1080173 EPICS TRAINING MANUAL

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-13

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-15. 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
Juvenile Scenario
James has expressed that he is not interested in stopping his drinking. He believes that
he deserves a break from reality and that is in control of his behavior even when he
drinks.

WB-14

COST-BENEFIT ANALYSIS

Behavior 1: __________________________________ Behavior 2: __________________________________

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

SHORT- SHORT-
TERM TERM

LONG- LONG-
TERM TERM

WB-15

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 youth. 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 youth 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 youth what led up to his/her action. Who were they with, where were
they, what was going on?

4. Write the youth’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 youth 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 youth 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-16

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

10. Ask the youth 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 youth, attempt to
gather more negative consequences.

11. Discuss the consequences that resulted from the behavior and the youth’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.

Juvenile Scenario
During the check-in component, James tells you that he snuck out of the house to go to
a party with Kyle, where he ended up drinking and not returning home until the next day.
After using effective disapproval to address this behavior, you want to use a behavior
chain to explore his risky thinking when Kyle approached him about sneaking out to go
to the party.

WB-17

Common pitfalls to completing a BEHAVIOR CHAIN:

1. When the action is not a behavior the youth has control over (e.g., I was
arrested, I was violated): The action should be a behavior the youth 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 youth did not have control over (e.g.,
action=used cocaine; situation=ran into old using buddy who asked me to get
high with him). Youths 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: Youths 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 youth
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 youth’s actual self-talk in the situation:
Thoughts should reflect the youth’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 youth felt after the action: Feelings should
reflect how the youth 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-18

WB-19

Exercise 7.2: Cognitive Restructuring

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, Review, Intervention, & Homework components with cognitive
restructuring as the intervention. The corrections professional should use the
behavior chain from exercise 7.1 to teach cognitive restructuring to the youth.

Once the first participant has played the corrections professional, switch roles so
that each participant has an opportunity to practice the full model 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 youth 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 youth 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 youth 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 youth
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 youth 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-20

WB-21

WB-22

Exercise 8.1: Structured Skill Building

Break into groups of two—one corrections professional and one youth. 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
youth 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 youth 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 youth

Juvenile Scenario:
James has recently been getting into fights with his mom about him not helping out
around the house. The fights have started getting worse, with both of them yelling at
each other and James has broken things around the house during several fights. Teach
him the skill of Using Self Control or Keeping Out of Fights.

WB-23

Exercise 9.1: Problem Solving

Break into groups of two—one corrections professional and one youth. Use the
scenario below to serve as the basis of the interaction. The corrections
professional should teach the Problem Solving skill following the steps of
structured skill building. 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.

Juvenile Scenario
James reports that while he has been going to school consistently, the group of kids
that were giving him a hard time are still at it. They yell things at him in the hall and
have threatened him with violence several times. James tells you during the check-in
component that he wants to continue going to school because he’s been doing well, but
these kids are making him want to avoid it so he doesn’t have to deal with them.

Remember the steps for PROBLEM SOLVING:
1. Identify your problem and goal
Have the youth state their problem objectively. Determine what exactly the youth 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 youth will then
use this plan to solve the problem

WB-24

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-25

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-26

Exercise 10.2: Effective Social Reinforcement

Break into groups of two—one corrections professional and one youth. The
corrections professional should use the steps of effective social reinforcement
with the youth. 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.

Juvenile Scenario
You get a report that James has gone to school every day for the past two weeks since
your previous visit. He has been completing all his assignments and is beginning to
bring up his grades.

WB-27

Exercise 11.1: Effective Disapproval

Break into groups of two—one corrections professional and one youth. 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.

Juvenile Scenario
James reports that he snuck out of the house this past weekend with his friend Kyle to
go to a party at the house of an acquaintance of Kyle’s. While there, James ended up
drinking and not coming home until the next morning.

WB-28

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 youth chooses not to meet
expected behavior
3. Indicate positive consequences if youth chooses to engage in expected behavior
4. Encourage and guide youth towards expected behavior
5. If they choose expected behavior praise compliance; if they do not meet
expected behavior, remind of consequence and impose it

Juvenile Scenario
An expectation of James’ probation is that he attend substance abuse groups
concerning his alcohol use. However, after his initial assessment, James has blown off
the first three treatment groups. His counselor has reported that if he misses one more,
he will be kicked out of the group and placed on the wait list for another group to begin.

WB-29

EPICS Model Practice 2

Break into groups of two—one corrections professional and one youth. 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:

• Cost Benefit Analysis
• Behavior Chain
• Behavior Chain with Cognitive Restructuring
• Structured Skill Building
• Problem Solving

.
Juvenile Scenario
Refer back to the Identifying Risky Situations worksheet filled out for James Austin in
module 5. Use one of the risky situations to discuss with James how it might arise in
the future when he is off of supervision. Use one of the structured interventions listed
above to target the risky situation/criminogenic need.

WB-30

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-31



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. _________________

Copyright © 2014.  Reproduced by permission of University of Cincinnati Corrections Institute.    

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

Copyright © 2014.  Reproduced by permission of University of Cincinnati Corrections Institute.    

COST-BENEFIT ANALYSIS

Behavior 1: __________________________________ Behavior 2: __________________________________

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

SHORT- SHORT-
TERM TERM

LONG- LONG-
TERM TERM

Copyright © 2014.  Reproduced by permission of University of Cincinnati Corrections Institute.    

COST-BENEFIT ANALYSIS

Behavior 1: __________________________________ Behavior 2: __________________________________

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

SHORT- SHORT-
TERM TERM

LONG- LONG-
TERM TERM

Copyright © 2014.  Reproduced by permission of University of Cincinnati Corrections Institute.    

