquor that had been stored in his
parents’ basement. He reported that he hated the taste, but did like the way it made
him feel carefree about what was going on around him. James reported that he drinks
whenever he is able to steal some beer or wine from his parents without them noticing
or whenever he is able to get it from a local grocery store from an older kid that works
there. James also reports that Kyle is able to get beer for them on the weekend and
they drink to blackout. James reported that he has smoked marijuana several times
with his friend Kyle.

ATTITUDES AND ORIENTATION

When asked how he felt about the trouble he has been in the past few months, James
expresses remorse for his crimes and that the victim is now afraid to go back into her
home and has had to stay with her son and daughter-in-law. James is upset over the
trouble and embarrassment that he has caused his parents. He has been unable to
articulate exactly why he did what he did, however, he does report that he believes it is
unfair that others have so much while he and his family have to struggle to make ends
meet. He seems very upset that his parents work so hard and that they can never get
ahead in life. At times, James makes neutralizations about his burglary charge because
he says that he and his parents need the money more than the woman he stole from.

Assessment Results

Prior & Family Education/ Peers Substance Leisure/ Personality/ Attitudes/
Employment Abuse Recreation Behavior Orientation
Scores Current

Offenses

Low

Moderate X X X X XX
High X X

Overall Total: 22 Risk level: Moderate/High

WB-8

Exercise 3.1: Role Clarification

Break into groups of two—one corrections professional and one youth. The
corrections professional should use the steps to role clarification with the youth
as if they are in a check-in component of an initial contact session. Remember to
use the background and assessment information presented on the previous
pages. Once the first participant has played the corrections professional and has
finished using the skill, switch roles so that each participant has an opportunity
to use the skill with their partner.
Remember Role Clarification components:

1. The dual role of the staff
• Helper role
• Accountability roll

2. Flexible vs. inflexible items
3. Youth expectations about the supervision process

Juvenile Scenario
Use the background and assessment information for James Austin.

WB-9

Setting Goals

Long-Term Goal Some things to discuss:
____________________
____________________ -How realistic is your goal?

-What steps will you take this week toward
accomplishing your goal?

-How motivated are you to accomplish your
goal?

What could get in the way of How can you overcome those
accomplishing your goal? barriers?

__________________ __________________

__________________ __________________

__________________ __________________

Short-Term Goal Short-Term Goal Short-Term Goal
_____________________ _____________________ _____________________

Action Steps Action Steps Action Steps
1. _________________ 1. _________________ 1. _________________
2. _________________ 2. _________________ 2. _________________
3. _________________ 3. _________________ 3. _________________

WB-10

EPICS Model Practice 1

Break into groups of two—one corrections professional and one youth. The
corrections professional should practice an EPICS session based on the
information below. The session should last roughly 20 minutes and should
include Check-in and Review components. Potential skills include:

• Relationship skills
• Role clarification (if necessary)
• Setting goals

Juvenile Scenario
Use the assessment results from James Austin below to help structure your goals

discussion.

Assessment Results

Prior & Family Education/ Peers Substance Leisure/ Personality/ Attitudes/
Employment Abuse Recreation Behavior Orientation
Scores Current

Offenses

Low

Moderate X X X X XX
High X X

Overall Total: 22 Risk level: Moderate/High

WB-11

Preparing for a Contact Session

CHECK-IN

Need Areas:
______________________________________________________________________
______________________________________________________________________

Compliance Areas:
______________________________________________________________________
______________________________________________________________________

REVIEW

Short-term goals: _______________________
_______________________
_______________________

Long-term goals: _______________________
_______________________
_______________________

Community Agency Referrals:
______________________________________________________________________
______________________________________________________________________

Previous Skill: __________________________

Homework assignment: ___________________

INTERVENTION

Criminogenic Need: _______________________

Type of intervention: ______________________

Materials Needed: ________________________

HOMEWORK

Assignment based on intervention:
______________________________________________________________________

WB-12