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CASE MANAGEMENT STRATEGIES
(CMS)
CASE MANAGEMENT
(COMMUNITY)
D. Allen Community Release Programs
Offender Programs Correctional Service Canada
1986
FiV 8763
A45 1986 v.3
Copyngnt of this document does not belong to the Crown. Proper authorization must be obtained from the author for any intended use.
Les droits d'auteur du présent document n'appartiennent pas à l'État. Toute utilisation du contenu du présent document doit être approuvée préalablement par l'auteur.
WHAT SHOULD BE ACHIEVED?
POW SHOULD WE RECORD (DOCUMENTATION)? . .
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WHAT TOOLS ARE REQUIRED?
Institutional Sentence Placement
Assessment Assessment Planning, Monitoring
of plan
Release to Warrant Community Expiry
Assessment Planning Monitoring
of plan
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WHAT TOOLS ARE REQUIRED?
(COMMUNITY)
- needs/risk analysis - CMC interview
Release to Community
Assessment
- Force-field analysis - need privatization - setting objectives - writing action plan
Final Sulbervision Report
Warrant Expiry
Planning Monitoring of Plan
- classification - supervision
category
FOCUSED, INTERACTIVE, OUTCOME-ORIENTED CASE PLAN
WHAT SHOULD BE ACHIEVED?
State of Wisconsin Department of Health and Social Services Division of Corrections ADMISSION TO ADULT FIELD CASELOAD DOC-502 (Rev. 9/80)
ASSESSMENT OF CLIENT RISK
•
I.
Client Name Last First Ml Case Number
Probation Control Date or Institution Release Date Aunt Last Name Area Number
(Month, Day, Year)
Select the appropriate answer and enter the associated vveight in the score column. Total all scores to arrive at the risk assessment score.
SCORE
Number of Address Cheges in Last 12 Months: 0 None 2 One 3 Two or more
Percentage of Time Employed in Last 12 Months• 0 60% or more (Prior to incarceration for parolees) 1 40% - 59%
2 Under 40% 0 Not applicable
Alcohol Usage Problems: 0 No interference with functioning (Prior to incarceration for parolees) 2 Occasional abuse; some disruption
of functioning 4 Frequent abuse; serious disruption;
needs treatment
Other Drug Usage Problems: 0 No interference with functioning
(Prior to incarceration for parolees) 1 Occasional abuse; some disruption of functioning
2 Frequent abuse; serious disruption; needs treatment
Attitude: 0 Motivated to change; receptive to assistance
3 Dependent or unwilling to accept responsibility
5 Rationalizes behavior; negative; not motivated to change
Age at First Conviction: 0 24 or older
(or Juvenile Adjudication) 2 20- 23 4 19 or younger
Number of Prior Periods of Probation/Parole Supervision: 0 None (Adult or Juvenile) 4 One or more
Number of Prior Probation/Parole Revocations: 0 None (Adult or Juvenile) 4 One or more
Number or Prior Felony Convictions: 0 None (or Juvenile Adjudications) 2 One
4 Two or more
Convictions or Juvenile Adjudications for: 2 Burglary, theft, auto theft, or (Select applicable and add for score. Do not robbery exceed a total of 5. Include current offense.) 3 Worthless checks or forgery
Conviction or Juvenile Adjudication for Assaultive Offense within Last Five Years: 15 Yes (An offense which involves the use of a 0 No weapon, physical force or the threat of force)
(Prior to incarceration for parolees)
TOTAL
111\ TEXAS BOARD OF PARDONS AND R FS 2000A i2/84) I. NAME (Last, First, MI):
ADMISSION TO ADULT FIELD CASELOAD ASSESSMENT OF C;LIENT NEEDS DISTRICT COPY
TOC NUMBER: or OTHER STATE: ID NUMBER:
DPO/PCW NUMBER: ASSESSMENT DATE:
SPECIAL CONDITIONS CODE (SI.
COURT COSTS REQUIRED: $ FINES REQUIRED: S
EXPECTED GROSS WEEKLY INCOME: S Enter 2 If not applicable.
ASSESSMENT OF RISK
0-4 =INTENSIVE 5-10=MEDIUM 11+ =MINIMUM
ASSESSMENT OF NEEDS
Select the appropriate answer and enter the associated weight in the score column. If a referral is to be made, enter the resource code in the code column. Total scores to determine needs level below. NEEDS
SCORES
ENTER CODE FOR SCS GROUP
Copy score and use scale at left to determine risk level below. SALIENT FACTOR RISK SCORE
FIEFERR CODE
ACADEMIC
VOCATIONAL SKILLS
3-High school or adequate 1-Low skill level causing 0 - Minimal skill skills; able to handle minor adjustment prob. level causing everyday requirements lem serious adjustment
problems
5-High school or adequate 2-Low skill level causing 0-Minimal skill level skills; able to handle minor adjustment prob- causing serious everyday requirements lems adjustment problems
EMPLOYMENT
FINANCIAL MANAGEMENT
MARITAL/FAMILY RELATIONSHIPS
COMPANIONS
EMOTIONAL STABILITY
ALCOHOL USAGE
OTHER DRUG USAGE
MENTAL ABILITY
HEALTH
SEXUAL BEHAVIOR
OFFICER'S IMPRESSION
6-Satisfactory employment; no difficulties
3-No current difficulties
4-Stable relationships
3 - No adverse relationships
4-No Symptoms of emotional instability; appropriate emotional responses
5-No use or interference with functioning
5-No use or interference with functioning
3-Able to function independently
2 - Sound physy:al health; Seldom ill
2-No apparent dysfunction
6-Minimum
3-Unsatisfactory employ- 0-Unemployed and vir- ment; or unerhployed, but tually unemployable; with adequate job skills needs training
1-Situational or minor • 0 -Severe difficulties; difficulties may include bad
2 -Some disorganization or stress but potential tor
improvement
1-Associations with 0-Associations almost occasional negative completely negative results
2-Symptoms limit, but do 0-Symptoms prohibit not prohibit adequate adequate functioning functioning
2-Occasional abuse: some 0-Frequent abuse; disruption of function. serious disruption; ing needs treatment
2-Occasional substance 0-Frequent abuse; abuse; some disruption serious disruption;
needs treatment 1-Some need for assistance: 0-Deficiencies severe-
potential for adiustment: ly limit independent mild retardation functioning; moderate
retardation 1-Handicap or illness 0-Serious handicap or
interferes with function. chronic illness; ing on a recurring basis needs frequent
medical care 1-Real or perceived situa. 0-Real or perceived
tional or minor problems chronic or severe problems
0-Intensive
TOTAL OF NEEDS AREA SCORES:
checks or bankruptcy 0-Major disorganiza-
tion or stress
3-Medium
1 1
n. Enter the number for Risk Levai and Need!' Level as determined from the cul,att stales and scores above If trte two levels are diflerent. enter the more Intensive as lire Score•Based Level if they
are the slime. enter Ilse same level If the Final Suoarvtsion Level Mien trenl rue Score.Basnd Level indicate the nature QI Irle ovetucle Explain it Oliver Discretion
RISK LEVEL:
NEEDS LEVEL:
I 0-23 =INTENSIVE 24-39 =MEDIUM 40 + =MINIMUM
SCORE-BASED OVERRIDE:
SUPERVISION
LEVEL_
=NONE 1 =BOARD POLICY 2 =ASSAULTIVE OFFENSE 3 =OFFICER DISCRETION
LEVEL OF SUPERVISION
FINAL
SUPERVISION
LEVEL'
INTENSIVE =1 MEDIUM =2 MINIMUM =3 I
REASSESSMENT DISTRICT COPY
ID NUMBER:
REASSESSMENT DATE:
flAre UNIT SUPERVISOR SiGNATIJFIF DATE DPO/PCW SIGNATURE
TEXAS BOARD OF PARDONS AND PAROLES FS 2001A (2184)
NAME (Last, First, MI):
TDC NUMBER' or OTHER STATE:
DPOIPCW NUMBER:
u. SPECIAL CONDITIONS CODE(S).
COURT COSTS PAID $ FINES PAID $
GROSS INCOME FOR PERIOD SINCE LAST (RE)ASSESSMENT: $ Enter 9. If not applicable.
HI.
RE.EVALUATION: 1 =8 MONTH INTERVAL 2 =RETURN TO ACTIVE STATUS 3 =TRANSFER TO DPOIPCW 4 =SPECIAL REASSESSMENT 9 =DOES NOT APPLY
TERMINATION: 1 =ABSCONDER 2 =DEATH 3 =EXPIRATION OF SENTENCE 4 =TRANSFER TO ANNUAL STATUS 5 =TRANSFER OUT.OF-STATE 6 =REVOCATION 9 =DOES NOT APPLY
EXIT DATE:
Enter resource code for up to 3 referrals. Enter 1 for Yes and 0 for No.
RELEASEE ACCEPTED?
REFER/ BEN EFI
REFERRAL CODE
RELEASEE COMPLIED?
AGENCY REPORTED?
REASON FOR FiEASSESSMENT IV. OUTCOMES OF REFERRALS MADE LAST (RE)ASSESSMENT
REASSESSMENT OF RISKS
Rate the following based on period since last (re)assessment. Select the appropriate answer and enter its associated weight in the score column. Total scores in order to determine risk level below.
PERCENTAGE OF TIME EMPLOYED 2-60% or more or not applicable 1-40%-59% 0-Under 40%
FINANCIAL STATUS 2-No present financial difficulties 1-Past due bills or expenses exceeded income 0-Bad checks or other legal involvement
ALCOHOL USAGE/PROBLEMS 3-No known use of alcohol 2-Use with no known problems 1-Interferes with employment and/or interpersonal relationships 0-Assaultive behavior or arrests with alcohol involvement
DRUG USAGE/PROBLEMS 3-No known use of illegal drugs 2-Use with no known problems 1-interferes with employment and/or interpersonal relation-ships 0-Addictions; use of opiates; arrests involving drugs
INTERPERSONAL RELATIONSHIPS PROBLEMS 5-None 3-Few 1-Moderate 0-Severe
LIVING ARRANGEMENTS 3-Lives with spouse 2-Lives alone 1-Lives with relative or friends 0-Lives in a residential center
NUMBER OF ADDRESS CHANGES SINCE LAST (RE)ASSESSMENT 2-None 1-One 0-Two or more
ADJUSTMENT UNDER SUPERVISION 4-No serious problems 2-moderate problems; misdemeanor arrest; no warrant issued 0-Warrant issued; felony arrest or multiple misdemeanor arrests
USE OF COMMUNITY RESOURCES 4-Not needed 3-Productively utilized 2-Needed, but not available 1-Utilized, but not beneficial 0-Available, but rejected
.RISK
SCORE
TOTAL OF RISK AREA SCORES 0-16 =INTENSIVE 17-22 =MEDIUM 23+ =MINIMUM
VII..
IF THIS IS A TERMINATION, DISCARD B
OTHERWISE, COMPLETE B RISK LEVEL'
INTENSIVE =1 MEDIUM =2 MINIMUM =3 I
lect the ap
Agent Last Name Number
uelartment of Health and Social Services ision of Corrections
(Riev. 3/80) TERMINATION FROM ADULT FIELD CASELOAD
ASSESSMENT OF NEEDS
Client Number
:
ient Name
Date of Terr , (Month, Da) Date of Termination
, (Month, Day, Year)
feet the appropriate answer and enter the associated weight in the score column. Higher numbers indicate more severe problems. Total all scores.
MI First Last
State of Wisconsin
Unsatisfactory employ-
ment; or unemployed
but ha s adequate
job skills
Situational or
+3 minor difficulties
+3 Secure employment; no
0 difficulties reported:
or homemaker, student
or retired
No current
difficulties
I. GENTS IMPRESSION OF CLIENT'S NEEDS
1 Minimum 0 Low 1 Minimum 0 Low +3 Medium +5 Maximum
SCORE
CADEMIC/VOCATIONAL SKILLS
High school or — 1 above skill level 0
IIAPLOYMENT
Satisfactory employ-
ment for one year or
longer
FINANCIAL MANAGEMENT
Long-standing pattern
of self-sufficiency; e.g.,
good credit rating
I ARITAL/FAMILY RELATIONSHIPS Relationships and Relatively stable
support exceptionally 0 relationships
strong strong
1 1
-1
IOMPA NIONS Good support and No adverse
I-1 influence 0 relationships
Low skill level
+2 causing minor ad-
justment problems
Minimal skili _level
+4 causing serious ad-
justment problems
Severe difficulties: +5 may irMlude garnish- ,
„ ment,i tia'd checks or bankruptcy.1
+6 ,UnemplOyed and
.virtualiy unernploy- - ai)le; needs training
Some disorganization
+3 or stress but potential
For improvement
Major disorganization +5 or stress
Associations with
+2 occasional negative
esullS
Associations almost
+4 completely negative
Adequate skills;
able to handle every-
day requirements
EMOTIONAL STABILITY
8 ' Exceptionally well
.2 adjusted; accepts
responsibility for
actions
ILCOHOL USAGE
It HER DRUG USAGE
I_ 8NTAL ABILITY
HEALTH
$EXUAL BEHAVIOR
No symptoms of emo-
tional instability;
appropriate emotional
responses
No interference
0 with functioning
No inde ference 0 with functioning
Able to function
independently
Sound physical health;
0 seldom ill
No apparent
0 dysfunction
Symptoms limit but do
not prohibit adequate
functioning; e.g.,
excessive anxiety
Occasional abuse.
+3 some disruption of
functioning
Some need for a ssis
+3 tance; potential tot
adequate adtustment:
mild retardation
Symptoms pohihit
adequate functioning;
e.g., lashes out or
ietreats into self
equent abuse;
+6 se i inus disruption.
needs treatment
Deficiencies sever ely
+6 limit independent
f unctioning, moderate
etarrtat ion
+4 +7
Occasional substance F i equenr subsiance
+3 abuse . some disruption +5 abuse: set inus disrup-
of functioning bon. needs treatment
Handicap or illness Serious handicap or
+1 interferes vvith function- +2 chronic illness; needs
inq on a recut ring basis frequent medical care
Real or perceived Real or perceived
+3 situational or minor +5 chronic or severe
problems problems
TOTAL
(CASE FILE COPY)
I ienatessemereammumaimem _ I ' artmentiealth and Social Services
i don of C ections "
C-511,3a (Re . 3/80)
TERMINATION FROM ADULT FIELD CASELOAD
kalagaZieain
Last Ml (Client Number First nt Name
Number Agent Last Name
MARITAL STATUS AT TERMINATION: 1. Single, never married 2. Married 3. Common law marnage 4. Separated 5. Divorced 6. Widovved 7. Other 9. No data
PAYMENTS RECEIVED DURING PERIOD OF SUPERVISION:
Yes No Not rep'cl
Disabled Aid/ 1 2 9 Workmen's Comp.
Social Security ISSI) 1 2 9
VA Benefits 1 2 9
Unemployment Comp. 1 2 9
Other 1 2 9
AMOUNT OF PURCHASE OF SERVICES MONEY USED' 1 None 2 $1-$499 3 $500 -$999 4 $1000 or more
COURT-ORDERED RESTITUTION PAID IN FULL: (Do not include attorney fees or court costs):
1 Yes 2 No 3 Not ordered
AMOUNT OF COURT-ORDERED RESTITUTION PAID' (Enter '0' if not ordered) S .00
REFERRAL INFORMATION
If client was referred for any of the following services since the last evaluation,
enter the appropriate agency code and the code to indicate if the services were
received in the spaces provided (see back of C-503b for codes):
Referral Agency Code
#1 # 2
Were Services rec'd 7 Agency Agency
It 2
1. Consultation for Case Planning Assistance:
2. Formal Evaluation Iclintcal, vocational, etc.):
3. Vocational Training or Job Assistance:
4. Mental Health Treatment:
5. Alcohol Treatment:
6. Drug Treatment:
7. Developmental Disability Treatment:
8. Educational Training:
9. Special Services (Living
Arrangement, Money, Food, etc.)