Copyright © 2014.  Reproduced by permission of University of Cincinnati Corrections Institute.    

Copyright © 2014.  Reproduced by permission of University of Cincinnati Corrections Institute.    

Copyright © 2014.  Reproduced by permission of University of Cincinnati Corrections Institute.    

Copyright © 2014.  Reproduced by permission of University of Cincinnati Corrections Institute.    

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:

Copyright © 2014.  Reproduced by permission of University of Cincinnati Corrections Institute.    

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:

Copyright © 2014.  Reproduced by permission of University of Cincinnati Corrections Institute.    

File Name: EPICS RATING FORM
Length of Session:
Date of Session: Staff Name:
Audio Session #: Client Name:
Agency:
Coder Name:
Coding Key Coding Date:
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

Session Structure S I MN
CHECK-IN
Promoted a collaborative relationship with client

Set the tone by being genuine
Set the tone by being collaborative
Set the tone by showing concern and empathy
Set the tone by engaging client

Assessed for crisis/acute needs S I MN

Asked the client how s/he is doing at the beginning of the session
Asked the client about specific need areas (e.g., school, relationships, employment, etc.)
Asked the client if there have been any significant changes in the client's life since the last session
Asked the client if there is anything bothering her/him
If an acute need/crisis was identified, listened and responded with concern
Noted any areas of concern that need to be addressed later in the session

Assessed for compliance with conditions S I MN

Inquired about the client's compliance with major conditions/expectations of supervision
Noted any areas of concern that need to be addressed later in the session

COMMENTS:

Developed by the University of Cincinnati Corrections Institute 1
Revised 01/2016

EPICS RATING FORM

File Name: Staff Name:
Length of Session: Client Name:
Date of Session: Agency:
Audio Session #:

REVIEW S I MN
Set or reviewed goals with the client

Set goals or checked-in on goal progress
Discussed steps client has or will need to take to accomplish goals
Distinguished between long- and short-term goals
Provided feedback on goal progress (or lack of progress)
Discussed barriers to goals

Discussed community agency referrals S I MN

Inquired about progress if client is participating in a community-based program
Asked what client is learning or doing in programs
Encouraged and supported prosocial activities and skills learned in programs
Assessed for and addressed any barriers that may inhibit client’s participation

Enhanced learning by reviewing previous intervention S I MN

Reviewed intervention taught in previous sessions
Clarified concepts related to previous skills
Reinforced understanding and comprehension

Reviewed previous homework assignment S I MN

Asked client to report out on the homework assignment

Provided substantive feedback regarding the homework

Clarified terms and concepts that the client was unclear about in the homework

If not completed, had client complete during the session

COMMENTS:

Developed by the University of Cincinnati Corrections Institute 2
Revised 01/2016

EPICS RATING FORM

File Name: Staff Name:
Length of Session: Client Name:
Date of Session: Agency:
Audio Session #:

INTERVENTION S I MN
ABC model / Behavior Chain

Introduced the model/tool
Discussed importance or usefulness of model/tool

Explained the different components of model: situation, thoughts, feelings, behaviors, consequences
Emphasized how the components are linked together (i.e., how thoughts influence behavior, and how
behavior is tied to consequences)
Applied the different steps to a specific situation of the client

Helped client summarize the results, reiterating the thought-behavior link

Cognitive Restructuring S I MN

Introduced the model/tool
Discussed importance or usefulness of model/tool

Helped client recognize risky, antisocial thoughts

Helped client replace risky, antisocial thoughts with prosocial thoughts (i.e., cognitive restructuring)

Helped client summarize the results and compare with Behavior Chain (reiterating the thought-
behavior link)

Modeled new prosocial thoughts (i.e., “play” the client and walk through the new thinking)
Had the client role play or practice the new restructured thoughts
Gave the client feedback after the role play is complete

Cost-Benefit Analysis S I MN

Introduced the tool 3

Discussed importance or usefulness of tool

Explained the different components of the tool: short and long-term pros and cons

Helped client recognize risky situations or decisions for which CBA could be used

Helped client brainstorm pros and cons of chosen situation or decision

Gave the client feedback after the CBA is complete

Had the client complete a CBA on an alternative pro-social behavior
Helped client summarize the results of CBA (e.g., were there more short/long-term pros or cons
listed; what implications does this have for future behavior, etc.)

Developed by the University of Cincinnati Corrections Institute
Revised 01/2016

File Name: EPICS RATING FORM
Length of Session:
Date of Session: Staff Name:
Audio Session #: Client Name:
Agency:

Structured Skill Building (Skill: List) SI MN

Introduced the skill to be taught MN
Discussed importance or usefulness of skill MN
Taught and explained the different steps of the new skill
Applied the different steps to a specific situation of the client
Solicited client input on the skill steps
Modeled the steps (i.e., "play" the client and walk through the steps of the skill)
Had the client role play or practice the skill with the specific situation of the client
Gave the client feedback after the role play is complete

Graduated Rehearsal / Practice SI

Had the client practice a recently learned technique again, but in a different situation

Other (Tool: Name) SI

Introduced the skill/tool
Discussed importance or usefulness of skill/tool
Taught and explained the different components/steps of the new skill/tool
Applied the different steps to a specific situation of the client
Modeled skill/tool for client
Had client practice use of skill/tool
Provided feedback to client on use of skill/tool (reinforcement or constructive feedback)

COMMENTS:

Developed by the University of Cincinnati Corrections Institute 4
Revised 01/2016

EPICS RATING FORM

File Name: Staff Name:
Length of Session: Client Name:
Date of Session: Agency:
Audio Session #:

HOMEWORK

Generalized to new situations S I MN

Discussed with the client how the skill can be used in other situations
Discussed with the client situations in the client's past that this skill could have been helpful

Assigned appropriate homework S I MN

Assigned homework around an intervention taught in a previous session (e.g., the Behavior Chain)
Gave client clear expectations about how to complete the homework and when it is due
Encouraged the client to use the skill on a risky situation outside of the session
Identified or assigned a specific situation

COMMENTS:

Behavioral Practices S I MN
Effective Reinforcement

Immediately told the client that staff liked the type of behavior/speech just exhibited.

