WHAT WORKS AND WHAT DOESN’T IN REDUCING RECIDIVISM

The Principles of Effective Intervention

Presented by

EDWARD J. LATESSA, Ph.D.Center for Criminal Justice Research

Division of Criminal Justice

University of Cincinnati

www.uc.edu/criminaljustice

Evidence Based – What does it mean?

There are different forms of evidence:

– The lowest form is anecdotal evidence, but it makes us feel good

– The highest form is empirical evidence – results from controlled studies, but it doesn’t make us feel good

Another important concept is risk:

Risk: Refers to risk of reoffending. Recidivism rates are compared over a standard and specified follow-up period.

What does the Research tell us?

There is often a Misapplication of Research: “XXX Study Says”

- the problem is if you believe every study we wouldn’t eat anything (but we would drink a lot of red wine!)

• Looking at one study can be a mistake

• Need to examine a body of research

• So, what does the body of knowledge about correctional interventions tell us?

FROM THE EARLIEST REVIEWS:

• Not a single reviewer of studies of the effects of official punishment alone (custody, mandatory arrests, increased surveillance, etc.) has found consistent evidence of reduced recidivism.

• At least 40% and up to 60% of the studies of correctional treatment services reported reduced recidivism rates relative to various comparison conditions, in every published review.

Criminal Sanctions versus Treatment

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0.15

Reduced Recidivism

Increased Recidivism

CS -.07 (Number of Studies=30) Treatment .15 (Number of Studies=124)

Mean Phi

Criminal Sanctions vs Treatment for Youthful Offenders

Source: Dowden and Andrews (1999), What Works in Young Offender Treatment: A Meta Analysis. Forum on Correctional Research.

Criminal Sanctions Treatment

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Yes -0.02 0.13

Number of studies=54 Number of studies=175

People Who Appear to be Resistant to Punishment

• Psychopathic risk takers

• Those under the influence of a substance

• Those with a history of being punished

Most researchers who study correctional interventions have concluded:

• Without some form of human intervention or services there is unlikely to be much effect on recidivism from punishment alone

• The evidence also indicates that while treatment is more effective in reducing recidivism than punishment – Not all treatment programs are equally effective

Behavioral vs. NonBehavioral

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0.35

Nonbehavioral (N=83) Behavioral (N=41)

Reduced Recidivism

Increased Recidivism

Andrews, D.A. 1994. An Overview of Treatment Effectiveness. Research and Clinical Principles, Department of Psychology, Carleton University. The N refers to the number of studies.

Meta-Analysis of Treatment for Femalesby Dowden and Andrews

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Inappropriate Weak Promising Behavioral

Mostly Female Only Female

Dowden, C., and D. Andrews (1999). What Works for Female Offenders: A Meta-Analytic Review. Crime and Delinquency, Vol. 45 No. 4.

Another important body of knowledge to understand is the research on risk factors

What are the risk factors correlated with criminal conduct?

Factors Correlated With RiskMean r # of studies

Lower class origins 0.06 97

Personal distress/psychopathology 0.08 226

Educational/Vocational achievement 0.12 129

Parental/Family Factors 0.18 334

Temperament/misconduct/personality 0.21 621

Antisocial attitudes/associates 0.22 168

Note: A re-analysis of Gendreau, Andrews, Goggin & Chanteloupe (1992) by Andrews & Bonta (1994)

Correlates of Criminal Conduct and Gender by Simourd and Andrews

Factor Male Female

Lower class origins .04(58) .03(12)

Personal distress/psychopathology .09(157) .08(19)

Personal education/vocational achievement .11(96) .13(7)

Parental/family factors .16(180) .16(43)

Temperament/misconduct/personality .18(461) .23(38)

Antisocial attitudes/associates .21(113) .23(12)

Simourd, L., and D.A. Andrews, 1994. Correlates of Delinquency: A Look at Gender Differences. Forum on Corrections Research, Vol. 6: 26-31

• Research by Andrews, Gendreau and others has led to the identification of some major risk/need factors

Major Set of Risk/Need Factors

1. Antisocial/prociminal attitudes, values, beliefs and cognitive-emotional states

Cognitive Emotional States

• Rage

• Anger

• Defiance

• Criminal Identity

Identifying Procriminal Attitudes, Values & Beliefs

What to listen for:

• Negative expression about the law

• Negative expression about conventional institutions, values, rules, & procedures; including authority

• Negative expressions about self-management of behavior; including problem solving ability

• Negative attitudes toward self and one’s ability to achieve through conventional means

• Lack of empathy and sensitivity toward others

Procriminal sentiments are what people think, not how people think; they comprise the content of thought, not the skills of thinking.