Month, Day, Year
Month, Day, Year
State of Wisconsin
Date of Termination ILMonth, Day, Year)
I ME ect the appropriate answer and enter the associated code in the adjacent blank.
PE OF TERMINATION: 1 Discharge 2 Early discharge 3 Court ordered discharge 4 Closed-Interstate Compact 5 Revocation 6 Death report 7 Other
R R ALL TYPES OF TERMINATION EXCEPT -VOCATION, CHECK ANY OF THE FOLLOWING AT HAPPENED DURING SUPERVISION:
A. No rules violations or new offenses reported
8. Client absconded, but was reinstated
I Two or less rules violations reported Three or more rules violations reported New conviction, client continued on supervision
i • New conviction, nevv probation sentence G. New conviction, client given jail term
IC)UNTY OF RESIDENCE AT TERMINATION• t ee Code List on back of C-50318
I - SSIGNED LEVEL OF SUPERVISION T TERMINATION
1 Minimum 2 Medium 3 Maximum
IMOUNT OF TIME EMPLOYED AT TERMINATION 0 Unemployed and nni looking
" 1 Unemployed and lookmq 2 Full-time 13540 hts wit)
I 3 Full tune but seasonal 4 Part time (20 34 hrs'wk I 5 Part tu h ne Itess han 20 . shaik) 6 Student 7 Homemaker 8 Nui apphaatite
1119
Not reported
ROSS MONTHLY INCOME AT TERMINATION 1 None . 2 SI - 5199 3 S200 • S399
I4 S400 - S599 5 5600 - S799 6 S800 • S999 7 5 1000 or more 9 Nui reported
10ST GRADE COMPLETED 1 None or Kindergar ten
- 02 First or Second Grade 03 11 (Enter Specific Number)
1 2 Twelfth Grade, Not High School Graduate II13
14 15.
16 17
111 98 20
'RIVING ARRANGEMENT AT TERMINATION 1 A long . 7 Woh spouse 3 With childIren) 4 With parentls)
I 5 Vvtth stbltrig(s) 6 Wrth friend(s) 7 Other
- 9 Nol reported
IATE OF REVOCATION:
DATE OF VIOLATION:
High School Graduate HEU or GED Cernbcate One or Two Years of College, Technical or Vocational School Three Years of College FLA , B.S. Some Graduate Work M.A., M.S PH.D M D., LIN: Degree etc.
98. Ungraded ou Spectal Classes 99 No Data
REASON FOR REVOCATION: 1 Conviction for new offense 2 Revocation substituted for nevv convictton 3 Charged vvith another offense but not yet conytcted 4 Arrested but not charged 5 Absconded 6 Other rules violation
MOST SERIOUS VIOLATION: (See code list on back of C-503b1
COMPLETE THE ITEMS BELOVV IF REVOCATION OCCURRED
(CASE FILE COPY)
STRATEGIES FOR CASE SUPERVISION
The purpose of SCS is to provide the parole professional with an efficient and effective case management system. SCS includes procedures for developing individualized strategies for the quality supervision of adult offenders. This process is accomplished through the completion of the three system components: an assessment procedure, a supervision planning process, and the implementation of one of five different supervision strategies, depending on individualized case needs.
The assessment instrument has been developed, tested, and revised over the past eight years. It has been standardized on an adult probation and parole population and meets or exceeds the highest standards of research and testing design. Therefore, certified instruction is required for its use. It is not to be used with juveniles nor for any other than its stated purpose.
SCS Instructions
There are four parts to the SCS assessment instrument. Whenever possible, the following sequence (Pi to D) should be followed.
A. Attitude interview (45 items) B. Objective history (11 items) C. Behavioral observations (8 items) D. Officer impressions of contributing factors (7 items)
Attitude Interview
A semi-structured interview with suggested questions has been developed to elicit attitude information about the offense, the offender's background, and about present plans and problems. The average interview takes about forty-five minutes and the scoring about five minutes.
Use a natural, open, conversational style of interviewing which is comfortable for both you and the client. If the client presents same important or interesting information requiring follow-up, feel free to do so before returning to the structured sequence. While stressing free-flowing communication, some structuring is required to insure the reliabil-ity and validity of the instrument. Therefore, make every effort to preserve the meaning of the questions when transposing them into your own words.
In the interview, eadh section is introduced by one or two open-ended questions which are intended to encourage discussion on a particular subject. If the information needed to score the items is not obtained from the open-ended questions, one or two specific ques-tions are provided for each item. If those questions fail to elicit the needed informa-tion, continue to inquire with increasingly direct questions unless you see the word-STOP-. "-STOP-" means to discontinue inquiry (except to repeat or clarify a misunderstood ques-tion.)
For some items, "a" and "b" questions are included. If the "b" question is asterisked (*), always ask it unless the answer to the "a" makes the "b" question meaningless (e.g., no to question 10a). If question "le is not asterisked, ask it if the needed information was not elicited from question "a".
A SCORING GUIDE is included to provide criteria and assistance in scoring abbiguous re-sponses. When scoring, you must dhoose only one alternative for each item. If you cannot choose an alternative, do not rate the item.
1 )
STRATEGIES FOR CASE SUPERVISION
TDC#
ATTITUDES ABOUT OFFENSE
CLIENT'S NAME
Could you tell me about the offense that got you into trouble?
QUESTIONS RESPONSES SCORING GUIDE
1. a. How did you get involved in this offense?
b. (1.f denied) What did the police say that you did?
1. Motivation for committing the offense a. emotional motivation
(e.g., anger, sex offense, etc.)
b. material (monetary motivation
c. both emotional and mater-ial motivation
1. a.-using drugs -assault (not for robbery)
b.-prostitution -car theft (except for joy riding)
c.-stealing from parents for revenge
-stealing primarily for peer acceptance
-man who won't pay alimony primarily because he's angry with his ex-wife
2. a. How did you decide 2. to commit the offense?
b. Could you tell me more about the circumstances that led up to the of-fense?
Acceptance of responsibility 2 for current offense a. admits committing the
offense and doesn't attempt excuses
b. admits committing the of-fense, but emphasizes excuses (e.g., drinking, influence by friends, family problems, etc.)
c. denies committing the offense
. b.-"I would never have done it if I hadn't been drinking."
-"My friends get me into trouble."
c.-clients*who deny any signi- ficant aspect of the offense are scored "c". For example, the client admits that he helped to jimmy a car window but denies responsibility for removing valuables be- cause his friends removed them.
3. Looking back at the 3. offense, what is your general feeling about it? -STOP-
Expression of guilt about current offense a. expresses guilt feelings
or spontaneous empathy toward victim
b. expresses superficial or no guilt
c. victimless crime
3. a.-client must feel some per-sonal shame and regret (not just verbalization to im-press the officer.)
b.-"I feel bad because now I have a record." -"People are disappointed in me." (Indicates some regret but not necessarily guilt.)
-"I know it was wrong." (Emphasis is on having done wrong, but not on feeling bad because one has done wrong.)
c.-using drugs -sexual activities between consenting adults
(2 )
4. a. What prior offenses are on 4. Offense and severity your record?
*b. Were you ever in trouble as a juvenile?
a. no prior offenses (Skip items 5,6,7, and 8.)
b. mainly misdemeanors c. no consistent pattern d. mainly felonies
OFFENSE PATTERN
I'd like to talk to you about your prior offenses. Have you been in trouble before? (Obtain a complete picture of client's offense style, including current offense, when scoring items 5-8.)
4. Items 4,5,6,7 and 8 should include juvenile offenses (e.g., drunk driving.) Don't count dismissals. b.-Should not be used if
client has more than two serious felonies. (Use choice "c" or "d".)
d. - Over 50% of client's offenses are felonies,
5. a. Have you ever been armed or 5. hurt someone during these offenses?
*b. Did you ever threaten anyone?
Was client ever 5-8.Use current and prior involved in an offense offense factors to score where he (she) was armed, 5 through 8. assaultive, or threatened injury to someone? a. yes b. no
6. a. How did you decide to commit 6. the most recent of your prior offenses?
b. Could you tell me more about the circumstanceS that led up to the offense? (Discuss each offense individually for items 6 - 8.)
Offenses were generally 6. a. planned b. no consistent pattern c. impulsive
a.-exhibitionist who drives around in a car looking for a girl to which to expose himself -person who decides to commit an offense, then drinks to build courage
c.-exhibitionist who is driving to work, sudden-ly sees a girl, and pulls over and exposes himself -person gets drunk and into a bar fight
7. Were you drinking or on drugs when you committed this offense?
7. Percent of offenses committed while drinking or on drugs a. never b. 50% or less c. over 50%
8. Did you do the offense alone or with others?
8. Offenses were generally committed a. alone b. no consistent pattern c. with accomplices
(3 )
SCHOOL AND VOCATIONAL ADJUSPENT
Now, I'd like to find out some things about your background. Let's begin with school. How did you like school?
9. What was your favorite subject 9. Favorite subject in school? -STOP- a. vocational
b. academic C. gym d. no favorite subject
9. a.-business courses b.-music or art
10. a.Did you have a favorite teacher in high school?
%.What did you like about him (her)?
10. Attitude toward teachers a. no favorite teacher b. teacher chosen be-
cause of certain qualities that the client ad-
mired c. teacher chosen be-
cauÉe of close per-sonal relationship with the teacher
1 1. 11. 11. a.How far did you go in school?
*lb.Did you have any problems with schoolwork? (If client did not graduate from high school, find out why not.)
Client's school
performance a. no problems b. learning problems
(Difficulty perform-ing schoolwork)
c. lack of interest, behavior, or other problems
a.-don't use for client who didn't complete high schoo l .
b.-for client whose teaming problems result from a lack of capacity (not just from lack of interest or behavioral problems). -if client has both a lack of capacity and behavioral problems, score "b". Lack of capacity takes prece-dence when scoring.
12. Now, I'd like to know about your work history. What kinds of jobs have you had?
12. Primary vocation 12 a. unskilled labor b. semi-skilled c. skilled labor or
white collar d. no employment his-
tory (homemaker) (Skip 13 g 14)
e. student or recent graduate (Skip 13 & 14)
(4)
• a.-average person could do job without training -use for client who's been in the job market for over 6 months, but has no employment history. (Also score items 13 and 14.)
c.-job requires some train- ing and/or experience
d.-for homemaker, use prior • vocational history, if any.
If not, check "d" and skip items 13 and 14.
e.-for client who recently (within 6 months) was a
• student and hasn't had the opportunity to establish an employment pattern, check choice "e".Skip 13 and 14.
13. a. How long did you work 13 on your most recent job?
b. How long between that job and your previous job? (Start with most recent job and go backwards until a clear pattern emerges. Same instruction for 14b.).
. Percent of working life 13. Subtract time in school, where client was institutions, etc. from employed full time client's potential a. over 90 2 working life. b. over 50% to 90% c. 502 or less
14. a. Have you had any 14. trouble getting jobs?
b. What was the reason for leaving your most recent job?
Primary vocational problem a. none(can be used only
if item 13 is scored
b. problems due to lack of skills or capacity
c. attitude or other problems
14. a.-don't use "a" if working less than 90 2 .
c.-"Because of my drinking problem"
15. a. Where do you live now?
b. Have you moved around much? (Deal with time period after client turned 18.)
15. Living stability back-ground a. essentially stable
living arrangements b. some unstable periods c. essentially unstable
living arrangements
16. a. Have you had any 16. trouble supporting yourself or received welfare?
b. (If applicable) How did you support yourself when you were unemployed?
History of being self- 16. Illegal activities and welfare supporting are not counted as self- a. client has usually supporting. For clients who
been self-supporting have not had the opportunity b. client has had several to support (her) himself (e.g.,
periods where he (she) homemaker or person living wasn't self-supporting with relatives), estimate the
c. client has essentially likelihood of (her) his being not been self-supporting able to support (her) himself.
FAMILY ATTITUDES Now I'd like to know about your childhood. Can you tell me what it was like?
17. a. How do (did) you get 17. Present feelings toward 17. along with your father? father .
b. How do you feel about a. close your father? b. mixed or neutral
c. hostile
In multi-father families, use the person whom the client identifies as father. b.-"We get along" (without
implication of closeness)
(5)
Was client ever physically 21.Item 21 should be based on abused by a biological, facts described and not on step, or adoptive parent whether the client felt
abused or not. a.-cuts on face or severe
body bruises -sexual abuse -locked in closet or starved for long periods
a. yes b. no
22. a. How would your parents 22.Parental view of client (prior to adolescence) a. good child b. problem child c. parents differed
have described you as a child (before you were a teenager)?
*b. Did both of your par- ents see you the same way?
23. How would you describe yourself as a child (before you were a teenager)?
23. As a child, client describes self as a. good child (normal
or average) b. problem child
18. a. If you did something 18. wrong as a teenager, how did your father handle it?
b. What kind of disci- pline did he use?
Type of discipline father 18. used (during client's teenage years) a. verbal or privilege
withdrawal b. permissive (generally
let client do as he (she) pleased)
c. physical
If the client didn't live with father or father figure during at least part of his (her) adolescent years, do not rate item 18. b.-"He always left it to
Mom."
19. a. How do (did) you get along with your mother?
b. How do you feel about your mother?
19. Present feelings toward 19. mother a. close b. mixed or neutral c. hostile
In multi-mother families, use the person whom the client identifies as mother. b.- "we get along" (without
implication of closeness)
20. a. If you did something 20. wrong as a teenager, how did your mother handle it?
b. What kind of disci- pline did she use?
21. a. Were you ever 21. abused by either of your parents?
b. Did either of them ever go overboard on the punishment?-STOP-
Type of discipline mother used (during client's teenage years) a. verbal or privilege
withdrawal b. permissive (generally
let client do as he (she) pleased)
c. physical
20. If the client didn't live with mother or mother figure during at least part of his (her) adolescent years, do not rate item 20. b.-"She always left it to
Dad."
22. a.-no special problems -"Like anybody else"
b.-"My parents were always complaining about me."
--"I gave them lots of trouble."
. -seen as "strange kid"
23. Accept what the client says even if his (her) behavior does not match his (her) perception. (examples from item 22 also apply here.)
• (6)
with your brothers and sisters?
b. How do you feel about them?
siblings a. close b. neutral or mixed
c. hostile d. no siblings
27. Can you describe your father's personality? (If answer is unclear, ask client to describe another person he (she) knows well.)
27. Client's description of personality a. multi-faceted b. superficial (e.g.,
"good", "bad", "nice", etc.)
24. a. How do you get along 24. General feelings toward 24. Include half-siblings; ex- clude step-siblings. b.-"Like some, not others"
25. Would you describe your 25. General attitude toward 25. Accept the client's view early childhood (before childhood you were a teenager) as a. happy happy or unhappy? -STOP- b. not happy
26. If you could change any- 26. thing about your child- hood, what would you change?
Satisfaction with child- 26. c.- "I should've gone to
hood school." a. basically satisfied
(Would change little) b. dissatisfied with
material aspect c. dissatisfied with self,
family, or emotional climate
I
27. The focus of this item is the complexity with which the client views people. The ability to describe attti-butes, or explain the reasons
for behavior, is being measured. "Superficial" indicates a lack of capacity to perceive depth in person-ality and not just an evasion
of the question. One or two complex statements are suf-
ficient for an "a" score. a. -"ambitious and honest" • -"sensitive to others" b. -"no-good drunk" (with
no further elaboration) -"kind" _Hd n i o t know"
INTERPERSONAL RELATIONS
Let's talk about your friends. Do you spend much time with them?