Explained why staff liked what the client said or did (providing specific
Erenacsoounrsa)g. ed client to think about why this behavior/speech is desirable, and what kinds of short- and
long-term benefitis will result from continued use of this behavior/speech.

COMMENTS:

Developed by the University of Cincinnati Corrections Institute 5
Revised 01/2016

File Name: EPICS RATING FORM
Length of Session:
Date of Session: Staff Name:
Audio Session #: Client Name:
Agency:

Effective Disapproval S I MN

Immediately told the client that staff did not like the type of behavior or speech just exhibited.

Explained why staff did not like what the client said or did (providing specific reasons).

Encouraged client to think about why the behavior is undesirable, and what kinds of short- and long-
term negative consequences will result from continued use of this behavior or speech.

Discussed and identified prosocial alternatives that could be used in place of the unacceptable
behavior.

COMMENTS:

Effective Use of Authority S I MN

Identified the expected behavior and focused on the behavior.

Specified the choices the client has (e.g., continuing to use drugs or maintaining sobriety.

Indicated negative consequence(s) that will occur if client chooses not to meet expected behavior.

Indicated positive consequence(s) if client chooses to engage in expected behavior.

Encouraged and guided client towards expected behavior.

COMMENTS:

General Ratings S I MN
Staff was an anti-criminal model

Used a respectful tone of voice and appears genuine in interactions
Used language that is respectful and not derogatory
Used verbal praise frequently throughout session
Encouraged client's behavioral change
Avoided inappropriate remarks

Developed by the University of Cincinnati Corrections Institute 6
Revised 01/2016

File Name: EPICS RATING FORM
Length of Session:
Date of Session: Staff Name:
Audio Session #: Client Name:
Agency:

Used reflective listening statements S I MN

Listened to the client and responded appropriately
Paraphrased or summarized what the client has said
Summarized the content of the contact session

Communication was clear and concise S I MN

Conversation with client was clear and easy to follow
Provided clear instructions and/or expectations
Explained items the client seems confused or uncertain about
Redirected client if client got off topic

Engaged the client throughout the session SI MN
MN
Prompted the client to speak
Asked open-ended questions
Asked questions that elicited feedback from client on thoughts, behaviors, consequences
Avoided lecturing and giving orders to the client

Model Fidelity SI

Provided enough time to help client address any crises or criminogenic needs that were being targeted

Delivered session in a reasonable time frame
Remained focused and deliberate while completing the EPICS model

Outside Referrals S IM N

Made referrals to community-based providers based on criminogenic needs

Made referrals to community-based providers to address responsivity issues (e.g., mental health
issues, housing, transportation, etc.)

Developed by the University of Cincinnati Corrections Institute 7
Revised 01/2016

File Name: EPICS RATING FORM
Length of Session:
Date of Session: Staff Name:
Audio Session #: Client Name:
Agency:

Role Clarification S I MN

Helped the client understand the role of the staff and the role of the client in the supervision process
Explored client's expectations of staff and time on supervision
Discussed negotiable and non-negotiable areas
Noted confidentiality limitations
Helped the client understand the purpose of supervision
Moved between the surveillance role and helping role throughout the session

COMMENTS:

Developed by the University of Cincinnati Corrections Institute 8
Revised 01/2016

File Name: EPICS RATING FORM
Length of Session:
Date of Session: Staff Name:
Audio Session #: Client Name:
Agency:

Criminogenic Needs

Discussed a criminogenic need YES NO

Targeted a criminogenic need area S I MN

Main focus of session was a criminogenic need

Used an intervention focused on one of these areas

Spent sufficient time discussing strategies to help client in one of these areas

Which criminogenic needs were targeted? Which non-criminogenic needs were targeted?
(check all that apply) (check all that apply)

Criminal attitude/beliefs Stress/anxiety
Peer associations Self-esteem
Antisocial personality (weak self control, weak Transportation
anger management, poor problem solving skills) Child care
Substance abuse Mental health
Family Vague emotional problems
Vocational skills and employment Physical health
Education Motivation
Constructive leisure time Other:

COMMENTS:

Developed by the University of Cincinnati Corrections Institute 9
Revised 01/2016

File Name: EPICS RATING FORM
Length of Session:
Date of Session: Staff Name:
Audio Session #: Client Name:
Agency:
AUDIO NOTES:

Developed by the University of Cincinnati Corrections Institute 10
Revised 01/2016

EPICS&CODING&CHEAT&SHEET&

Coding Key

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

&

Rules&of&Thumb& • Always#consider#spirit/intent#of#item# • Check#indicators#if:#1)#staff#attempted#it,#
• Any#acronyms#should#be#qualified#first# or#2)#staff#completed#it#
• Do#not#assume#staff#intent#
• Capitalize#names#of#interventions#and# i.e.#homework#(HW)# • Be#careful#when#copying#text#
• Be#specific#&#detailed#in#feedback# • Make#sure#to#differentiate#between#
behavioral#practices# • Individualize#feedback#as#much#as#
• Provide#feedback#on#indicators— strengths#&#areas#for#improvement#
possible#
especially#for#“Ms”#and#“Is”#