Neutralization & Minimizations

Neutralization Techniques include:

• Denial of Responsibility: Criminal acts are due to factors beyond the control of the individual, thus, the individual is guilt free to act.

• Denial of Injury: Admits responsibility for the act, but minimizes the extent of harm or denies any harm

• Denial of the Victim: Reverses the role of offender & victim & blames the victim

• “System Bashing”: Those who disapprove of the offender’s acts are defined as immoral, hypocritical, or criminal themselves.

• Appeal to Higher Loyalties: “Live by a different code” – the demands of larger society are sacrificed for the demands of more immediate loyalties.

Offenders often neutralize their behavior. Neutralizations are a set of verbalizations which function to say that in particular situations, it is “OK” to violate the law

Major set Risk/needs continued:

2. Procriminal associates and isolation from prosocial others

Reducing Negative Peer Associations Restrict associates Set and enforce curfews Ban hangouts, etc. Teach offender to recognize & avoid negative influences

(people, places, things) Practice new skills (like being assertive instead of

passive) Teach how to maintain relationships w/o getting into

trouble Identify or develop positive associations: mentors,

family, friends, teachers, employer, etc. Train family and friends to assist offender Set goal of one new friend (positive association) per

month Develop sober/prosocial leisure activities

Major set Risk/Needs continued:3. Temperamental & anti social personality

pattern conducive to criminal activity including:

– Weak Socialization– Impulsivity– Adventurous– Pleasure seeking – Restless Aggressive – Egocentrism– Below Average Verbal intelligence – A Taste For Risk– Weak Problem-Solving/lack of Coping & Self-Regulation Skills

Major set of Risk/Need factors continued:

4. A history of antisocial behavior:

– Evident from a young age

– In a variety of settings

– Involving a number and variety of different acts

Major set of Risk/Needs Continued:

5. Family factors that include criminality and a variety of psychological problems in the family of origin including:

– Low levels of affection, caring and cohesiveness

– Poor parental supervision and discipline practices

– Out right neglect and abuse

Major set of Risk/Needs continued:

6. Low levels of personal educational, vocational or financial achievement

Major Risk and/or Need Factor and Promising Intermediate Targets for Reduced Recidivism

Factor Risk Dynamic Need

History of Antisocial Early & continued Build noncriminal Behavior involvement in a number alternative behaviors

antisocial acts in risky situations

Antisocial personality Adventurous, pleasure Build problem-solving, self-seeking, weak self management, anger mgt &control, restlessly aggressive coping skills

Antisocial cognition Attitudes, values, beliefs Reduce antisocial cognition,& rationalizations recognize risky thinking & supportive of crime, feelings, build up alternativecognitive emotional states less risky thinking &

feelingsof anger, resentment, & Adopt a reform and/or defiance anticriminal identity

Antisocial associates Close association with Reduce association w/ criminals & relative isolation criminals, enhance from prosocial people association w/ prosocial

peopleAdopted from Andrews, D.A. et al, (2006). The Recent Past and Near Future of Risk and/or Need Assessment. Crime and Delinquency, 52 (1).

Major Risk and/or Need Factor and Promising Intermediate Targets for Reduced Recidivism

Factor Risk Dynamic Need

Family and/or marital Two key elements are Reduce conflict, buildnurturance and/or caring positive relationships, better monitoring and/or communication, enhance supervision monitoring & supervision

School and/or work Low levels of performance Enhance performance,& satisfaction rewards, & satisfaction

Leisure and/or recreation Low levels of involvement Enhancement involvement & satisfaction in anti- & satisfaction in prosocialcriminal leisure activities activities

Substance Abuse Abuse of alcohol and/or Reduce SA, reduce the drugs personal & interpersonal

supports for SA behavior,enhance alternatives to SA

Adopted from Andrews, D.A. et al, (2006). The Recent Past and Near Future of Risk and/or Need Assessment. Crime and Delinquency, 52 (1).