28. a. What are your friends 28. Client's associates (associates) like?
*b. Have any of them
been in trouble with the law? (If client
has no current associates, use prior
associates.)
28. Don't count marijuana use (alone) as criminal. a.-don't use "a" if client
committed offense(s) with accomplices.
are
a. essentially non-crim-inal
b. mixed C. mostly criminal
(7)
29. a. How do you get along 29. In interaction with friends, 29. with your friends? client is
*b. How do they act towards you?
a. used by others b. withdrawn c. other problems d. normal
This item should be based on officer's judge-ment of the quality of the client's interactions. If the officer thinks the client is used by friends even though the client thinks he (she) gets along "ok", check choice "a".
30. a. Do you have a closest friend?
*b. What do you like best about him (her)? -STOP-
30. Description of client 30. relationship with his (her) closest friend a. talk (share feelings)
or help each other b. do things together (less
emphasis on talking or sharing feelings)
c. has none
a.-"We do things for each other." -"We're like brothers."
b.-"He's a hunter too."
31. Are you satisfied with 31. the way you get along with people?
Satisfaction with inter- 31. Accept the client's personal relationships statement. a. feels satisfied b. feels dissatisfied
32. In general, do you tend 32. to trust or to mistrust people? -STOP-
33. a. Can you tell me about 33. your relationship with women (men)?
edb. Do you generally go out with a lot of women (men) or date the same person for long peri-
ods?
General outlook toward others a. basically trusting b. mixed or complex
view c. pasically mistrusting
Client's opposite sex relationship pattern generally is a. long term (over 6 months
or serious relationships b. short and long term rela-
tionships
c. short term, less emotion-ally involved relation-ships, or little dating experience
32. b.-A complex view of people (e.g., trusts in some situations and not in others)
-"I trust people too • much." -"It takes awhile to get to know them."
33. c.-Short-term relation-ships with no solid commitments to persons of the opposite sex
34. In your relationship with 34.In opposite sex interactions,34 your wife/girlfriend (hus- client generally band/boyfriend), who tends a. dominates to make the decisions? b. is average or adequate
c. is nonassertive or domi-
nated .
(8)
Do not accept the client's response without explor-ing his (her) relation-ships or seeing how some specific decisions are
made (e.g., who decides what to do or with whom to socialize;who controls the money).
FEELINGS
Now, I'd like to ask you about your feelings. Have you had any problems handling your feelings?
35. Do you consider yourself 35 to be a nervous (or anxious) person? -STOP-
Does client view 35. Accept the client's statement. self as a nervous a.-"I worry a lot." person? -"I'm hyperactive." a. yes b. no
36. a. What kinds of things 36 get you depressed?
b. What do you do when you're feeling depressed? (If denies,- find out how he (she) keeps from getting depressed.)
What does client do when feeling depressed? a. seeks someone to
talk to, or tries to figure it out
b. seeks an activity to distract self
c. drinks or uses drugs d. isolates self
36. b.-"Forget about them" -Watch T.V.
d.-"I pray" -"I go to sleep."
37. a. Have you ever thought 37. Self destructive seriously about hurt- behavior ing or killing your- a. never seriously self? contemplated suicide
b. (If client says yes to b. has had definite above) Have you ever thoughts of suicide tried it? c. has attempted it
38 38. a. What do you do when 38. In handling anger, you are feeling angry client
a. is physically aggressive
b. avoids expression to others or has trouble expressing anger appropriately
c. responds appropriately
. Based on all sources of reliable information (e.g., offense history) and not just on client's statement. Physically aggres-sive problems should take precedence in scoring. b.-"I break things."
with people? b. Have you ever hurt
anybody when you were angry?
39. a. Can you describe your 39 personality?
b. What do you like and what do you dislike about yourself?-STOP-
In describing self, 39. client a. emphasizes strength b. emphasizes inade-
quacy (client tends to downgrade self?
c. can't describe self
(9)
If the client gives both posi-tive and negative statements about (him) herself, choose the one emphasized most. If the positive and negative have equal emphasis, choose the first given. c.-Choice "c" is designed to
pick out the client who is not capable of showing much insight or complexity into (him) herself. -"I'm okay." (and can't elabo-rate) -"I 'm a nice person." -"I get into much trouble."
It
1
40. (No question asked. Rate 40. Openness in discussing 40. your impression of client's feelings openness in discussing a. discusses as openly feelings.) as able
b. is evasive
a.-if the officer felt that the client was fairly straightforward in talking about his(her) feelings
b.-if the officer thought the client was evasive
41. Aside from your legal problems, what is the biggest problem in your life right now?-STOP-
PLANS AND PROBLEMS
41. What does the client 41. view as his (her) most important problem area right now? a. personal b. relationships c. vocational-educa-
tional (including employment)
d. financial e. no big problems
presently (Score item 42 as "an.)
a.-client names several important problems.
-drinking or drugs -"Get my head together"
b.-"Get things straightened out with my fiancee" -"Try to get along better with my parents"
42. How do you expect this problem (from item 41) to work out?
42. Attitude toward solving problems a. optimistic; expects
to succeed (Include 41.e.)
b. unclear c. pessimistic; expects
to fail
42. a.-"O.K., because I've got a better paying job."
b.-"O.K., I hope." -''I '11 be O.K., if I get a better paying job."
c.-client is pessimistic about outcome or can't figure out a solution.
43. 43. a% What goals do. you have for the future?
*b. What are your plans for achieving your goals?-STOP-
43. Future plans a. short-term goals
(most goals can be fulfilled within about 6 months) or no goals
b. unrealistic goals c. realistic, long-term
goals (most goals are well developed and extend beyond 6 months)
a.-"Just live day to day." -poorly developed goals with no plans for achieving them.
b.-strange, way out, or impossible to achieve goals.
44. (No question asked. Rate the item based on follow-through on jobs, education, training programs, etc., based on all sources.)
44. Client usually sticks with, or comPletes, things he (she) begins a. yes b. no
( 10)
45. a. How will being on parole affect your life?
b. What do you expect to get from being on parole?-STOP-
45. Client's general expect-ations about supervision a. no effect b. monetary, counseling,
or program help c. hopes supervision will
keep him (her) out of trouble
d. negative expectations e. mixed or unclear expectations
OBJECTIVE BACKGROUND ITEMS
QUESTIONS AND RESPONSES SCORING GUIDE
Legal History
1. Age of earliest court appearance: a. 14 or younger b. 15-17 c. 18-22 d. 23 or older
2. Number of prior offenses: a. none b. 1-3 c. 4-7 d. 8 or more
1. Include juvenile offenses and serious traffic offenses (e.g., drunk driving, hit and run).
2. Exclude the client's present offense in rating this item. Include juvenile and serious traffic offenses.
3. Number of commitments to state or federal correctional institutions for one year or longer: a. none b. 1 c. 2 or more
4. Time spent under probation or parole supervision a. none b. 1 year or less c. over 1 year; up to 3 years d. over 3 years
Medical History
3. Include juvenile commitments and commitment for present offense.
4. Include juvenile supervision. a. Use "a" for new client.
5. (Circle all applicable choices.) a. frequent headaches, back or
stomach problems b. serious head injuries c. prior psychiatric hospitalization d. out-patient psychotherapy e. none of the above
5. a. Vague complaints not diagnosed by a physician
b. Skull fractures Head injuries which required treat-ment (beyond X-ray)
d. Professional in-patient drug/alcohol treatment
(11)
School History
6. Highest grade campleted: a. 9th or below b. 10th to 12th c. high school graduate (exclude GED) d. some post high school training leading
toward a degree
7. Did client ever receive special education 7. Include special programs for or remedial help in school? learning deficiencies (rather a. yes than behavior problems). b. no
Family Development
8. Client was raised primarily by: a. intact biological family b. other
9. Did either parent have a history of: (Circle all applicable choices) a. being on welfare b. criminal behavior c. psychiatric hospitalization d. suicide attempts e. drinking problems f. none of the above
10. Have siblings (including half and step siblings) ever been arrested? a. none b. some c. most d. not applicable
11. Currently client is: a. single (never married) b. single (separated or divorced) c. married (including common-law)
8. Choice "a" requires both natural parents in an intact home until client reached about 16 years of age.
9. Includes step and adoptive parents.
(12)
(h) Average
(h) Average
(b) Average
(h) Average
(h) Average
(h) Average
(h) Average
(h) Average
(c) Above Average
(c) Overly Confident
(c) Very Attentive
(c) Above Average
(c) Driven (Accelerated)
(c) Elated
(c) Very Open
(c) Eager to Please
BEHAVIORAL PATTERNS
Instructions: Rate the following behaviors as observed during the interview. Use (h) for the average parolee. Use (a) and (c) for distinct exceptions to the average.
1. Grooming and Dress
(a) Below Average
2. Self-Confidence
(a) Lacks Confidence
3. Attention Span
(a) Easily Distractable
4. Comprehension
(a) Below Average
5. Thought Processes
(a) Sluggish
6. Affect
(a) Depressed
7. Self-Disclosure
(a) Evasive
8. Cooperation
(a) Negativistic
(13)
(a) (b) (c)
IMPRESSIONS
INSTRUCTIONS: On the continuum bele.w, race the significance of each factor with regard to the parolee on two (2) criteria: 1) Does the parolee have a problem in this area? 2) Did (does) this problem contribute to the parolee's legal difficulties? In order for the factor to receive an "a" rating, it must have significance on both criteria. To receive an "e" rating, it must have significance on neither criterion. At least one item must be rated an "a" , and at least one item must be rated an "e".
a. SOCIAL INADEQUACY
Socially inept. Unable Socially adept. Able to Do not merely rate to perceive the motives assert self and to per- performance in social and concerns of others. (a) (b) (c) (d) (e) ceive the motives and situations. Rate Unable to survive in concerns of.others. ABILITY. society and care for Able to survive in self, society and care for
others.
b. VOCATIONAL INADEQUACY
(a) (b) (c) (d) (e)
Lacks the capacity to obtain and maintain relatively permanent and reasonably paying employment.
C: cerm-NAL ORIENTATION
HAS THE CAPACITY to Do not merely rate maintain relatively job performance. Rate permanent and reasonably CAPACITY. 'paying employment.
Criminal behavior is an acceptable, common part of the parolee's life and h/she attempts to live off of crime without trying to make it in a pro-social way.
d. EMOTIONAL FACTORS
I
Criminal behavior is not an acceptable nor common part of his7iié-r life, nor does s/he
(d) (e) attempt to live off of crime without trying to make it in a pro-social way.
Do not merely rate the frequency of offenses. Rate VALUES and ORIENTATION.
Emotional problems (e.g., chemical dependency, sex, fear, depression, low self-esteem, anxiety, self-destructiveness) contributed highly to the offense (pattern).
(a) (b) (c) (d) (e)
Emotional factors did not contribute significantly to the offense (pattern).
e. FAMILY HISTORY PROBLEMS
Parental family problems child-hood and adol-escence contributed significantly to the offense (pattern)
In
Parental family problems of childhood and adolescence did
(a) (b) (c) (d) (e) ot contribute significantly to the offense (pattern).
f. ISOLATED SITUATIONAL (TEMPORARY CIRCUMSTANCES)
'Offense is not a result Do not merely rate of unusual or temporary infrequency of
circumstances (i.e., offenses. Rate
(a) (b) (c) (d) (e) offense is part of a OVERALL PATTERN. continuing pattern).
g. INTERPERSONAL MANIPULATION
Uses controls, and/or Misuse of others, manip- manipulates others to ulation, and control, did gain his/her own ends (a) (b) (c) (d) (e) not contribute significantly with little regard for to offense (pattern). the welfare of others.
Unusual or temporary circumstances in the parolee's life, which are unlikely to be repeated, contributed signifi- cantly to the offense
(14)
F- U (1) 0 0 4-1
-C Ci 0-
19. 6 1 (a) (a) (a) (h) (b) (h) (c) (c) (c) (d) (d) (d)
11 7 2 (a) (a) (a) (b) (b) (b) (c) (c)
(d)
8 3 (a) (a) (h) (h)
(c) 9 (a) 4 (h) (a) (c) (b) (d) (c) (e) (d) (f)
5 (a) (h) (c) (d) (e)
OBJECTIVE BACKGROUND
S- C1)
4- 4-
SC
S IN
VE
NTOR
Y
ci 4- 4- CD
gj
4-1
(S.I.+) (C.C.+)
+ (50) + (50)
(C.C. -) -
S. I. Total C.C. Total
(T)
( 2 )
(E.S.+)
+ (50)
=
(L.S.+)
+ (50)
(L.S.-)-
E.S. Total ____ Total («
IMPRESSIONS
. I 2 3 4 5
b. I 2 3 4 5
c. I 2 3 4 5
d. I 2 3 4 5
e. I 2 3 4 5
f. I 2 3 4 5
9. I 2 3 4 5
BEHAVIOR
1. A 8 C
2. A B C
3. A B C
4 • ABC
5. A B C
6. ABC
7. A B C
ABC 8.
CLASSIFICATION: Primary Secondary ( 1 ) (
38 33 28 23 18 13 9 4 9
(a) (a) (a) (a) (a) (a) (a) (a) (a)
(h) (b) (b) (b) (b) (b) (b) (h) (b) (c) (c) (c) (c) (c) (c)
(c) 24 (c) (d) (d) 43 29 (a) 14 2
(a) 39 34 (a) (b) 19 (a) IO 5 (a)
(a) (a) (b) (c) (a) (h) (a) (b) (h) (h) (c) (d) (b) (c) (h) (a) (b) (c) (c) (d) (c) (b)
(c) 25 15 (c) (c)
30 (a) 20 (a) 6 44 40 (h) (h) Il (a) 3
(a) (a) (a) (a) (c) (a) (h) (a)
(h) (b) (b) 26 (h) (h) (c)
35 (a) (c) 16 (c) (b) 45 (a) (c) (b) (a) 7 (c)
(a) 41 (b) (c) 21 (h) 12 (a) (b) (a) (a) (b) (c) (a) 36 31 (b) (c) (b) (c) (d) (b) (a) (a) 27 (c) (e) (c) (h) (h) (a) 22 (d) 8
(d) (c) (b) (a) (e) (a) (e) (d) 32 (h) 17 (b)
(a) (c) (a) (c) 37 (b) (h)
(a) (c) (c) (h) (c)
42 (al (b) (c)
ATTITUDES
111111 MIN Mi Mi MI MIR MI Me MI MI OBI MI 11110 IIIIIII MI MS MI
CD Cn
c:C
SUPERVISION
PLANNING
Traditional
SCS
OBJECTIVES
1. Visualize SCS Pyramid
2. List six (6) steps for Supervision Planning
3. List eight (8) uses for Supervision Plan
4. Recognize the four (4) components of the Case Supervision Plan
5. List three (3) additional problem/resource prioritization targets
6. List six (6) characteristics of an outcome based objective
7. List three (3) major components of the Action Plan
S.C.S. PYRAMID
valuation Destination
Implementation Journey
Present State Assessment
Supervision Map Planning
SIX STEpS
FOR
SUPERVISION PLANNING
L Force field analysis
2. Risk/need classification
3. Needs prioritization
4. Writing outcome based (measurable) objectives
5. Writing out resources (how to achieve)
6. Negotiating Supervision Plan
?WHY WRITE A PLAN?