&

Check:In:&Foundation)for)the)rest)of)the)session—where)need)areas/concerns)may)be)uncovered)that)may)addressed)
later)in)the)session)

Component& Indicators& Spirit/Intent& Common&Pitfalls&

Building))a)Collaborative) • Set)the)tone)by)being)genuine# Using)open?ended) • Look)for)staff)engaging)the)client,)
Relationship))
• Set)the)tone)by)being) questions)and) and)not)telling)the)client)what)is)
Assessing)for)Crises/Acute)Needs) collaborative# solicitation)of) going)on&

• Set)the)tone)by)showing) client’s)current) • Make)sure)there)is)an)actual)
concern/empathy#
status,)making)sure) Check?In&
• Set)the)tone)by)engaging)the)
client# to)make)it)a)two? • Want)staff)to)build)working)

sided)conversation) relationship)with)client)each)

session&

• Asked)client)how)s/he)is)doing)at) Gauging)how)client) • It)is)okay)if)needs)may)overlap)

beginning)of)session) is)doing)with)regard) with)compliance)(i.e.)education)or)

• Asked)client)about)specific)need) to)specific)need) employment,)substance)use,)

areas) areas,)crises/acute) housing)&

• Asked)client)about)significant)life) needs,)and)general) • It’s)not)about)the)number)of)
well?being)(life)
changes) questions,)but)what)staff)can)get)

• Asked)client)if)there)is)anything) changes,)concerns);) client)to)divulge)(some)are)more)

bothering)her/him) talkative)than)others;)thus,)

• If)an)acute)need/crisis)identified,) requiring)less)questions))
listened)and)responded) • Should)be)more)than)just)

appropriately) discussion)about)a)recent)

• Noted)any)areas)of)concern)that) violation/concern)

needed)to)be)addressed)later)in)

the)session)

Assessed)for)Compliance)with) • Inquired)about)client’s) Reiterating)several) • Assess)for)several)conditions)(3?4)&
Conditions)
compliance)with)major) conditions)of) • Example)conditions:)police)

conditions)or)expectations)of) supervision)to)make) contact,)UAs,)CS,)treatment,)

supervision) sure)client)is)on) assessments,)counseling,)curfew,)

• Noted)any)areas)of)concern)that) track)(lack)of) fines,)fees,)restitution,)school)or)

need)to)be)addressed)later)in)the) progress)or) employment,)medications,)

session) progress))&)identify) adhering)to)instit’l)rules)

any)concerns)

• Never#N/A#the#first#two#components# • If#it#is#a#crisis#situation,#coder#should#let#Coach#know#and#
• If#there#is#no#CheckQIn,#code#all#3#components#as#“M”# N/A#the#form##

#
#
#

Review:&Each)item)should)be)separate,)structured—last)two)may)somewhat)blend)together.)

Component& Indicators& Spirit/Intent& Common&Pitfalls&

Set)or)Review))Goals) • Set)or)checked?in)on)goal)progress# Client)should)leave)the) • Set)goals)but)do)not)actually)
discuss)any)steps)to)goals&
• Discussed)steps)client)has/will) session)knowing)what) Should)not)be)combined)with)
a)behavioral)practice)or)CBA&
need)to)take)to)accomplish)goals# his/her)short?)&)long? • Checking?in)on)progress)may)
not)be)as)detailed)as)initial)
• Distinguish)between)short?)&) term)goals)are,)steps) setting)of)goals,)but)may)still)
warrant)a)“S”&
long?term# necessary)to)reach)these) • Use)of)the)word)“goals”)does)
• Provide)feedback)on)goal)progress) goals—should)be)able)to) not)always)=)goals)discussion&
(or)lack)of))# leave)the)session)and) If)staff)using)Structured)Skill)
Building)skill)of)“Setting)a)
• Discussed)barriers)to)goals# make)progress)on)goal) • Goal”,)this)should)only)be)
achievement) scored)out)during)the)
Intervention)&)separate)
) goals)discussion)should)occur)
during)Review&
Should)be)discussed)in) • There)is)no)minimum)
every)session) number)of)goals)that)need)to)
be)discussed&
•
Barriers)may)included)things)
Discussed)Community)Agency) • Inquired)about)client’s)progress)in) Gauging)client’s) • like)travel,)finances,)
Referrals) daycare/sitter)needs,)liking)
participating)in)community?based) participation)and) the)counselor,)etc..—many)
Enhanced)learning)by)Reviewing) times)these)come)up)with)
Previous)Intervention) program(s)) attendance)in)groups,) client)is)not)attending)
If)client)is)in)MH)or)
Reviewed)Previous)Homework) • Asked)what)client)is)learning)or) treatment,)counseling,) individual)counseling,)there)
Assignment) is)no)expectation)that)client)
doing)in)program(s)) etc…)&)asking)client) divulge)what)they)are)
discussing)(expectation)of)
• Encouraged)&)supported) what)s/he)is)doing)in) • privacy)—should)encourage)
prosocial)activities)&)skills) order)to)reinforce)what) their)continued)
learned)in)program(s)) is)being)accomplished)in) participation,)though.))
outside)referrals.)Help)to)
• Assessed)for)&)addressed)any) reinforce)what)they)are) Only)code)this)if)it)is)
barriers)that)may)inhibit)client) doing.) apparent)staff)taught)an)
participation) ) intervention)in)a)previous)
session;)otherwise)“N”)
Listen)for)indication) If)staff)assigned)homework)
based)on)an)intervention,)
client)is)in)therapy,) then)this)component)must)
also)be)scored)out)
counseling,)program,) Does)not)need)to)be)lengthy)