This research has led to the identification of some principles

Principles of Effective Intervention

• Risk Principle – target higher risk offenders (WHO)

• Need Principle – target criminogenic risk/need factors (WHAT)

• Treatment Principle – use behavioral approaches (HOW)

• Fidelity Principle – implement program as designed (HOW WELL)

Risk Principle• Target those offender with higher

probability of recidivism

• Provide most intensive treatment to higher risk offenders

• Intensive treatment for lower risk offender can increase recidivism

The Risk Principle & Correctional Intervention Results from Meta Analysis

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Dowden & Andrews, 1999

Average Effect Size for Juvenile Residential Facilities compared to Community Programs and Adherence to Risk Principle

From: Lowenkamp, C., Latessa, E., & Lemke, R. (2006). Evaluation of Ohio's RECLAIM Funded Programs, Community Corrections Facilities, and DYS Facilities: FY 2002. University of Cincinnati, OH. Adherence=less than 25% low risk, Non=more than 25%. Follow-up was 2.1 years

Adherence Non Adherence

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Need PrincipleBy assessing and targeting criminogenic needs for change,

agencies can reduce the probability of recidivism

Criminogenic

• Anti social attitudes• Anti social friends• Substance abuse• Lack of empathy• Impulsive behavior

Non-Criminogenic

• Anxiety• Low self esteem• Creative abilities• Medical needs• Physical conditioning

Targeting Criminogenic Need: Results from Meta-Analyses

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Target 1-3 more non-criminogenic needs

Target at least 4-6 morecriminogenic needs

Reduction in Recidivism

Increase in Recidivism

Source: Gendreau, P., French, S.A., and A.Taylor (2002). What Works (What Doesn’t Work) Revised 2002. Invited Submission to the International Community Corrections Association Monograph Series Project

Needs Targeted & Correlation with Effect Size for Youthful Offenders

Source: Dowden and Andrews, (1999). What Works in Young Offender Treatment: A Meta Analysis. Forum on Correctional Research. Correctional Services of Canada

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Physical A

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inogenic Needs

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Effect Size -0.18 -0.12 -0.09 -0.06 -0.05 -0.03 0.36

Reduced Recidivism

Increased Recidivism

Assessment is the engine that drives effective correctional programs

Why is it Important?• Helps you meet the risk principle:

– Tells you who needs the most intervention – Helps prevent iatrogenic effects

• Helps you meet the need principle– Tells you what criminogenic needs to target

• Helps guide decision making

• Helps reduces bias

• Improves placement of offenders

• Helps better utilize resources

• Helps you know if offender has improved

• Can lead to enhanced PUBLIC SAFETY

Some Goals of Assessment

1. To identify risk of recidivism

2. To identify appropriate offenders for programs

3. To identify criminogenic needs

4. To identify factors that can affect program success

5. To provide risk & need levels that will facilitate development of case plan

6. To facilitate reassessment of offender to determine which risk & need factors have changed

Ideally a process will be utilized that allows for all of these goals to be accomplished.

Classification & Assessment of Offenders

• Primary measures have been identified

• Best predictors of criminal behavior:Static factors – past criminal behavior

Dynamic factors – crime producing needs

• Best assessment method is the actuarial (statistical) approach

• Best practices allow for risk management and risk reduction through effective treatment

• Latest generation of instruments allow for measurement of change in offender

Effective programs assess offenders:

• Program has screening criteria

• Offenders are assessed on all major risk, need & responsivity factors

• Assessment process is objective and standardized

• Levels of risk, need & responsivity are determined by assessment process

• Instruments are normed and validated

Some Common Problems with Offender Assessment

Assess offenders but process ignores important factors Assess offenders but don’t distinguish levels (high,

moderate, low) Assess offenders then don’t use it – everyone gets the

same treatment Make errors and don’t correct Don’t assess offenders at all Do not adequately train staff in use or interpretation Assessment instruments are not validated or normed

Treatment Principle

The most effective interventions are behavioral:

• Focus on current factors that influence behavior

• Action oriented

• Offender behavior is appropriately reinforced

Most Effective Behavioral Models

• Structured social learning where new skills and behavioral are modeled

• Cognitive behavioral approaches that target criminogenic risk factors

• Family based approaches that train family on appropriate techniques

Social Learning

Refers to several processes through which individuals acquire attitudes, behavior, or

knowledge from the persons around them. Both modeling and instrumental conditioning appear to

play a role in such learning

The Four Principles of Cognitive Intervention

1. Thinking affects behavior

2. Antisocial, distorted, unproductive irrational thinking causes antisocial and unproductive behavior

3. Thinking can be influenced

4. We can change how we feel and behave by changing what we think

Some Examples of Cognitive Behavioral Correctional Curriculums

• Controlling Anger and Learning to Manage It (CALM and CALMER)