1. Pro—active (rather than re—active)
2. Positively focused
3. Outcome—oriented (specific)
4. Systematic
5. Clear expectations
6. Officer protection
7. Shared ownership
8. Supervision aid
FOUR COMPONENTS
OF
CASE SUPERVISION PLAN
I. Case Analysis
1. Force Field theory
2. Listing of strengths/weaknesses
II. Prioritization of Problem Areas
1. Importance/Strength
2. Alterability
3. Speed (of change)
4. Interdependence
5. Those identified as BIGGEST PROBLEMS (Item 41)
6. P/P identified goals (Item 43)
7. General Goals for Strategy Group
III. Writing the Plan
1. Stating the problem
2. Goals/Objectives (What)
3. Action Plan (How)
IV. Negotiation
With power
For success
(1) To
(1) To
?WHAT?
ES AN OUTCOME-BASED OBJECTIVE
???
1. Behaviourally based
2. Specific performance outcome
3. To be achieved by P/P
4. According to specified criteria
5. Can be negotiated with P.O.
6. Sometimes subject to *special* conditions
EXAMPLE
(2) Specific Performance Outcome
(3) Completion Crite'rion
(2) A GED (3) bY Obtain Certificate 5-1-86
EXAMPLE
WHAT
THREE MAJOR gOMPONENTS
OF AN
ACTION PLAN
1. Tasks or activities necessary to complete the objective
2. Resources
3. Target date for completion
HOW WHEN
NEGOTIATING A CASE PLAN
Negotiation Is Buy—In
Steps:
1. State purpose
2. Find agreement areas
3. Capitalize on abilities
4. Compromise
5. Postpone
6. Conditional Compromise
7. Referral
8. Mediation
I
"The extent to which the Parole
Officer can align the supervision
objectives with the values and
motivations of the releasee, will
likely be the extent to which the
objectives will be accomplished."
_ Driving Forces
Law Abiding Behavior
1 Driving F
1 1 1 1 1 1 1 1 1 1
. FORCE FIELD
Restraining Forces
Criminal Behavior
Restraining Forces
Family Breakdown › < Strong Family Ties
I Acceptance of Violence >4------Abhorrence of Violence
I Race Discrimination «(------Valued Cultural Diversity
1 Chemical Dependence . 47-----Reduced Chemical Dependency
I Unstable Residence Residence Stability
11 Limited Education
1
Rank Area Problem/Weakness Rank
SUPERVISION PLANNING (Steps 1, 2, 3, and 4 must be completed)
STEP 1. Strenghs/weaknesses. Using all resouFaTavallable, identify the strengths/ weaknesses, it any, tnat pert.ain to each area in reference to the client and his (her) primary environment.
Strength/Resource
'resent Offense
)ffense pattern
;orrectional iistory
Education
iental Ability
Employment Record
Jocational Skills
Finances
Residential Stability
.
Family History
Interpersonal Skills
Companions
Intimate Relationships
Emotional Stability
Drugs & Alcohol
Plans & Goals
Client Expectations
Sexual Behavior
Health
Values & Attitudes
STEP 2: PRIORITIZATION: Apply the following criteria to the above in order to rank the
four most important areas relative to the client's legal difficulties: the relative strength,
the alterability, the relative speed with which change can occur, and the inter-dependency
with other areas. (15)
I
TENTATIVE SUPERVISION PLAN R - 2-85
RELEASEE'S NAME TDC# UST MIST KID=
SCS CLASSIFICATION: S. I. - S.C3 S. I. - T.E3 C. C.E] E. S413 L. S.E] [Assessment code - 1 2 3 4 5]
1. PROBLEM STATEMENT:
LONG-RANGE GOAL:
-SHORT-RANGE OBJECTIVES:
Date Achieved:
CLIENT ACTION PLAN:
OFFICER/REFERRAL ACTION FLAN:
SUBMITTED BY DPO/PCW CLIENT SIGNATURE DISTRICT OFFICE
DATE
DATE
APPROVAL - UNIT SUPERVISOR muI
2t PROBLEM STATEMENT:
LONG—RANGE GOAL:
•HORT-RANGE OBJECTIVES:
Date Achieved:
CLIENT ACTION PLAN:
OFFICER/REFERRAL ACTION FLAN:
(Client)
(Officer)
Offense
OFFENSE PATTERNS (Items 4-8)
(Item 4)(Item 5)(Item 6) Felony/ Assault- Circumstances? Misd. ive?
(Item 7)(Item Chemi- Accon cals? plic
I
Item 12) Kinds of Jobs
VOCATIONAL HISTORY (Items 12-14)
(Item 13a) Duration
(Item 14b) Reason for Leavin
Item 13b) Unempldyment Interval-)
Item 13b) Unemployment Interval ------3
Item 13b) Unemploment Interval-4
Item 13b) Unemployment Interval -------4
Item 13b) Unemployment Interval -------
CASEWORK/CONTROL
Probationer Characteristics
1. Géneral instability: The instability extends into several life situations (e.g. employment, family relationships, residence, interpersonal relationships, emo-tions, etc.)
2. Lack of goal-directedness: The tendency is to live day-to-day with little commitment to the pursuit of constructive goals.
3.. Emotional problems: There is a tendency to be long-term emotional problems, neg-ative self-perceptions, and self-destructive behavior such as serious chemical abuse.
4. Offense pattern tied to instability: Most offenses will be related to the above-mentioned instability and tends to include both misdemeanors and more serious offenses, once a pattern is established.
5. Chaos of childhood is extended to adult life: There tends to be a chaotic child-hood which is repeated in adult life with numerous changes in residence, marital problems, and failure to provide consistent family support.
6. :Potential for success: In spite of performance, there is usually potential for !successful employment (e.g., adequate mental ability, some job skills, etc), ibut the job performance is interfered with by the many personal problems.
Goals
1. To increase stability in the major life situations (e.g., employment, family relationships, residence, etc.).
2. To substitute self-affirming behavior for self-defeating behavior by a. Utilizing potential abilities b. Resolving long-term emotional problems c. Chemical abstinence
Probationer-Officer Relationship
1. Case-manager role: Unless caseload is small, the officer will need to enlist the assistance of other service providers because of the magnitude of the problems presented by these probationers. Often, this will require a considerable amount of coordination.
2. Stabilizing influence: This group is the most up and dawn emotionally. The probationer may report that everything is fine one week and that everything is hopeless (even to the point of suicidal gestures or threats) the next week. The officer should bring them "down" to a more realistic point of view when they are "up" and encourage them (also to a more realistic point of view) when they are "low".
3. Motivational influence: Because lack of perserverance is a primary problem with this group, the officer will have to use creative ways to elicit motivation the probationer to keep him ( her) involved in auxiliary programs and in pursuit of long-range objectives.
4. Long-term problem solving: Use short-range objectives to pursue long-range
70
goals (the one-day-at-a-time principle). This group is easily discouraged by failure, therefore, needs a lot of officer support during periods of crisis. On the other hand, therè is a tendency to àttstch themselves to quick, easy, panacea-type solutions and the officer needs to be confrontive when the pro-bationer is avoiding long-term problems by this or other methods.
5. Don't give up: These probationers create considerable frustration in those who are attempting to work with them by their constant thwarting of plans to improve their situation. Pelure hgg become a xgy- be life for them. Success is some-thing newi and therefore frighténing. .They are also used to people giving up on them and actually may test the officer to see if the offiter is just another
-pe:rson who will give up on them. The officer should resist the temptation to do so.
6. Don't over invest: While not "giving up" the officer should also guard against investing more effort in the probationer's well-being than the probationer is investing. Although these probationer's seem extremely needy (have frequent crises), a balance must be struck between extending concern and assistance, while, at the same time, making sure the probationer is putting forth reason-able effort.
7. Be a positive authority figure: Because this group tends to have had several negative experiences with authority figures, that will tend to be a precon-ceived expectation in regard to the officer. They tend to test the officer, even if unconsciously, by their many rules violations or petty misdemeanors, even if they do not commit any serious offenses. It is important to make the consequences for these infractions fair and consistent in order not to be trapped into the probationer's game of proving that all authority figures are unfair. It is sometimes helpful to contract consequences in order to insist on the probationer's responsibility for perpetuating self-defeating behavior.
8. Avoid guilt: Avoid blaming oneself or feeling professionally inadequate if these probationers continue to get into trouble. They often have a strong need to fail which is difficult for them to overcome. They may project re-sponsibility for their failures onto others including the officer. Again, it is important to continually remind those in this group of their own re-sponsibility for the course of their lives.
• • Auxiliary Resources •
1. Mental health programs: Inpatient and outpatient.
2. Pscyological-psychiatric consultation: Often the clinician can act as a consul-tant even though not providing ongoing services. He (she) can be helpful in helping to develop the case supervision plan and to make further recommendations as to techniques and strategies for working with this group and also in dealing effectively with their families or spouses.
3. Alcohol and drug programs. Consider both education and treatment programs, as well as self-help programs such as A.A.
4. Marital and family counselling programs
5. Léisnre-time activities: Programs designed to develop constructive use of liesure time.
6. Structured living: Sometimes necessary to interrupt the unstable pattern.
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7. Vocational programs: Vocational testing and training marketable work skills or clear vocational goals.
8. Medical services: Probationers in this group may have medical problems because of their self-abuse.
Techniques
if the probationer lacks
developed undetected
1. Close monitoring: Because probationers in this group are easily defeated and give up, it is important to closely monitor programs for attendance and partici-pation.
2. Initially be supportive: When these probationers begin to lose interest in following the supervision plan, use a problem-solving approach and express confidence in their ability to make progress, if they choose to.
3. Secondarily, use leverage: Often, the supportive approach bill not be enough to elicit sustained program involvement and stability in these probationers. When this becomes apparent, the officer needs to use the leverage at his (her) disposal to promote continued involvement.
4. Be suspect of quick solutions: Because this group tends to seek and expect quick, easy solutions to major, long-term problems, approval should not be given to drop programs after short periods of stability. Reinforce and support sustained, consistent efforts rather than quick "cures".
5. Behavioral contracting: Make behavioral contracts (where the desirable behavior is clearly defined, measurable and time-framed). Contracts might contain both positive and negative sanctions with the rewards and consequences clearly spelled-out and clearly deliverable. This group is more likely to sabotage the super-vision plan than to commit new offenses, but contracting diminishes this propen-sity.
6. Require probationer participation: It is essential to require significant proba-tioner involvement in supervision planning with clear commitments to follow through on the plans. Care should be taken not to obtain high investments of time, money and effort from resources when the probationer him (her)self is uncommitted.
7. Beware of success: When the probationer is close to achievements which he (she) has never previously accomplished, he (she) needs a lot of support and encourage-ment when venturing into this heretofore unknown territory.
8. Avoid overloading: Choose only one or two of the most critical problem areas for the probationer to work on at a time because otherwise he will tend to be-come easily overwhelmed. .
9. Légal conformity as a last resort: For probationers who have repeatedly sabo-taged the supervision plan, lack motivation to improve their situations, or seem to have a need to prove. the ineffectiveness of assistance that has been offered them, it may be appropriate to discontinue major efforts to restructure their lives. As a last gasp effort, when all else seems to have failed, expect nothing more than legal conformity: Sometimes it takes the wind out of the sails of those who have been fighting you for a long time to set up a situation where they have or make a positive s.djustment to prove you wrong.
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1
1
•1
-ENVIRONMENTAL STRUCTURING
Probationer Characteristics
1. Lack of social and vocational skills: This is the predominant characteristic of probationers in this group.
2. _Tendency to have intellectual deficits: There is a marked tendency for diffi-culty with abstract:complex, or cause-and-effect thinking. This may, but does not always, result from intelligence deficits (i.e. retardation, brain damage). It sometimes results from social deprivation or lack of intellectual stimula-tion.
3. Easily influencest: They tend to be easily influenced by more sophisticated asso'ciates, whether criminal or pro-social. This is often a factor in the offense.
4. Lack insight and_foresight: This group tends not to have the foresight to be able to predict the impact or consequences of their behavior either on themselves or others (i.e. lack of cause-and-effect thinking), nor are they able to easily develop insight into their behavior after-the-fact, nor to learn from mistakes.
5. Impulsive: Following from the above, thèy tend to have a high element of impuls-iveness to their behavior.
6. Absence of malice: Because of the lack of cause-effect thinking, this group may -become involved in dangerous or assaultive behavior. However, malice as a motiv-ation is rare.
7. _Offense factors: In addition to the above, the law-breaking behavior of this group often -is- a result of their inability to succeed in the world at large and their inability to perceive the motives and concerns of others.
Goals
1. ' To increase survival (work and daily living), and social skills.
2. To associate less with criminal peers and more with pro-social peers,
3. To increase impulse control.
Probationer-Officer Relationship
1. Guidance-counselor or teacher role: Probationers in this group are the most likely of any to respond favorably to an officer who takes a "teacher" role in working with them. Sometimes it may be appropriate to act as a surrogate parent.
2. Non-threatening stance: This group is less likely to take advantage of, and more likely to profit from, a caring, giving, non-threatening stance from the officer.
3. Patience: Because ability tends to be more limited than in the other groups, more patience is required to accommodate slow, gradual progress. If demands for per-formance are too high, these probationers will tend to avoid the officer and they are, therefore, susceptable to being pushed into technical absconding. When there are breakdowns in the officer-probationer relationship, don't expect the probationer to understand the problem nor to be able to express grievances di-rectly. The officer will have to take the initiative in order to resolve such problems.
4. Initial dependence: These probationers tend to form quick attatchments to offi-cers perceived as accepting and helpful. Foster this initial dependence by pro-
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viding tangible forms of assistance. Encourage frequent contacts for giving support.
5. Direct assistance: Because it is difficult for these probationers to relate verbal reconstruction (talking about experience) to actual experience, it is often necessary to actually reconstruct experience (e.g., role play) with them or to actually show them how to perform a task (e.g., job hunting or apartment hunting).
6. Gradual Independence: Don't prolong dependency after the probationer begins to demonstrate reasonable performance on assigned tasks. Where -ability is so limit-ed that independence is an unreasonable goal, assist the probationer in seeking out more permanent agencies or individuals to which to transfer dependence.
7. Lying: While probationers in some of the other groups may lie in order to beat the system or to manipulate, probationers in this group tend to lie to cover their inadequacy or to avoid disappointing the officer if they believe that they have not lived up to the officer's expectations. Stern confrontation or threats about this sort of lying is counterproductive because it only increases the probationer's tendency to lie as a means to avoid being threatened (recall the inability to learn from past mistakes).
Auxiliary Resources
1. Vocational and/or intelligence testing: This is often helpful in determining the potential of the probationer for vocational and other types of placement.
2. Sheltered work or on-the-job training: This is more appropriate than abstract educational programs which require long-term time and effort investment before reaping the rewards of such investment, which requires maturity beyond the ability of most in this group.
3. Sheltered or group living situations: However, care should be taken not to mix probationers in this group with those in the Limit Setting group or with other more sophisticated or hardened offenders. Where disability is serious, adult foster homes may be appropriate.