etc…) If)client)does)not)bring)
homework,)you)can)mark)
• )Reviewed)intervention)taught)in) Reinforcing)the) • first)indicator)and)code)it)as)
“S”)
previous)session) underlying)emphasis)or) Do)not)score)this)if)there)is)
no)indication)staff)assigned)
• Clarified)concepts)related)to) takeaway)of)the) homework)
previous)skills) previous)intervention) Does)not)need)to)be)lengthy)
Intervention)taught)does)not)
• Reinforced)understanding)&) and)reiterating)the) • always)mean)homework)was)
comprehension) components)associated) assigned)
with)the)tool.)

• Asked)client)to)report)out)on) Having)client)report)out) •
homework)assignment) on)what)they)did)so)that) •
staff)has)an)
• Provided)substantive)feedback) understanding)of)client’s) •
regarding)homework) comprehension)and)so)
staff)can)provide) •
• Clarified)terms)&)concepts)that) feedback)on)use)&) •
client)was)unclear)about)in) understanding)of)the)
homework) intervention)

&

&

Intervention:&Staff)must)teach)the)intervention,)not)just)apply)it;)client)should)be)able)to)implement)tool’s)use)

outside)of)the)session)

Each&Intervention&Should&Include&the&Following:&

o Introduction)of)the)intervention)(name)of)the)intervention))
! If#there#is#indication#that#offender#has#seen/used#the#tool#before#with#staff,#introducing#and#selling#the#tool#is#not#
necessary#to#get#a#Satisfactory#

o Discussion)of)usefulness/importance)of)the)intervention)
! Ideally,#staff#should#ask#client#a#few#openQended#questions#in#order#to#“sell”#the#importance#of#the#intervention#(“Why#
do#you#think#it#is#important#to#____?”;#“Why#might#it#be#important#to#know#how#to_____”).#
! Staff#can#still#successfully#discuss#importance/usefulness#of#intervention#by#telling#the#client#and/or#talking#about#it’s#
purpose,#though.#

o Identification)and)discussion/definition)of)the)components/parts)of)the)intervention)
! Behavior#Chain—situation,#thoughts,#feelings,#action,#consequences#
! Cognitive#Restructuring—situation,#thoughts,#feelings,#action,#consequences#
! CostQBenefit#Analysis#(CBA)—shortQ#and#longQterm#pros#and#cons#(costs/benefits,#good/bad,#positive/negative)#
! Structured#Skill#Building—specific#skill#steps#(based#on#skill#cards)#

o Applying)intervention)to)client?specific)behavior/situation)
! It#is#important#that#the#application#is#appropriate#and#correct#)

Component& Indicators& Spirit/Intent& Common&Pitfalls&

Behavior)Chain)(ABC)Model)) • Introduced)the)model/tool# Help)client)understand)how) • Make)sure)that)situation)

• Discussed)importance)or)usefulness) situations)produce)thoughts) and)action)are)not)

of)model/tool) and)feelings)that)influence) inaccurately)identified)
(situation)precipitates)
• Explained)the)different)components) our)choices)in)behavior,)
the)action)&
of)the)model:)situation,)thoughts,) resulting)in)consequences;) • Make)sure)that)there)are)
feelings,)behaviors,)consequences# helps)clients)be)better)
• Emphasized)how)the)components) equipped)to)stop)&)think) several)thoughts)
) identified)(not)just)one)&
are)linked)together)(i.e.)how) Thoughts!Behaviors) • Staff)must)emphasize)the)
thoughts)influence)behavior,)and) Behaviors!)Consequences) link)in)components&
how)behavior)is)tied)to) • Staff)can)do)a)BC)on)a)
consequences)#

• Applied)the)different)steps)to)a) prosocial)behavior—that)
specific)situation)of)the)client# is)not)considered)CR&

• Make)sure)you)are)not)

switching)up)situation)&)

action/behavior)when)

providing)feedback!)

Cognitive)Restructuring) • Helped)client)recognize)risky,) Help)client)recognize)that)by) • Staff)will)sometimes)ask)

antisocial)thoughts) being)able)to)identify)and) what)client)could)have)

• Helped)client)replace)risky,) replace)risky)thoughts)with) done)instead—this)is)not)

antisocial)thoughts)with)prosocial) new,)prosocial)thoughts,) sufficient)to)be)

thoughts)(i.e.)cognitive) client)can)change)behavior;) considered)an)attempt)at)

restructuring)) thus,)change)outcomes)to)be) CR)

• Modeled)new)prosocial)thoughts) more)beneficial) • Staff)should)help)client)

• Had)client)role)play)or)practice)new) ) identify)several)

restructured)thoughts) The)self?talk)that)helps)client) replacement)thoughts,)

• Gave)client)feedback)after)role)play) slow?down)their)thought) running)through)the)

completed) processes)and)use) components)again)

replacement)thoughts)to) • Situation)remains)the)

influence)a)more)proscocial) same)

behavior.) • First)2)indicators)are)

necessary)to)get)an)“S”)

• Only)suggest)model/role)

play)if)staff)does)the)first)

2)indicators)well)

• Tapes)&)Counters)should)

be)coded)here)

Cost?Benefit)Analysis) • )Introduced)the)tool) Purpose)is)to)help)client) • Must)do)a)CBA)on)both)a)