• Aggression Replacement Therapy (ART)

• Criminal Conduct and Substance Abuse Treatment (adult & adolescent version)

• Thinking for a Change (T4C)

• Choices, Changes & Challenges

• Persistently Violent Curriculum

• Corrective Thinking/Truthought

• Reasoning and Rehabilitation

• Moral Reconation Therapy

• Drug Abuse Treatment Program (FBOP)

• Moving On (Female Offenders)

Recent Meta-Analysis of Cognitive Behavioral Treatment for

Offenders by Landenberger & Lipsey (2005)* • Reviewed 58 studies:

19 random samples

23 matched samples

16 convenience samples

• Found that on average CBT reduced recidivism by 25%, but the most effective configurations found more than 50% reductions

Factors Not significant:

• Type of research design

• Setting - prison (generally closer to end of sentence) versus community

• Juvenile versus adult

• Minorities or females

• Brand name

Significant Findings (effects were stronger if):

• Sessions per week (2 or more)• Implementation monitored • Staff trained on CBT • Higher proportion of treatment completers • Higher risk offenders • Higher if CBT is combined with other services

Effects based on Cognitive targets:

• Cognitive restructuring• Anger control• Individual attention in addition to

group sessions

*Landenberger, N, and M. Lispey (2005). The Positive Effects of Cognitive Behavioral Programs for Offenders: A Meta Analysis of Factors Associated with Effective Treatment. Journal of Experimental Criminology.

What Doesn’t Work with Offenders?

Lakota tribal wisdom says that when you discover you are riding a dead horse, the best strategy is to dismount. However, in corrections, and in other affairs, we often try other strategies, including the following:

• Buy a stronger whip.• Change riders• Say things like “This is the way we always have ridden this horse.”• Appoint a committee to study the horse.• Arrange to visit other sites to see how they ride dead horses.• Create a training session to increase our riding ability.• Harness several dead horses together for increased speed.• Declare that “No horse is too dead to beat.”• Provide additional funding to increase the horse’s performance.• Declare the horse is “better, faster, and cheaper” dead.• Study alternative uses for dead horses.• Promote the dead horse to a supervisory position.

Ineffective Approaches• Drug prevention classes focused on fear and other emotional

appeals• Shaming offenders• Drug education programs• Non-directive, client centered approaches• Bibliotherapy• Freudian approaches• Talking cures• Self-Help programs• Vague unstructured rehabilitation programs• Medical model• Fostering self-regard (self-esteem)• “Punishing smarter” (boot camps, scared straight, etc.)

Average Effects of Punishing Smarter Programs on Recidivism: Results from Meta Analyses

Sources: Gendreau et al (2000) The Effects of Community Sanctions and Incarceration on Recidivism, FORUM; Aos et al (1999) The Comparative Costs and Benefits of Programs to Reduce Crime, Washington State Institute for Public Policy.

Fines Drug Testing Restitution Elec Monit Scared Straight ISP Juv Boot Camps

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Effective programs evaluate what they do:• Quality assurance processes (both internal

and external

• Assess offenders in meeting target behaviors

• Track offender recidivism

• Have an evaluator working with the program

Effects of Quality Programs Delivery for Evidenced Based Programs for Youth Offenders

Source: Outcome Evaluation of Washington State's Research-Based Programs for Juvenile Offenders. January 2004. Washington State Institute for Public Policy.

Functional Family Therapy Aggression Replacement Therapy

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Reduced Recidivism

Increased Recidivism

Therapist Competency Ratings and Recidivism

Source: Outcome Evaluation of Washington State's Research-Based Programs for Juvenile Offenders. January 2004. Washington State Institute for Public Policy.

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Effect of Program Integrity on Recidivism: Results from Meta Analysis

Andrews and Dowden 1999

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Specific Model

Trained Workers

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Lessons Learned from the Research

Who you put in a program is important – pay attention to risk

What you target is important – pay attention to criminogenic needs

How you target offender for change is important – use behavioral approaches

Important Considerations

Offender assessment is the engine that drives effective programs

helps you know who & what to targetDesign programs around empirical research

helps you know how to target offenders Program Integrity make a difference

Service delivery, disruption of criminal networks, training/supervision of staff, support for program, QA, evaluation