4. Volunteers: This group is probably the most suitable to which to assign volunteers.
5. Psychological consultation: Professional psychologists can be helpful in pro-viding intelligence evaluations and in helping the officer develop contingency behavioral programs, role rehearsal, role playing, assertiveness and social tràining- techniques with these probationers.
6. Remedial academic programs.
7. Assertiveness training programs: However, it has been found beneficial not to mix probationers from this group with those from the other groups because their relative inadequacy becomes readily exposed and they also have a tendency to emulate the Limit Setting probationer.
8. Social and survival skills training programs: Same advice from 7 applies.
9. Welfare services: Sometimes these probationers need and are unaware of such services asf Medical Assistance, visiting nurse services, homemaker services, and possibly guardianship (e.g., for finances) services.
10. Financial and Debt Counseling Services.
U. Planned Parenthood.
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Techniques
1. Use shaping techniques: Reward improvements, even if small, as well as partici-pation and effort even if the original objective is not absolutely achieved.
2. Behavioral contracting: Use behavioral contingency contracting with emphasis on rewards for achievement rather than on punitive consequences for failure.
3. Use immediate reinforcers: Rewards and punishments have little positive impact unless administered immediately after the behavior which is intended to be altered.
4. Set short-range objectives: Even if working at long-range problems, set short, concrete, readily achievable objectives.
5. Gradually delay gratification: Increase the ability to delay gratification by gradually introducing delayed rewards.
6. Keep rules few and simple: These probationers will be highly threatened and overwhelmed by a long list of abstract rules. Emphasize those rules which directly apply to a particular probationer's past problematic behavior rather than the laundry list.
7. Be redundant: Don't expect these probationers to be able to generalize from one situation to another. Repeat and remind patiently.
8. Don't overload: Deal with one situation or problem at a time and stress the achievement of specific solutions ro conclusions, then reward immediately.
9. Avoid abstract reasoning: Discuss problems and solutions in very concrete terms. For example, with an obscene phone caller, point out that these kinds of calls scare people, make them very angry and result in people eventually going to jail rather than discussing the underlying personality dynamics of obscene phone calls.
10. Connect cause and effect: Increase their ability to empathize by pointing out the effects of their behavior on others. Role reversal is often an effective method of accomplishing this.
11. Role-play: Role play and role reversal are also helpful methods of teaching social skills and job-seeking skills, etc.
12. Group work: Problem-solving groups are sometimes beneficial if the groups are supportive, not confrontive, in nature. Also, avoid placing them in groups with probationers from the Limit Setting group.
13. Assertiveness training: Highly appropriate for this group.
14. Promote positive self-concept building: Objectives should focus on tasks that build self-esteem. They must be tasks which the probationer is capable of achieving. Setting unachievable goals precludes failure and reduces self-esteem.
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IIMIT SETTING
Probationer Characteristics
I. Criminally value orientated: The most prominent characteristic of this group is the fair degree of comfort with a criminal life-style. They often have a pat-tern of long-term involvement with criminal activities. In fact, whether admit-ted or not, probationers in this group often view "being a successful criminal" as a major goal, in preference to achieving success in a legal manner.
2. Crimes motivated by power, materialism, or excitement: Those in this group tend to be very materialistically motivated, or motivated by a need to manipulate and (mis)use others (e.g., to "beat the system"), or to satisfy a need to main-tain a high level of excitement often exhibited by involvement in high-risk or dangerous offenses. Relationships are viewed in terms of power, not sharing.
3. Callous disregard for others: Although they are often adept at verballizing a regard for others, their concern tends to'have a « hollow or programmed flavor and is usually not Matched by their behavior, nor by their actual feelings>: The satisfaction of the needs mentioned in #2, take precedence over a concern about the welfare or rights of others.
4. Need to be in control: Not only do they need to control others, they have a high need to appear in complete control of themselves and rarely admit to having personal problems or to needing services, except as a manipulative measure (e.g., when in jail on a violation, manufacturing a drinking problem in an attempt to escape penalty). .
5. Evasion of responsibility: These offenders are adept at assigning blame for their negative behavior on to others or on to circumstances. Even though the circumstances cited are real, this group is the least vulnerable to circumstances and yet, the most likely to use bad circumstances to their advantage.
7. Superficially conforming: This group is good at conforming to the superficial rules as long as their basic life-style is not interfered with. On the other hand, they are the most capable of evading demands made upon them and are prone to involvement in power struggles. They are adept at appearing in compliance when actually pursuing their usual criminal life-style.
8. Good social skills: This group tends to have the ability to behave appropriately when it suits their ends to do so (e.g., appearing contrite and appearing wil-ling to change in court, etc.).
Goals
1. To substitute legal means for meeting the materialistic, excitement and power needs, by utilizing the probationer's abilities.
2. To begin developing non-manipulative, sharing, interpersonal relationships.
3. (Agency goal) To provide community protection by close supervision.
Officer-Probationer Relationship
1. Limit Setting: Be prepared to set firm, clearly defined limits. However, the limits must be enforceable, fair and reasonable (i.e., related to the probation-er's criminal conduct). Failure to meet these criteria is likely to reduce
76
i
1
respect of the probationer for the officer and thereby his (her) influence.
2. Willingness to confront: Because these probationers respect power and do not perceive kindness as a form of power, but of weakness, it is important to immediately confront their failure to comply with rules and to negotiate clear consequences for broken rules and to foilow through on those consequences. Once the officer has earned the respect of the probationer, he (she) may be able to increase the probationer's respect for kindness, rarely before. Tests of the officer's resolve and willingness to confront rules violations are likely to appear early in the course of supervision.
3. Openness to assistance: Simultaneous to the above, it is also important to. demon-strate an openness to assisting the probationer in problem-solving. Even though the probationers in this group tend to be unwilling to seriously work on change oriented problemsolving, the officer needs to continually demonstrate a willing-ness to do so.
4. Close supervi§ion: Reasonable and goal-directed (not surveillance for its own sake but with a clear purpose and outcome in mind) surveillance is appropriate with this group. Because this is one of the primary tasks with this group, it is appropriate to maintain direct involvement rather than brokering out for services. Frequent office and field contacts are appropriate and should be maintained until there is sustained proof of behavioral change in a pro-social direction.
5. Be skeptical of conformity: When these probationers keep appointments on time, are friendly and agreeable, and overly conforming, remain skeptical and main-tain the usual requirements of supervision until there is sustained proof of real change. Furthermore, be prepared to keep office conversations focused on the progress on the supervision plan as probationers in this group are good at diverting the interview to extraneous issues.
6. Anticipate hostility: These probationers resent interference with their lives and when the officer places demands upon they may become angry.
7. Remain professional: These probationers tend to frustrate and alienate those who are working with them because of their manipulativeness and callousness. While the officer may feel frustration, don't allow these feelings to interfere with the best handling of the case (e.g., being sucked into imposing an overly harsh penalty which is likely to be overturned and to cost the officer respect).
8. Avoid being manipulated: These probationers values and using them to their own advantage guilt or sympathy to their advantage. While the poor, for example, maintain the focus on for his behavior. Also avoid discussions of on the real behavior of the probationer.
Auxiliary Resources.
1. Police: Especially if the probationer does not fully account for whereabouts end activities (e.g., officer makes a home visit and notices a new $2000 stereo system, probationer is unemployed, and claims that his grandmother (who's on welfare) gave him the stereo. In such a case, the officer may want to inform police that the probationer is aquiring assets with no visible means of income).
2. Street contacts: Informal contacts are helpful in monitoring the probationer's
activities.
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are experts at reading the officer's such as ploys to promote social acknedledging the disadvantages of the probationer's responsibility hypothetical situations and focus
3. Vocational programs: Both testing and training are appropriate if the probation-er lacks marketable skills.
4. Problem-solving groups: Group work which emphasizes peer pressure and confronta-tion is often useful with this group because it pushes them to become involved, and its harder for them to manipulate their peers and to discount their lack of understanding as they tend to do with professionals. However avoid mixing probationers from this group with E. S. probationers.
5. Psycholgical consultation: This may be used to help develop.behavioral programs and to help officers deal with the frustration and hostility that these proba-tioners arouse. However, psychotherapy is seldom appropriate with •this group because of the lack of motivation to cooperate with this kind of program with most probationers in this group, except as a means of manipulation to avoid punishment.
6. Structured liesure-time activities.
7. Educational programs: Often these probationers are capable, intellectually, of completing high school and college programs if motivated.
8. Financial management training: Because of the tendency'toward materialistic excess.
Techniques
1. Surveillance: Demand proof of constructive use of time (e.g., paycheck stubs, employment search logs, visits with parents or spouse, unannounced home visits, etc.). Also demand proofs of financial support and accounting for acquisition of assets.
2. Use the leverage of your position: Power is an important value of this group and its fair and legitimate use will gain respect. Once respect is gained, it is often possible for the officer to model other kinds and uses of power besides the power to punish, such as the power inherent in developing long-term, sharing relationships.
3. Documentation: Because these probationers are the most legalistic and the surest to demand every legal right, it is important to keep accurate and thorough records. Failure to do so often results in the officer being unable to prove matters when the probationer denies and plays games.
4. Negotiate rewards and punishments: When the first, even minor, rule is "bent" or broken, it is important not ot overlook it, but to at least verbally confront the infraction, record it, and inform the probationer of consequences on the next infraction. It is very important to make the future consequence fit the infraction. Otherwise, the probationer will likely challenge it and put the officer in a compromised position. It is also crucial to carry dut the agreed upon consequence in order to retain credibility with the probationer. Likewise, rewards should be equal to the behavior and should never be granted prior to the fulfillment of the agreement, but always upon its completion.
5. Challenge the usefullness of behavior: When confronting the probationer's anti-social behavior, challenge it within the probationer's own value-system by helping him discover if the behavior is getting him what he wants and whether he could get more of what he wants more easily or with less trouble if he did so
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SUPERVISION PLANNING
Introduction
The first step in the supervision process is good assessment. In the SCS System, the SCS interview, scoring and assignment to one of the five super-vision strategies comprise the main portion of the assessment process. The second step in the process is the supervision planning procedure which we are about to discuss. Although a couple of hours of time are invested in order to complete these two processes, many hours of trial-and-error can be saved by carefully completing each of these eocedures. Only then should the super- vision implementation process begin. This systematic case management process, properly undertaken, makes the final task of evaluation a much simpler and less painful one. This process can be thought of as a pyramid with assessment as its broad base and.the evaluation component at the apex as is demonstrated by Figure 1.
Figure 1
The Systematic Case Management Pyramid
Supervision planning can be divided into five steps as follow:
1. Force- field.Analysis: This involves listing those forces which act to in-crease the liklihood of the probationer's reoffending and those forces acting to decrease the liklihood of his (her) reoffending.
2. Risk-Need Classification: This involves rating the probationer according to a list of pre-determined criteria to determine the relative level of intensity of supervision of the case.
3. Needs PrioritizatiOn: . This process involves the application of four cri-teria , to the force-field, (See bottom of page 15 of the SCS interview book-let, Step B.) for the purpose of choosing the most important needs.
4. Writing Outcome-based Objectives: This process involves writing specific, measurable intended outcomes for the most important of the needs priori-tized in step 3. (See page 16 of interview booklet, Step C.)
This chapter is largely based on Dr. Todd R Clear's paper (circa 1981), Rutgers University, entitled "Objectives-Based Case Planning".
44
5. Writing the Resource-specified Action Plan: The action plan specifies how the objectives are to be achieved: who is to do what tasks within what. time-frame.
6. Negotiating the Supervision Plan: This requires sitting down with the pro-bationer in a give-and-take session to work out the final details of the plan.
Each of the above steps will be explained in greater detail to follow and each will be applied to an actual case: Jerry Jones. Jerry Jones - post-sentence report follows as an appendix to this paper. Jerry falls into the Environmental Structuring supervision strategy group.
While the above six-step process may appear complicated, after it is practiced a few times, it will become a natural process. It is designed to decrease rather than increase the officer's workload by helping the officer focus his (her) attention and energy on what is important and to eliminate the pursuit of what is extraneous.
Why a Written Supervision Plan
Some of the usual arguments opposing the writing of a case plan are: "I don't need a written plan--I have the plan in my head--writing it is just a lot more paperwork", or "Just another management gimmick to encroach on our freedom to do our jobs the way we know best". While there may be a little truth in ei-ther of these arguments, there are also many ways that a supervision plan can be useful to the officer. Some of those are listed as follow:
1. Pro-active: Too often there is a tendency to fall into a pattern of re-ceiving probationers on to supervision and then basically ignoring them unless they again get into some difficulty. This is the reactive approach to supervision. It requires no supervision plan. It is analogous to sending someone on a journey, telling him (her) to "stay on the track", but not providing that person a description of the route nor a map of the route. Often there are a list of "don'ts" (rules) which let the pro-bationer know when (s)he is "off the track", but too often no clear plan of how to "stay on the track".
The supervision plan, on the other hand, is a method of providing a pro-active way of achieving specific objectives designed to help the proba-tioner behave as a law-abiding citizen.
2. Positively focused: The energy of the officer and the probationer is directed toward growth and development rather than being focused negative-ly (i.e., on not breaking rules). The assumption is that the probationer will break less rules if he is spending time and energy on achieving a positive plan. A preoccupation with prohibitions is likely to draw both the officer's and the probationer's attention and energy negatively thus inhibiting growth toward positive objectives.
3. Outcome oriented: Specific expected outcomes are stated in measurable terms so that the level of progress is clearly evident so that the pro-bationer will be encouraged to set new goals thereby promoting a self-perpetuating system of growth.
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4. Systematic: The supervision plan provides a systematic approach to the supervision of the case which focuses energy and resources in the most strategic and efficient fashion in order to achieve the maximum benefit to the probationer with the least cost to the public.
5. Clear expectations: A written supervision plan clearly defines what is expected of the probationer and of the officer. Responsibility for the achievement of the objectives is clearly assigned to the probationer so that there is no question about that upon review.
6. Officer protection: On those cases that come to the attention of the pu-blic (e.g., the probationer commits an offense which receives publicity), a well documented supervision plan is proof of responsible acOmity on the part of the officer toward assisting the probationer to beCome a re-sponsible citizen. Such a supervision plan is good protection against accusations of dereliction of duty.
7. Shared ownership: When both the officer and the probationer share in the creation of a meaningful supervision plan, the incentive for success is substantially increased as opposed to the authoritarian model where the officer simply dictates rules to the probationer.
8. Supervision aid: The plan provides the subject matter which the officer•and probationer discuss at regular meetings. It provides the basic structure by which to keep priorities, goals, and objectives clearly focused, especially when intervening problems or distractions arise.
Now, we will detail the six-step process which was set out in the introduc-tion.
Force Field Analysis
The intervention of the supervision into the activities of the probationer should have some relationship to the offense and to the factors which contributed to that offense. During the-assessment phase, the officer gathers data which should assist him (her) in determining what factors, both internal and external, con-tributed to the offensive behavior. On the force field analysis form provided in the SCS interview booklet (page 15), there is a listing of factors which are commonly regarded as the ones most likely to influence a person's behavior. These factors are the same as listed on the Risk and Need scales used by TAPC. They are also the factors explored during the SCS interview. However, this list is not exhaustive and the officer should not limit his (her) analysis to this list if there appear to be other important factors acting upon the probationer's behavior.