Structured)Skill)Building) • Discussed)importance)or)usefulness) weigh)short?))&)long?term) prosocial)and)antisocial)
Skill:_____________________)
) of)the)tool) pros)&)cons.)Particular) behavior)and)compare)
(Also)includes)Problem?
Solving)) • Explained)the)different)components) emphasis)is)on)how)there)are) for)a)“S”))

Graduated)Rehearsal) of)the)tool:)short?)&)long?term)pros) more)long?term)benefits) • It)does)not)matter)which)

Other) &)cons) associated)with)prosocial) one)is)taught)first)
(Specify:________________))
• Helped)client)recognize)risky) behavior)and)more)long? • If)staff)uses)the)absence)

situations)or)decisions)for)which) term)costs)associated)with) of)an)antisocial)behavior)

CBA)could)be)used) antisocial)behavior.) (instead)of)a)replacement)

• Helped)client)brainstorm)pros)and) ) behavior))provide)
cons)of)chosen)situation)or)decision) Idea)here)is)that)they)
summarize)and)compare)in) feedback)on)this,)but)this)

• Gave)client)feedback)after)CBA)is) order)to)help)client) is)not)automatically)

complete) understand)which)behavior) considered)an)“I”)

• Had)client)complete)a)CBA)on) will)be)most)beneficial)for)

alternative)prosocial)behavior)
• Helped)client)summarize)the)results) client.)

(e.g.)where)there)are)more)pros)&)

cons))

• Introduced)the)skill)to)be)taught) To)help)teach)client)social) • Staff)must)model)skill)

• Discussed)importance)or)usefulness) skills)in)order)to)help)client) prior)to)client)role)

of)skill) behave)more)prosocially)and) playing)the)skill)

• Taught)and)explained)the)different) interact)more)prosocially)in) • Staff)should)be)using)skill)
society.)
steps)of)the)new)skill) from)skill)cards,)

• Solicited)client)input)on)the)skill) ) providing)clear)

steps) Helps)provide)client)with)a) instruction)as)to)what)

• Modeled)the)steps)(i.e.)“play”)the) tool)to)use)where)client) each)step)is,)soliciting)

client)&)walk)through)steps)) demonstrates)a)skill)deficit.)) input)from)client)on)skill)

• Had)client)role)play)or)practice)the) steps)

skill)with)specific)situation)of)client) • Generally,)should)be)used)

• Gave)client)feedback)after)role?play) to)help)client)in)risky)

is)complete) situations)or)where)they)

have)trouble)functioning)

skill?wise)

• Had)client)practice)a)recently) Helps)reinforce)what)was) • Only)code)for)this)if)staff)

learned)technique)again,)but)in)a) just)taught)within)the)seame) teaches)an)intervention)

different)situation) session.)Provides)additional) and)applies)it)to)a)

practice.) situation—and)then)goes)

through)the)intervention)

again)using)

another/different)risky)

situation)in)the)same)

session)

• Introduced)the)skill/tool)to)be) ) • Code)this)if)there)is)an)

taught) intervention)taught)that)

• Discussed)importance)or)usefulness) does)not)fall)under)any)of)

of)skill/tool) the)above)categories.)

• Taught)and)explained)the)different)

steps)of)the)new)skill/tool)

• Applied)the)different)steps)to)a)

specific)situation)of)the)client)

• Modeled)the)steps)(i.e.)“play”)the)

client)&)walk)through)steps))

• Had)client)role)play)or)practice)the)

skill)with)specific)situation)of)client)

• Gave)client)feedback)after)role?play)

is)complete)

&

&

Homework:&To)provide)practice)&)overall)generalization)of)the)intervention)to)several)life)areas)

Component& Indicators& Spirit/Intent& Common&Pitfalls&

Generalized)to)new)situations) • Discussed)with)the)client)how)the) To)provide)client)with)a) • This)may)occur)during)the)

Assigned)Appropriate) skill)can)be)used)in)other)situations) more)general)idea)as)to) Intervention,)and)should)be)
Homework)
• Discussed)with)the)client)situations) the)overall)utility)of)the) coded)here.)It)is)okay)if)the)

in)the)client’s)past)that)the)skill) intervention)to)several) discussion)happens)during)

could)have)been)helpful# other)areas)of)his/her) the)intervention.&

life.)Client)should)leave) • Code)as)“N”)if)no)

knowing)that)it)is)not) intervention)is)taught)

just)the)present) during)the)session&

situation,)but)other) • Should)include)a)discussion)

situations)(past)or) of)several)different)

present))in)which)client) situations.&

could)utilize)the) • Only)code)when)
intervention.) intervention)is)taught)

during)the)session&

• Assigned)homework)around)an) Help)client)use)what) • It)is)inappropriate)if)staff)

intervention)taught)in)the)session) he/she)has)learned)in) assigns)homework)on)an)

(or)previous)session)) the)session)in)a)risky) intervention)that)has)not)

• Gave)client)clear)expectations) situation)outside)of)the) yet)been)taught)to)the)

about)how)to)complete)the) session,)understanding) client)(i.e.)CR)when)only)BC)

homework)and)when)it)is)due) that)the)intervention) is)taught))

• Encouraged)the)client)to)use)the) applies)to)more)than) • Client)should)have)a)good)

skill)on)a)risky)situation)outside)of) just)that)specific) idea)as)to)what)his/her)

the)session) situation)or)behavior.) assignment)is,)how)to)do)it,)

• Identified)or)assigned)a)specific) and)when)it)is)due.)

situation) • If)homework)is)compliance)

related,)mark)second)

indicator)and)“I”)

&

&

&

&

&

&

&

&

&

&

&

&

&

&

&

&

&

&

&

&

&

Behavioral&Practices:&To)decelerate)or)accelerate)a)specific)behavior;)must)be)separate)from)interventions)or)goals)
discussion)(brief,)1?2)minute,)distinct,)succinct)discussions)that)pinpoint)behavior))

Component& Indicators& Spirit/Intent& Common&Pitfalls&

Effective)Reinforcement)) • Told)client)that)s/he)liked)the)type)of) Specifically)identify) • Should)be)more)than)a)verbal)
praise&
behavior)or)speech)exhibited# prosocial)behavior,)

• Provided)specific)reasons)why)s/he) helping)client)tie)the) • Make)sure)not)to)say)staff)“did)

liked)what)client)said)or)did) behavior)to)positive) this)well”)if)it)is)an)“I”&

• Provided)more)emphasis)to)behavior) consequences.) • Must)explore)with)client)the)

being)reinforced)than)the)support) short?)&)long?term)benefit&

normally)offered) • Encouraged,)but)not)required)

• Explored)with)client)the)short?)&) in)every)session&

long?term)benefits)of)continuing) Examples:)Clean)UA,)getting)a)job,)

prosocial)behavior) good)grades,)handling)a)situation)

well,)completing)tx)or)program,)etc..)

Effective)Disapproval) • Told)client)that)s/he)did)not)like)the) Specifically)identify) • Should)NEVER)be)done)during)

type)of)behavior)or)speech)exhibited) unacceptable/antisocial) an)intervention&

• Provided)specific)reasons)why)s/he) behavior,)helping)client) • Must)explore)short?)&)long?

did)not)like)what)client)said)or)did) tie)the)behavior)to) term)negative)consequences)as)

• Explored)with)client)the)short?)&) negative)consequences.)) well)as)alternative)prosocial)

long?term)negative)consequences)of) behaviors)

continuing)antisocial)behavior) Examples:)Positive)or)dirty)UA,)
• Discussed)and)identified)prosocial) verbal/physical)altercations,)missing)
appointments,)violations,)negative)
alternatives) police)contact,))etc…)

Effective)Use)of)Authority) • Focused)on)behavior) To)clarify)staff) • Should)be)clear)as)to)what)

• Kept)a)calm)voice) expectations,)providing) behavior)is)unacceptable)and)

• Specified)the)choices)the)client)has) client)with)clear)choices) what)behavior)is)acceptable,)

(e.g.)continuing)to)use)drugs)or) and)consequences)of) clarifying)what)will)happen)if)

maintaining)sobriety)) their)behavior;)making) client)continues)this)behavior)
• Specified)attendant)consequences)fo)
sure)there)is)no) (sanction))or)decides)to)
each)of)the)choices)identified)
• Encouraged)complaince) ambiguity)as)to)what)is) engage)in)expected)behavior)

expected)from)client.) (positive)consequene)&

) • Generally)used)with)high)level)

Essentially,)providing) violations,)“last)straw”,)or)

client)with)his/her) repetition)of)low)level)

options)and)what)will) behaviors)

happen)depending)on) • Staff)must)be)able)to)follow)
the)choice)he/she)
makes.) through)with)consequence(s))
outlined)

• Should)not)be)threatening)in)

nature;)should)be)encouraging)

client)to)come)back)into)

compliance)

Examples:)more)severe)violation)of)

supervision)(or)continuance)of)

lower)level)violation)—skipping)

school,)positive)UAs,)

skipping/failing)out)of)treatment)

or)program)

&

&

&

&

&

General&Ratings:&Applies)to)the)session)as)a)whole)

Component& Indicators& Spirit/Intent& Common&Pitfalls&

Staff)was)an)Anti?Criminal) • Used)a)respectful)tone)of)voice)and) Overall,)looking)for)staff) • Just)because)staff)did)not)get)an)“S)
Model)) appears)genuine)in)interactions# to)communicate) • on)intervention)or)did)not)use)an)
Used)language)that)is)respectful)and) respectfully)and) intervention)does)not)mean)they)
• not)derogatory# appropriately)with)the) • were)not)encouraging)behavioral)
client,)modeling)prosocial) • change&
• Used)verbal)praise)frequently) behavior)and) • Staff)should)be)appropriate)in)
throughout)session# encouraging)the)client)in) • interactions&
a)positive)manner.)
• Encouraged)client’s)behavioral) Staff)does)not)need)to)summarize)
change# Making)sure)staff) after)each)component)of)the)
demonstrates)s/he)is) model)or)the)entire)session)to)get)
• Avoided)inappropriate)remarks# listening)to)the)client)and) a)“S”)
# summarizing)or) Should)make)sure)staff)is)not)
verbalizing)the)content)of) overlooking)client)statements)or)
Used)Reflective)Listening) • Listened)to)the)client)and)responded) the)session,)particularly) brushing)over)client)statements)
Statements) appropriately) through)the)use)of) that)may)need)responding)to)
reflective)statements) Staff)mixing)up)parts)of)the)
• Paraphrased)or)summarized)what)the) As)a)whole,)looking)for) intervention)does)not)
clarity)and)conciseness)of) automatically)mean)
client)said) communication)between) communication)was)unclear)
client)and)staff.)Could)you) Consider)more)than)the)
• Summarized)the)content)of)the) follow)their)conversation?) intervention)in)this)rating)
Did)client)seem)confused?) )
contact)session)
Just)because)client)is)not)talkative)
Communication)was)Clear) • Conversation)with)client)was)clear) does)not)mean)staff)did)not)
and)Concise) and)easy)to)follow) engage)client—they)should)be)
rated)based)on)their)due)diligence)
• Provided)clear)instructions)and/)or) to)engage)client)
expectations) First)two)indicators)must)be)
• checked)in)order)to)get)a)“S”)
Explained)items)the)client)seems)
• confused)or)uncertain)about) If)two)or)more)components)of)the)
model)are)missed)(not)items)
Redirected)client)if)client)got)off)topic) within)components),)staff)was)not)
deliberate)and)focused)on)EPICS)
Engaged)Client) • Prompted)the)client)to)speak) As)a)whole,)the) • model—should)be)“I”)
Throughout)the)Session) A)reasonable)time)frame)can)vary)
• Asked)open?ended)questions) communication)should)be) in)range—a)15)minute)session)
Length)of)Session) could)be)as)justifiable)as)a)1?hour)
• Asked)questions)that)elicited)feedback) two?sided,)with)staff) session)and)vice)versa;)left)
from)client)on)thoughts,)behaviors,) using)open?ended) unchecked)if)staff)was)off)topic)or)
questions)to)guide)client) distracted)from)model)throughout)
and)consequences) majority)of)the)session)(no)real)
but)also)elicit)information) • substance)to)discussion)to)help)
with)behavior)change))
from)client)in)their)own) Only)code)if)it)is)applicable—
otherwise,)mark)“N”)
words)