While the supervision process and the activities in which the officer and the probationer are engaged are extremely important, the focus on them often causes those involved in the supervision process to lose sight of the intended outcome of supervision: the law-abiding behavior of the probationer. No matter how éophisticated the supervision or how advanced the techniques, if the end result is not the reduction of illegal behavior by the probationer, what is the wor;th of the supervision? We intend, in this paper, to keep the intended outcome of the probation process in clear focus. Force field analysis is a process whereby the officer assesses which are the key forces acting upon the probationer's be-havior and how to manipulate those forces in order to increase the liklihood of the probationer's behavior moving in a prosocial direction.
46
37.
Force field theory was originally developed by Kurt Lewin. Lewin argued that any given social event occurs at a given frequency in a given social context and that the frequency of that event is dependent upon forces acting to increase the event as well as forces acting to decrease the event. At any given point in time, there is a "semi-stable equilibrium" whereby the frequency of the social event will remain the same so long as there is no change in the number or strength of the forces acting to increase the social event nor any change / in the forces acting to decrease the event. For example, take the social event of crime. If weak family ties, chemical dependence, public apathy, etc. are forces that tend to increase crime, and professionalism 6f police, social
-conscience, and good government are forces that tend to decrease the frequency of crime and neither the intensity nor the frequency of the forces tending to increase crime (driving forces) change nor the frequency or intensity of the forces tending to decrease crime (restraining forces) change, the frequency of crime will remain the same. However, this equilibrium can be altered in either direction by increasing the frequency or intensity of either the driving or the restraining forces and thereby creating a corresponding increase or decrease in the rate of crime. This general principle is demonstrated in Figure 2.
Figure 2
Force Field Demonstrating Change Factors
Driving Forces
- Present Intensity or Frequency = Increased Intensity or Frequency - Decreased Intensity or Frequency
Social Event Restraining Forces
0 Infinity Frequency
Figure 3 illustrates a force field when applied to a specific social event.
Of course, Figure 3 does not list all of the forces that influence the fre-
quency of crime but it does illustrate how forces can act upon the frequency
of an event from both sides of the force field and also how manipulating the
forces on either side can influence the frequency of an event. Furthermore,
it encourages one to focus on causes and effect rather than merely focusing
on the event itself. It is only in changing the influence of the causes that
the frequency of the event itself will change.
In Figure 4, the force field principle is applied to the case of probationer
Jerry Jones. While for each driving force, a counterveilling force was found,
it is obvious that some of the forces on one side of the field are indeed
much stronger (or weaker) than their counterparts. This example follows the
listing on page 15 of the SCS assessment instrument which lists many of the
factors commonly held to be instrumental in causing or preventing behavior.
47
Pigure 3
•.,,,yExample of â ForCe. Field
Crime T ' Frequency
•3 • • • 2
-Dril.Ting Forces
Breakdown..:
Governmental Corruption
"Me-ism"
' Acceptance of 'Violence •
Economic Inequity
Race Discrimination
Chemical Dependence
Avoidance of Crime Detection-9.
Public Apathy
Misdemeanant Offense
No Felonies Against a Person
Always Cooperativé With Officers--->
Basic Literacy Skills' ).
Educable
Presently in Job Skill Program --->
Some Motivation to Work
No Debts
Stable Residence
Some . Positive Parental Influence-÷
Very Likable
Easily Led by Positive Peers
Motivated Toward Long-term ReltnshP›
Stable While on Medication-------+
No Chemical Dependency
Amenable to Guidance
Likes his Officer
Not Criminally Orientated
No Known Sexual Problems
Restraining Forces
Strong Family'Ties
Good Government
Social Conscience
4_...--..---. Abhoraiice of Violence
Equal Opportunity
Valued Cultural Diversity
.0C Reduced Chemical Dependency
Swift and Sure Detection
4 Public Awareness and Interest
Figure 4
Force Field on Probationer Jerry Jones
Law Abiding Behavior Restraining Forces
*-----Assaultive Offense t
Three UUMg's; 2 D.C. (fighting)
«4-- 2 Juvenile Supervision Revocations
Third Grade Education
.14-----Low Achievement Ability
<------Low Skill and Ability
4_____Poor Work Habits
4---No Credit Established; No Savings
4<--- Lives in Deteriorating Neighborhood
4-----Limited Contact With Parents
-< Gullible
4-----Easily Led by Negative Peers
4—Lacks Social Skills
4-----Has Psych. Hospitalization History
<----Some Disruptive Influence: Alcohol
.1< NoSelf-direction
4-----Dependant
Solid Value System
4---No Lasting Op-sex Relationships
Driving Forces
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The purpose of identifying as complete a list as possible, of the specific criminogenic factors on each individual case, is so that a supervision plan can be developed which will address the most important of those factors. This method enhances the efficient use of resources. It not only targets the most important factors needing attention, it prevents resources from being univer-sally applied thereby being consumed, many times, where they are not really needed (e.g., requiring urine surveillance on all probationers regardless of the presence or absence of evidence of a drug problem).
Risk-Need Classification
Where the SCS interview and force field analysis is routinely done, it becomes a relatively short and simple task to fill out the Risk and Need scales, immed-iately following the preparation of the force field.
This is possibly the time to point out the distinction in function between the SCS classification process and the Risk-Need classification process. The primary purpose of Risk-Need classification is to assign different intensity levels of supervision relative to each probationer. The "bottom line" of the Risk-Need scales is the totalling of various weights attatched to the indivi-Idual risk and need factors. Depending_on_tke weight of these_scores will be .the assigned_level of_intensity of supervision.,
The SCS classification, on the other hand, assigns a supervision strategy rather than a supervision level. Rather than prescribing a given amount of supervision, the SCS precribes what form the supervision should take. Risk-Need prescribes the relative amount of time that the officer spends with a given case. SCS prescribes how that time is to be used. Risk-Need has to do more with'quantity (intensity level) whereas SCS has more to do with the quality of the supervision.
Needs Prioritization
Because time and resources are never available in ideal amounts, once the needs are listed, it is necessary to determine which are most important in order to decide which needs will get the scarce time and scarce resources which are available. Furthermore, most probationers would be overwhelmed if they were required to address all of their problems at one time. Therefore, it is important to prioritize the needs on the force field as to importance.
Dr. Todd Clear of The School of Criminal Justice at Rutgers University has developed a set of guidelines for the prioritization of the needs on the force field. He writes in terms of choosing "targets of change" or "target forces". He gives four guidelines for selecting target forces:
1. Strength: Which are the strongest forces acting to either promote or to inhibit law-abiding behavior on the part of the probationer?
2. Alterability: Which are the forces for which a means to alter them exists?
3. Speed: Which forces can be manipulated quickly in order to achieve quick, even if short-ranged, results.
4. Interdependency: Which forces are "core" or primary in the sense that pro-gress with that area will tend to have positive effects in other areas?
49
These guidelines should be applied to the force field in aggregate rather than individualistically. For example, Jerry's low mental ability contributes , to alMost all of his problems (strength, interdependency) but the liklihood of change is low, and even if possible, certainly slow (alterability, speed). On the other hand, Jerry's companions are a strong factor in his getting into or staying out of trouble, they are alterable, they can be changed relatively quickly and their influence is likely to effect several other need areas. There-fore, the area of companions meets all of Clear's guidelines.
As a resource in determining need priorities, the SCS Supervision Guidelines can be very helpful, especially the Goals which are listed for each strategy group.
Writing Outcome-Based Objectives
The fourth step in the supervision planning process is the writing of tenta-tive goals and objectives. The goal is the broad, general statement of direction but without specificity as to when, how, and who will solve the problem. It is necessary because objectives are sometimes so short-range that the general direction might sometimes be loét without the goal state-ment. The objective, on the other hand, states a specific result or out-come that is to be achieved and specifies that it is the probationer that is responsible for achieving that outcome.
Although the goal implies a problem, it is often helpful to briefly state the problem so that one not lose sight of the matter that gave rise to the goals and objectives. However, it is the objective that is at the center of super-vision planning and therefore, we will concentrate on the process of writing good objectives. The clarity of communication as expressed in the objective is extremely itportant in that it tends to be indicative of the clarity (or lack of clarity) of the general Communication between the officer and the pro-bationer as to the purpose and nature of the supervision process.
In addition to the clarification of communication between officer and probation-er, the act of negotiating the objectives makes clear to the probationer and the officer what the nature of supervision will be, what the respective expec-tations are, and what the level of intervention by the officer will be. Further-more, a clear connection is made between the problem and the solution as it relates to the law-breaking and law-abiding behavior.
An outcome-based objective may be defined as: 1) a behaviorally based 2) specific performance outcome 3) to be achieved by the probationer 4) according to specified criteria 5) which can be negotiated with the probationer 6) sometimes subject to specified conditions.
_1. Behavioral base: One of the most common problems in writing objectives is the difficulty in stating them in behavioral terms. For example, one of Jerry's problems seems to be his low self-esteem. However, to write an objective "to improve self-esteem" does not contain a behavioral refer- ent. How is Jerry to know what he is to do in order to demonstrate that his self-esteem has improved. "To improve self-esteem" is an appropriate goal statement, but not an appropriate objective. The officer needs to ask, "what behavior would be likely to improve Jerry's self-confidence?"
50
Some possibilities might be: a better job, or a reduction in weight, or a steady girlfriend. Without a behavioral (a visible activity) base, the objective is vague and ambiguous and Jerry and the officer may have very different notions as to whether it is being achieved or not.
2. Specific performance outcome: Another common problem in objective writing is the substitution of a task, activity, or technique for the outcome that is expected. For example, "to attend AA meetings", specifies a very useful activity for an alcohol dependent probationer. However, if the performance outcome is not specified, the probationer may satisfy the objective without ever achieving the desired outcome. He may attend A meetings faithfully and still continue to get drunk after every meeting. Therefore, the desired outcome should be stated specifically: "To abstain from alcohol", or "to only drink on Fridays between 5:30 p.m. and 10:30 p.m. at Hanley's Lounge and to follow the Transportation Dept. guidelines for keeping blood alcohol below .10%". Attending AA meetings may be a part of the action plan for achieving the objective but should not be substituted for the objective itself.
Deferred objectives: Sometimes, the officer may not yet have clearly de-fined the problem and may want to refer the probationer to a specialist for that purpose. In such a case, the officer may want to postpone writ-ing the objective until further assessment is completed. When this is done, the referral may be written in the action plan and the objective left blank until the assessment is completed. At that time, the objec-tive can be written. This should be done, even if the service provider is an outside agency. For example, thé officer may have observed that the probationer has serious emotional problems, but does not feel capable of fully defining or intervening in the problem-solving process. In this case the deferred objective procedure can be followed.
3. To be achieved by the probationer: Another common problem in writing ob-jectives, is to write an objective for the officer rather than for the probationer. For example, "To get Jerry into a remedial reading program" is a commendable activity for the officer. However, the objective should clearly state the outcome to be achieved by the probationer, not the officer. The objective above can be corrected to read, "To improve reading by one grade level in the next six months".
4. Completion criteria specification: The criteria for judging completion of the objective should be clearly stated in measurable terms. Using the above problem, for example, "to upgrade reading level", does not specify how one will know when the objective has been achieved. The latter example in item 3 above does specify the completion criteria in measurable terms by specifying a grade level and a time frame.
5. Negotiable: It is wasted activity to spend time writing objectives for matters over which the probationer has no power change. Examples would be behavior which is prohibited by law or which is mandated by court ordered conditions. However, sometimes the court will mandate an objec-tive but will not specify an action plan for achieving the objective or will mandate an activity but not an objective. In such a case, the officer may want to negotiate the missing part(s). For example, the court may
order the probationer "to continue education". Such an order needs both a specific performance outcome and a plan for achieving that outcome.
51
Or, the order may state "to attend Paduca Vocational School", which needs only an objective. The order,"to get a GED" only needs a time frame and an action plan.
6. Specified conditions: . Sometimes, it is appropriate to specify the condi-tions under which the objective is to occur. For example, if the proba-tioner has a problem only under certain conditions such as suicidal behavior when depressed, the objective might state, "When depressed, to talk about the problem to a caring friend until I feel better". "When depressed" states the condition under which the objectivé is to occur. In most cases, it is not necessary to specify the conditions because they
are sufficiently implicit in the other parts of the objective.
Most of the objectives can be written in a three-part format beginning with the infinitive form of an action verb, followed by the specific performance
outcome and ending with the completion criterion. For example:
(1) To. . . . (2) specific performance outcome (3) completion criterion (1) To obtain (2) a GED certificate (3) by 5-1-83.
In summary, outcome-based objectives are written for the purpose of 1) guiding supervision intervention decisions, 2) demonstrating the retionale for inter-
vening in the probationer's life, and 3) providing a basis for evaluating the
effectiveness of the intervention by observing the percentage of completed
objectives.
Figure 5 lists several common errors in writing objectives and a corresponding
corrected example.
Writing the Resource-Specified Action Plan
Whereas the written objectives are primarily concerned with the "what", the
action plan is primarily concerned with the "how" of the supervision plan.
Furthermore, whereas the probationer is always responsible for the completion
of the objectives, there may be several resource persons responsible for
certain parts of the action plan. There are three major components of the
action plan: 1) The tasks, activities, or techniques necessary to complete
the objective, 2) the resources, and 3) the target date for task completion (optional).
1. Tasks, activities, or techniques: The first step in writing the action
plan is to list the tasks, activities and techniques necessary to
complete the objective. Those tasks which are less likely to be helpful should be struck and those most likely to be helpful prioritized according to time sequence. The specificity of the tasks will be depend-
ent on the needs of a given case. For example, for a probationer like
Jerry, the action plan will need to be very specific and broken down into small, concrete steps. More can be taken for granted with most pro-bationers, however. See Figure 6 for examples.
2. Resource specification: The next step in writing the action plan is the
specification of resources. The probationer should always be considered first as a resource both for fiscal reasons and to encourage responsibil-
fty and discourage unnecessary dependence. Again, because resources are
rarely available in the ideal quantities, they should be used carefully
52
Incorrect Example Corrected Example
Figure 5
Examples of Common Errors in Writing Objectives
Non-behavioral
1. To improve self-esteem
2. To be more assertive
3. To be more prompt at work
Activity-based
1. To attend assertiveness training
2. To go to weight watchers
3. To look for a better job
Vague
1. To improve work habits
2. To improve appearance
3. To reduce depression
Officer Behavior
1. To get the probationer a better job
2. To encourage the probationer to associate with better friends
3. To counsel the probationer about fighting
Non-negotiable
1- To assault noone
2. To obey the court order to attend , school 3. To follow the rules of supervision
' Behavioral -
I. To lose 5 lbs. every 'two wêeks for 6 months
2. To walk away the next time some-one wants to fight
3. To be on time for work every day for the next 2 weeks.
Outcome-based
1. To refuse next time cousin wants me to do something wrong
2. To lose 5 lbs. by the next ap-pointment
3. To find a job paying $5 per hour within 30 days
Specific
1. To have no unexcused absences at work *for the next 2 weeks
2. To shave, shower, and put on clean clothes every day
3. When feeling bad, to talk to a friend until feeling better
Probationer Behavior
1. To find a job paying $5 within 30 days
2. To make a friend who is work-ing & with no record within 90 d.
3. To leave the next time someone wants me to fight
Negotiable
1. To go to the arcade and play video games next time someone wants to fight
2. To improve my reading level by one grade point within 90 days
3. To drink only on Friday even-ings between 6 P.M. and 9 P.M., beer only, and no more than 3 6 oz. glasses per hour and only at Shepard's Tap
53
Figure 6
TENTATIVE SUPERVISION PLAN: Using the priority areas from step B, "pencil in" tentative goals, objectives, and action plans. Use Supervision Guidelines as a resource.