• Provided)enough)time)to)help)client) In)essence,)did)staff) •

address)any)crises)or)criminogenic) structure)the)session)

needs)that)were)being)targeted) adhering)to)the)four)

• Delivered)the)session)in)a)reasonable) EPICS)model)components,)

time)frame) providing)sufficient)time)

• Remained)focused)and)deliberate) to)help)client)with)need) •
while)completing)the)EPICS)model) area(s).))

• Avoided)lecturing)and)giving)orders)

to)the)client)

Outside)Referrals) • Made)referrals)to)community?based) If)applicable,)code)this)if) •

providers)based)on)criminogenic)need) staff)provides)a)resource)

• Made)referrals)to)community?based) or)referral)for)client)

providers)to)address)responsivity) regarding)a)criminogenic)

issues)(e.g.)metnal)health)issues,) or)responsivity)issue.)

housing,)transportation,)etc…))

Role)Clarification) • NOT)CODED)FOR) NOT)CODED)FOR) • NOT)CODED)FOR)

&

&

Criminogenic&Needs:&Identifies)what)needs)were)targeted)and)how)they)were)targeted)

Component& Indicators& Spirit/Intent& Common&Pitfalls&

Targeted)a)Criminogenic) • Yes# Refers)to)whether)or)not) • If)staff)does)not)use)an)
Need)area) • No#
there)was)discussion)of) intervention,)but)discusses)a)

a)need)area)(yes);)if) criminogenic)need)during)the)

discussion)relates)to) session,)then)this)should)me)

non?criminogenic)need) marked)“yes”&

(no))

Focused)on)a)Criminogenic) • Main)focus)of)session)was)a) .Refers)to)whether)staff) • Staff)must)use)an)intervention)

Need)Area) criminogenic)need) focused)on)a)need)area,) to)get)a)“S”)

• Used)an)intervention)focused)on) using)an)intervention) • If)it)is)solely)a)Check?In,)score)

one)of)these)areas) to)discuss)strategies)to) the)first)item)“No”)and)mark)this)

• Spent)sufficient)time)discussing) help)with)this)need)area.) as)“N”)

strategies)to)help)client)in)one)of) )

these)areas)

Criminogenic)Needs) • Criminal)attitudes/beliefs) Identify)the)main)need) • Criminal)attitudes/)beliefs=)BC)

• Peer)associations) area)that)is)targeted)&) &)CR)

• Antisocial)personality)(weak)self? focused)on) • Antisocial)Personality=)SSB)

control,)weak)anger)management,) • Motivation:)CBA)

poor)problem)solving)skills)) • Generally)a)secondary)need)is)

• Substance)abuse) also)targeted)

• Family) • Do)not)indicate)any)needs)If)

• Vocational)skills)&)employment) session)is)just)a)Check?In)

• Education) • Indicators)identify)which)needs)

• Constructive)leisure)time) were)intensely)focused)on)

Non?criminogenic)Needs) • Stress/anxiety) Identify)the)main)non? • It)is)okay)for)staff)to)focus)

• Self?esteem) criminogenic)need)area) session)(and)intervention))on)a)

• Transportation) targeted)&)focused)on) non?criminogenic)need)area)as)

• Child)care) some)may)be)responsivity)issues)

• Mental)health) that)need)targeting)in)order)to)
• Vague)emotional)problems) appropriately)target)
• Physical)health) criminogenic)needs)in)the)future)
• Motivation) (especially)something)like)
• Other:)______________) motivation)nor)mental)health))
• E.g.)Using)the)CBA)to)focus)on)

medication)compliance)

(motivation)&)MH))

• It)is)important)that)staff)focus)

on)a)criminogenic)need)area,)

though,)when)appropriate)

• Only)make)recommendations)on)what)need)areas)should)have)or)could)have)been)focused)on)if)staff)does)not)do)well)regarding)
interventions)and)targeting)needs)(i.e.)if)they)focus)on)employment)after)client)admits)to)relapsing…you)can)make)the)suggestion)
that)it)may)have)been)beneficial)to)focus)on)the)more)pressing)need).)However,)be)careful)with)wording)as)we)are)not)privy)to)client’s)
risk/needs)assessment.)

#