I. Problem Statement: L). e«.-$ r eu ekle ed 4y el-l-reé£:ve s Jee 4-.1 Goal Statement: 7; /de, kile,-e 'Poe .1ir 4/. 4- p si it:. el
Objectives: Te »I, de le one i e D - rec-er -1 7cf-;e4.2" Date
14,i74 tY 4"/ ét7e S Achieved:
Date Achieved:
Probationer Action Plan: /) e.ecerf Cocle.e//// 44? et-ged 6i - de-Je e '4/y
)42 y A.Pe
7; 0.m.,,ele4 e wee 4 sser7lii>e-iiess 44 ini•eut
t,»-ret e dd.seia-4..sestees 7e,e. v .Ç" • 4 ee
4 - z - 3.
Other Resource Action Plan: /),4,ea. elSe•WA Cr;7 ier;d1 Pete c..4.eos erve-d4-is •
2) //SS I. ih 7£4tSéÉS ./kete, .111 ran ; /Or 3ele e o du.? 4 re. e.JL - ee eéte kte
J: 4 7../,'.cefr/7b t, Ttt 3) kee, 7L0 wren
2. Problem Statement: //Iiiret. Zo et) e/.//.3 (or - le?4ie.:41 4 is ole /Aced ;4) M.9. e .ste ley Po o r- et, or-elf...L. Cir:r
Goal Statement: ro neee e et/ P107 ,e g y›, Ob ject ives: se re-/re .a./' od e 4 4,,
• 2.3-1.4"» /y f- ›Ide „ite„k
7 Date /be, //e-e. , heo weeks (rene ,o.14/e Édt_e% vi e.r ■ 11) Achieved: 31 7
re, oet. tie bie ;J.' . ad reel/P:4.s " ro .9 e-t , z.:
/ Date
lect.41ory freedge.--ks wee4 reaS 44, 4///e3 Achieved:
Probationer Action Plan: , 4 ye7L a et ea tirkef .44 ///e/g •
z..)
bsie.it sore it, ita-S .4c.4 eg. edte% e r/c et/ pt., "elate A 4) i4i4.
.ecéu e (c; se Ale 60- eel "». /I) 449 71-fe_ •
Other Resource ct ion Plan:lie/PO 7 e4,4e„04 WA& ry 74 6---1/1 2/
le
e/e9e5411-1J;gere-i-7
2 te.,k,s. : Z. 4 po 7'c Co ■■ J. cret e.m.-„eo
5 •••tàef
hie4;71s 3) 4P •
71-o fer--e-tee e Ar .si,ece5.5 ;
FINAL PLAN: Negotiate the above plan with the probationer and modify accordingly.
54
and economically. The following list may be helpful in choosing the most economical resources beginning with the probationer himself and ending with the paid referral:
a. The probationer b. Other resources in the probationer's own environment (e.g., family
members, clergy, etc.) c. The officer her (him)self d. Volunteers or volunteer agencies e. Public agencies (no cost to the referring agency) . f. Intra-agency specialists g. Paid referral agencies
3. Target date: The final step in writing the action plan is to estimate the time necessary to complete the activity and to specify a target date for completion.
Negotiating the Supervision Plan
The *success of achieving the outcomes suggested in the supervision plan is highly dependent upon the extent to which the probationer "buys into" the plan or the extent to which the probationer views it as his (her) plan. In order to accomplish such a buy-in, the officer needs to pay close attention to what motivates the probationer. How does she (he) view his world? How does she (he) define her (his) problems (e.g., item 41 on the SCS assessment interview)? What are her (his) values (e.g., item 43 on the SCS interview)? What does she (he) intend to do to accomplish her (his) goals (item 43 on the SCS interview)? The extent to which the officer can allign the supervision objectives with the values and motivations of the probationer, will likely be the extent to which the objectives will be accomplished.
For those reasons, it is of central importance to work out the details of the supervision plan with the probationer. The negotiation conference can be one of the most important meetings of the whole supervision process for setting the tone of the officer-probationer relationship. It is of utmost importance
that the probationer perceive that the officer wants him (her) to succeed-that is, at reasonable goals within the realm of legality. The last thing most probationers need to hear is another person implying that he (she) is a loser. Rather, the probationer needs to hear "you are capable of successfully solving your problems and accomplishing your goals if you don't stop yourself".
Generally speakin-g, with the exception of the Limit Setting group, the officer should attempt to combine his (her) power with that of the probationer so that they may direct their energy, as a team, toward problem-solving. Once the
officer has won the respect of the L.S. probationer, this may also be a pos-sibility with him (her). However, this will likely not happen until after the officer has demonstrated that he is willing to set and enforce limits.
Whereas the use of legitimate punitive power is often the only power which is
given any respect with the Limit Setting group, this does not tend to be the
case with the other groups. The officer will usually be able to be a powerful
influence in the probationer's life by virtue of his (her) knowledge, inform-
ation, connections, ability to reward, and by virtue of the willingness to be
helpful and supportive of the probationer. The power to punish, even though it may be a powerful short-term motivator, has been found to be the least
55
effective long-term motivator of change, especially when the punishing agent is removed from the immediate sphere of influence.
There are several stÈps in the negotiation process:
1. State purpose: State a clear purpose for the interview to the probationer. Unless the probationer is in agreement with the purpose, it may be better to postpone the interview to another time.
2. Find areas of agreement: Keying on the values, attitudes, and goals of the probationer as discovered in the SCS assessment interview, try to anticipate which are areas that you are likely to find agreement and be-gin the negotiation in those areas. While being firm in the areas in which serious criminogenic problems exist, be willing to compromise on the less important details, such as completion dates, referral sources, etc.
3. Capitalize on probationer ability: To the extent possible, encourage the probationer to design his (her) own case plan even to the point of negoti-ating negative consequences (punishments) for failure to comply or complete the plan. Often the officer will have to suggest lighter penalties be-cause of the tendency of some probationers to be too hard on themselves. With the Environmental Structure probationers, the officer will need to develop most of the ideas for the case plan. With the Limit Setting, it usually requires considerable leverage to get the L.S. person to work constructively on his (her) problems.
4. Compromise: Be willing to give a little in the probationer's direction in exchange for the same when there is disagreement, except on matters critical to the safety of others (e.g., a person who starts fires when he drinks too much who refuses to stop drinking).
5. Postponement: Sometimes it may be most discreet to "table" a matter until a future time when "negotiations break down".
6. Conditional compromise: When there is a disagreement, it is sometimes useful to say, "O.K., I'll go along with trying it your way for a couple of months if you agree to do it my way if such and such problem recurs during that time."
7. Referral: Sometimes it is helpful to refer the probationer to a third party and defer the negotiating to that party. For example, if someone believes his drinking is not a "problem" and the officer believes that it is, the officer may be able to get the probationer to accept the decision of a third party expert in order to resolve the matter. In some cases, this may be the judge.
8. Mediation: Other times, it may be useful to bring in a third party as a - mediator or to offer a third opinion. This may be another officer. If
the officer is an expert at negotiation, it is sometimes extremely advan- tagous to ask someone close to the probationer to be part of the negoti- ating session.
In summary, negotiating sessions are great opportunities for creativity. They are not only valuable, they can be fun. Their value lies in the combining
56
of the officer's and the probationer's energy toward solving the probationer's problems that contribute to his (her) getting into legal difficulty. Without this sort of teaming, the chances of successful supervision are greatly reduced. By maintaining a continuing open dialogue with the probationer, the chances of success are significantly increased.
57
Name F.P.S.
FACTORS TO BE CONSIDERED IN THE DECISION-MAKING PROCESS
NATURE & EXTENT OF CRIMINAL INVOLVEMENT
I. Gravity of Present Offence
— degree of violence • — degree of harm caused — use of weapon — inmate's role in the commission of the offense — similarity to previous offenses
2. Pattern of Criminal Behaviour
— escalation of the gravity of offences — number of prior terms — behaviour on previous releases — significant crime-free periods — escapes/UAL — age at first conviction
3. Possible Contributing Factors
— age — employment/education history — substance abuse - general physicalimental health — family background
PERFORMANCE SINCE ADMISSION TO INSTITUTION
4. Offender's Understanding of his Criminal Behaviour
— acceptance of responsibility — knowledge of what led to criminal activity — deterrent effect of incarceration
5. Value of Program Participation
— work/education — treatment
social/cultural activities
6. inmate's Behaviour
— criminal behaviour/misconduct — attitude towards others — special custody status — danger of deterioration from continued incarceration
APPROPRIATENESS OF RELEASE PLANS
7. Community Assessment
— accommodation — employment/education — family support — social contacts — evadable treatment resources — supervision available — community response — need for special services piler to conditional release — length of time to parole eligib. and or statutory release
8. Performance on Previous Conditional Releases (Current term)
— day parole — full parole — mandatory supervision — UTAs — probation/bail
9. Views of Professionals
• — psychologists psychiatrists
— Judges — CMT — police reports — others
NP8 28 (5.85)
rmAF
I; 1: Ada%
28. ...«,•■■••
q9.18%
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■ / /3475 ,
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.34.252 -- -. i' FPS
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20
92
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th
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01 Et: &fancier inPorenati ûeita Dic-tionctr
Der ined OFFe.ncter inForrnation Relgoirenra
8 (38)
1: 72.8/81.07%
5-1506: ()Hendee IrLernailen 5etemn r3Cita D Ct Onarld
1\1Q1E: 1.1-le (laic, presented repreerik nornLer element ‘3,-,1A. irnpact Di been cleî-errecl to next crJ t,
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OFFencier InForrnation Mcappinij Matrix 5unlencir c,,mnle.$1t2.t7
111. AMILY OF MODULES OF THE OFEENDER INFORMATION SYSTEM (OIS) APPENDIX - 18
OFFENDER 'ffl3STCNE FE.DERAL TERM
I NMATE 'IRAN SFERS
OFFINI)ER ALIAS
•AL LAS
OFFENDER FF_'ATURES
OFFENDER OFFFNCES
OFFNCE TCMB ( FEAT
INMATE TEMPORARY ABSENCE FAY PAROLE 11STIP
MA ST ER SENTENCE NARRATIVE
LOCAL BASES
HISTORICAL WARRANT
AGSNCY TRANSFERS
WARRANT t
ÉS .\■ Cr, o
INSTITLITICNAL INCIDENTS
[ENFER ) PAROLM TRANSFERS
OFFENDER ASSOCIATES
OFFENCE SYNOPSIS
‘.N
ER :ERVISICV-
PROVINCIAL AIMISSICE SYSTEM
PRCNINCIAL TERM
NICKNAME DECISICNS
VISITORS ÇlrISIT
. •. •
NPSIS • •
ROMICIALe AEMISSI(11Z
cr
fr-à
DECSN
• • • , I R S • •
• . • à
TRF
r. A ROL E TRANSFER NOTIFICATIO
BASES
CASE MANAGEMENT ASSESSMENT FORM
1985-10-28
This form is designed to replace the Progress Summary and current Community Assessment Form. Gradual implementation of the Case Management Assessment Form will allow for the identification of other case management forms which may be eliminated or compressed. One of the advantages of the form is that it will allow for automation.
The C.M.A.F. should provide a comprehensive information base for decision-making, combining the critical case information and background with professional evaluation and assessment. This information is to be compiled according to CSC/NPB policy which governs the sharing of information used in decision-making with the offender. The Case Management Assessment Form is to be prepared by CSC staff in a fashion that enables information to be shared with the offender in compliance with the above-noted policy. However, the form is not to be given to the offender or representative. The following are instructions to be followed in the completion of the Case Management Assessment Form.
It is imperative that all the information requested is completed and entered onto the form unless such information is contrary to the Statement of Principles on the Sharing of Information. Although it may appear thaé information requested is a repetition of information already gathered and available on other forms or elsewhere on the file, it should be understood that this will aid in the uniform completion of the Case Management Assessment Form. Information currently found on OIS database modules will therefore be more readily transcribed and facilitate completion of the C.M.A.F.
The format of the C.M.A.F. is such that most information requested is self-explanatory. The sources for information should be the most recent inmate admission sheets, warrants of committal and other sentence administration forms. Those sections requiring more detailed instructions will be clarified by utilizing the HELP command.
The flow of the C.M.A.F. is intended to provide critical case information first (tombstone data, sentence eligibility dates) and vital current term information. This is followed by historical information such as criminal history, previous conditional releases and previous terms of incarceration. Information pertaining to current sentence such as institutional behavior, interaction with Case Management staff (which covers Individualized Program Plan and all inmate activities within the institution) earned remission, transfers and Confidential Information Reports/Preventive Security Reports.
Pages 4 and 4A are to replace the current Communty Assessment form. Community environment information is more specific than the current form, however the "Content" section (page 4A) is to be completed using the same guidelines and headings as identified for completion of the C.A. found in chapter 7 of the C.S.C. Case Management Policy and Procedures Manual.
Page 5 is the narrative section where more detailed professional judgement and case assessment comes into play. Although intended to elaborate on information recorded in the first section of the form, it is not sufficient to simply indicate reference to a
- previously checked area unless there is no further significant information to add.
The following are suggested headings and guidelines for the type and extent of information to be covered in the narrative section of the C.M.A.F.
- 2 -
CRIMINAL HISTORY AND CURENT TERM OFFENCE(S)
Decision-makers are to be provided with factual information regarding the offence(s) and an in-depth analysis of the factors which contributed to the offender's involvement in criminal behavior. It is necessary to provide information from the offender's personal history that may provide an understanding of his subsequent criminality. Events or circumstances which may have contributed to his involvement in crime are to be documented and assessed. The information could and usually will derive from any segments of the offender's background.
CRIMINAL HISTORY: Dates and places of prior convictions
Type and circumstances of prior convictions
Type and length of prior sentences as substantiated by FPS Pattern of offenses and time in the community between convictions/escalation of gravity of offences
Escapes/U.A.L.
Number of prior prison/penitentiary terms
Type and severity of offense(s)
Degree of harm caused
Most serious offense
Age of first adult conviction
Juvenile History
Any prohibition against possession of firearms.
Use of weapons/firearms
CURRENT TERM OFFENSE(S):
A. Nature of the Offense i) the circumstances of the offense from the pers- pective of the following sources:
a) police agencies involved h) the prosecution c) the judge or magistrate d) pre-sentence reports information from other
sources
- 3 -
ii) Reports compiled from the above source should where possible reveal the following in-formation:
a) age at admission h) how the offense was perpetrated c) part played by the inmate in the
offense d) extenuating or aggravating circumstances of
the offence, ie - influence of drugs and/or alcohol, and information about possible contributing factors (age, employment/ educational history, substance abuse, general physical/mental health, family background)
e) the degree of violence involved f) the name and status of any accomplices g) the level of cooperation by the offender h) the degree of harm done to the victim i) the existence of outstanding charges j) the status of any appeal pending k) purpose of sentencing and views of
sentencing judge if available.
Consistency with pattern of previous offenses
Use of weapons/firearms
Proportion of sentencesserved
Offender attitude towards crime/victim(s), acceptance of responsibility, insight into causative factors
Inmate's version versus official version of offense
To provide an overall assessment of previous conditional release experiences, including parole, MS, bail and probation and identify contributing factors for any deterioration.
PREVIOUS CONDITIONAL RELEASE EXPERIENCE AND PRIOR INSTITUTIONAL HISTORY:
- 4 -
INSTITUTIONL AND PREVIOUS CONDITIONAL RELEASE HISTORY: In order to inform decision-makers about an
inmate's conduct during previous sentences, including while under supervision in the community, pertinent documentation and reports kept on active files will be submitted to the decision- makers upon re-admission of an inmate, including a summary description of the inmate's performance during the sentences.
This will include the following information:
Attitude toward authority
Attitude towards supervision
Length of arrest - free period
Violations while in the community - previous terms - technical or other
Conviction while on release
Activities on release, accommodation / employment / family contacts, etc.
Results of any treatment interventions.
Decision-makers are to be provided with an assessment of the changes which have occurred within the offender or his circumstances since the commission of the offense(s) relative to the factors which contributed to his criminality, with a detailed description of these changes.
Decision-makers should be advised of significant events and changes that have taken place since the offense(s) was committed and during incarceration, with an analysis of the impact of these developments on his potential future risk in the community and potential for leading a law-abiding life. This may include his institutional adjustment and involvement in institutional programs, as well as his relationships with institutional personnel, other inmates, and persons in the community. The analysis should also reflect the impact of these events on the offender. The views of professionals should be summarized, as well as the inmate's understanding of his criminal behavior. This would include acceptance of responsibility, knowledge of what led to criminal activity and any noticeable deterrent effect of incarceration.
INSTITUTIONAL BEHAVIOUR:
- 5 -
The following factors should be included:
a) the level of security, custody status b) visits and correspondence (who, how frequent) c) the nature of activities (social-cultural) and
degree of participation by the inmate in work, educational, vocational and rehabilitation programs
d) inmate's relationship/attituda with staff and other inmates
e) transfer history including any transfer contemplated
f) behaviour while on any temporary absence (specify type of absence)
g) use of leisure time h) the number, date and type of misconduct
reports, including the disposition of these matters (loss of remission)
i) information to denote preventive security reports
j) a summary analysis of relevant behaviour during the term of incarceration
k) escapes/U.A.L. 1) observed changes in behaviour/attitudes m) reasons for denial n) danger of deterioration from continued
incarceration.
Identify the current or anticipated risk factors that the release of the offender will present in the community and the factor which will enhance positive adjustment if released. This includes:
- stability (frequency of significant relationships)
- accomodation - employment/education - family support - social contacts - available treatment resources
- supervision - community response - need for special services prior to release
- length of time to PED/stat release.
RELEASE CONSIDERATIONS:
- 6 -
Provide a detailed description of the release plan, special treatment needs and anticipated risk factors to assist in evaluating the community environment.
Alternatives to the release plan should be included when necessary. Any special consideration for supervision and specific questions to be listed.
Provide an overall assessment of the offender and evaluate the anticipated degree of risk he will present if released to the community and his potential for law-abiding behaviour.
A final review of all information should note the positive and the negative factors. These factors would include principal strengths and weaknesses, an assessment of dynamics and characteristics of behavior contributing to criminal activity, the offender's involvement in programs and his progress during incarceration. The review should also provide a detailed analysis of how the offender has changed in order to reduce the risk of similar behaviour if he is released, as well as the identification of any deverse opinions expressed by those involved in the case management process.
After having described and analysed information about an offender's background, term of incarceration and probable future community situation, it is necessary to assess the relative impact of the various significant factors that have been identified. The analysis of positive and negative factors should relate to the offender's prospects to be law-abiding and may additionally suggest the appropriateness of various courses of action to be taken. This may be reflected in the determination of alternative release options or institutional program plans that will address the risk factors and enhance the offender's potential for law-abiding behaviour.
It is expected that in many cases there will be a need for the Parole Board to consider the benefits of alternative decisions that might best apply to the circumstances under consideration. In those instances where members of the Case Management Team have diverse opinions regarding the recommendation, the report should identify the nature of this divergence in opinion. In any event, those who
RECOMMENDATIONS:
1
- 7 --
prepare recommendations should consider viable alternative plans for an offender and document the rationale that supports these alternatives.
RECOMMENDED PARTICIPATION AT THE PANEL HEARING AND
• RATIONALE In this section, indicate designated member of the Case Management Team who is to attend the panel hearing and why this person is the most appropriate to represent the inmate and the Case Management Team's views on the panel hearing.
1 Page 1 of 5
CASE MANAGEMENT ASSESSMENT FORM Date: Operational Unit Security Level: S-
PERSONAL INFORMATION BANK NUMBER(S): FPS Number: '
Inmate No.: 0P-20 Offender Admin. 0 P Case Management (Comm) Family Name:
Given Name: Date of Birth:
PURPOSE OF REPORT: Citizenship: Landed immigrant Status: yes !! no Il ee unknown
MI MR 0 Pen. Placement Preferred Working Language: French English Other Needs Analysis/Program Plan Progress Report 0institutional
M e. Community Aliases/Other
Progress Summary 0 Community Assessment for
Private Family Visiting Convictions outside Canada [-El:es no °unknown Full Parole specify
Day Parole Waiver signed M.S. Original Sentence:
Transfer Sentence Commenced:
Administrative Segregation Aggregate Sentence:
Escorted Temporary Absence T.A. Eligibility Date:
Unescorted Temporary Absence D.P. Eligibility Date:
Special Report Parole Eligibility Date:
M.S. Date: — Warrant Expiry Date:
T.A. Authority ENational Parole Board
Warden
CURRENT TERM OFFENCES: Escapes, Waikaways, UAL During Current
Description Counts Place Sentence Date Term: Days
Specify Date at large
0 None
Waiver signed MAJOR OFFENCE TYPE:
a yee II no ri
Appeal period lensed Li Property II Violent
0 yes II no
Outstanding appeal I-1 Fraud I' Sexual
D yes II no i.-1 Specify
Crown Accused 0 0- I--I th-us - D Other - - -
Sentence c Conviction 0 Granted Bail ri Violated Conditions n LI yes MI no 1--1 yes D no
Deportation order Conditions of Bail
D yes Il no
Name of Accomplices: F.P.S. Disposition
Unknown 0 Deportation order
appealed
0 yes 0 no
OUTSTANDING CHARGES 0 None Location Police Force Date
1 1 1 1
1 1 1
1
Provincial Jall Terms: Aggregate length of immediately preceeding Sentence: L.Jyea no
Federal Pen Terms:
0 yes no Date of last release: inst. of last release:
Page 2 of 5
CURRENT TERM CONDITIONAL RELEASES:
Type Numher Date of Outcome - Give Reason If Unsuccessful Last Release
ETA
UTA . Day Parole • Full Parole M. S.
PENITENTIARY PLACEMENT INFORMATION:
Security factors.
Program factors.
Offender classification. Secur ty classification:
Institution most suited to inmate needs. - Recommended institution:
Immediate requirement upon admission.
Date receiving institution notified:— — — Dete provincial institution notified:— — —
Requested transfer date:— — — CA requested ---- ---- ----
Office completing pen. placement: •
PERSONAL BACKGROUND:
Marital status: Drug/alcohol involvement:
Dependants: Substance abuse related to offence:
Educational level obtained: Past/present dr g/alcohol treatment:
Usual occupation: Suicide attempt ever: Occupational skills/training: D yes \ II no Medlcal ailments: Number of attempts: Medication required: Date of last attempt:
EMPLOYMENT IMPACT
Occupation at time of offence:
Duratlon of employment at time of offence: i--1 1 month m Longer than
I--t or less II 1-6 months II 6 months to 1 year 9 1 year
- — -
0 unemployed 0 Full time employment II Part time or casual employment Il Seasonal employment
0 Student II Unemployable II Other
CRIMINAL HISTORY: Protective Custody requested: ri Significant Offence History: By: Liyes 'I nc -- -, Reason:
L Property -- Drug !Escalating Severity
Fraud --Violent - other than sexual Im Previous Escapes, UAL Protective Custody ever:
Sexual .---No pattern established 0 yes Il nc
PREVIOUS TERMS OF INCARCERATION:
PREVIOUS CONDITIONAL RELEASES:
Type Date
Probation
Bali Day Parole
Full Parole
UTA/ETA
M.S.
O none Dunknown Reasons If not completed successfully
1
SOURCES OF DOCUMENTATION: Type of Report
--- Pre-Sentence Report E Police Report(s) Others:
Pen Placement Report Reasons for Sentencing
Page 3 of 5
INSTITUTIONAL BEHAVIOUR:
Interaction with CmT/CO:
•
MAJOR ACTIVITY AREAS: — --
Counselling Il Vocational skills
I--• Academic Upgrading
Il
Psychiatric treatment -- Drug Treatment
Psychological treatment
-- Alcohol Treatment
Other activities (sanolfyi
L Assessment/Evaluation report available: ..
MI II yes no
GENERAL COMPLIANCE WITH INSTITUTIONAL RULES:
Refilssion earned: ri • •
LI full Il partial Days lost Reasons for loss
of remission:
Serious Institutional Infraction(s): I Date of most recent conviction:
Minor institutional Infraction(s): 0 Date of most recent conviction:
Institutional violence causing injury D causing death 1 damage to property 11
Confidential information Report 0 yes II no Preventive Security Report II yes I no
Gist of contents of Confidential Information Report and Preventive Security Report:
TRANSFER PATTERN:
0 continuel increase in security II irregular pattern 0 transfer for other than security reasons
0 continual decrease In security_ II no change. In security - - -
Date From Security Receiving institution Security Reasons for transfer
-- .
X. Treatment Services:
Nature of Service(s):
Rractitioner(s): Location:
Clete of commencement:
Termination Date:
Source(s) of Funding:
A
H. Supervision Recommendations: - type/frequency of
supervision: - identified areas of
concern:
- suggested conditions:
REQUEST INFORMATION:
1. Request for CA sent to:
2. Date received:
5. Date referred (If applicable):
3. Receiving office: 4. Name of Agency if referred:
6. Date completed: 7. Referred by:
Completed by: Titi.: Date:
1 Page 4 of 5
I. COMMUNITY ENVIRONMENT:
A. Marital Status:
•
B. Family Support:
C. Other Community Support:
13 single D common-law 0 married D widowed
D divorced/separated D dependents
y yes no
13 yes 13 no
D. Accommodation:
E. Occupation Upon Release:
seeking employment unemployahle
student status confirmed school Interview arranged
0 nothing secured D confirmed
employment confirmed interview arranged other
F. Source of Revenue/Financial Support:
0 savings 0 family D employment El government pension
0 government financial assistance 0 other
amount/frequency
Case FAsnagement Supervisor's Date: Name
'Pogo 4(0 of 5
CONTENT:
■••■■
1
Pacie 5 of 5
NARRATIVE SECTION:
•
RECOMMENDATION:
RECOMMENDED PARTICIPATION AT HEARINGS:
Inmates signature Y M D
COMPLETED SY:
Y M D CASE MANAGEMENT SUPERVISOR:
Y M D OPERATIONAL UNIT:
Full Time employment May 1970 - Dec. 1984 AprIl 70 - 1 Oct. 84
-' CASE MANAGEMENT ASSESSMENT FORM DATE RESPONSIBILITY CENTRE INSTITUTION SECURITY LEVEL 1 Sept. JoycevIlle S-3
PERSONAL INFORMATION BANK NUMBER(S): FPS NUMBER: 654321 8 INMATE NO.: 1234
L-JP-2') Offender Admin. LIP Case Management (Comm) FAMILY NAME: Smith GIVEN NAME: John
PURPOSE OF REPORT: DATE OF BIRTH: 12 Aug. 49
CITIZENSHIP: Canadlan •
Full Parole LANGUAGES SPOKEN: English ALIASES/OTHER: Jim Brown CONVICTION OUTSIDE CANADA: No
T.A. AUTHORITY - Warden
ORIGINAL SENTENCE: 3 years CURRENT TERM OFFENCES: SENTENCE COMMENCED: 1 Jan 85
AGGREGATE SENTENCE: 3 years rohhery, 302 CCC, 1 count, Ottawa, 3 years, 1 Jan. 85 T.A. ELIGIBILITY DATE: 1 July 85
D.P. ELIGIBILITY DATE: 1 July 85 PAROLE ELIGIBILITY DATE: 1 Jan 86
4.5. DATE: 1 Jan 87
WARRANT EXPIRY DATE: 1 Jan 88
FULL PAROLE REVIEW: 15 Nov. 85
Escapes/Walkaways/UAL During • OFFENCE TYPE - Violent Current Term: None INVOLVED IN ORGANIZED/SYNDICATE CRIME - No
Outstanding Appeals - No GRANTED BAIL - Yes CONDITIONS OF BAIL - Reside at 10 Amy St., Ottawa
- Ahstaln from use of drugs and alcohol - Attend ROH for Substance abuse therapy
OUTSTANDING CHARGES - None
CURRENT TERM CONDITIONAL RELEASES:
Number Outcome
• ETA 2 successful UTA 1 successful
EMPLOYMENT IMPACT SIGNIFICANT PERIODS OF EMPLOYMENT SIGNIFICANT CRIME-FREE PERIO OCCUnATION AT TIME OF OFFENCE:
CRIMINAL HISTORY: PROTECTIVE CUSTODY EVER - No SIGNIFICANT OFFENCE HISTORY SUICIDE ATTEMPTS EVER - No
- Property KNOWN CRIMINAL CONTACTS/ASSOCIATES/ACCOMPLICES:
William Smith - hrother currently in MIllhaven - Murder
PREVIOUS TERMS OF INCARCERATION: Jall term
PREVIOUS CONDITIONAL RELEASES:
AGGREGATE LENGTH OF IMMEDIATELY PRECEDING SENTNECE: 18 months DATE OF LAST RELEASE: April 1970
2 yrs. Probation 1968 involved In re-offence for which ha received 18 months Jail Full Parole 1970 completed successfully
INSTITUTIONAL BEHAVIOUR:
Interact Slon with CMT/CO: Inmate SmithqS participating fully In daily drug and alcohol programs within the 1
Instrtution. He ha s co-operated with the CMT In determining his program plan, and . . . works as a part-tImi cleaner in the living unit.
r t
MAJOR ACTIVITY AREAS:
Alcohol treatment
Drug Treâtment .,.
OTHER: 8ubject Is also very much involved in hohhycraft. His major
'.1nterest Is painting however he is also skilled in woodcarving.
Assessment/Evaluation Report avallahle: Yes -1A/0 counsellor prepared an assessment dated 27 May 85,
GENERAL COMPLIANCE WITH'INST .ITelDik R6LES .;-
Full remission earned
COnfidential information Report - Yes - information contained on Confidential Information Report refers
to Inmate 1 s family situation which may have negative Impact
on his release plans.
TRANSFER PATTERN:
Transfer for other than security reasons: initially pan-placed In Warkworth institution. It was felt
transfer to JoycevIlle would facilitate visits from hIs common law
wife and 2 children.
FROM SECURITY RECEIVING INSTITUTION SECURITY REASONS FOR TRANSFER
15 March 85 Warkworth I. S-3 Joyceville I. S-3 as above
DAT E
SOURCES OF DOCUMENTATION:
-re-Sentence Report - 3 Dec. 1984
Police Report - March 1984
Reasons for Sentencing - 1 Jan. 1985
Ottawa Central Probation Office - Ottawa
Ottawa Police Department - Ottawa
Judge H. Angln - County Court - Ottawa
NARRATIVE - to he completed as per instructions.
klUik .,..emewee*Igoe
LIBRARY MINISTRY OF THE SOLICITOR
GENERAL OF CANADA
BIBLIOTHÈQUE MINISTÈRE DU SOLLICITEUR
GÉNÉRAL DU CANADA OTTAWA. ONTARIO CANADA K IA 0P8
JAN 21 19fiti
let 'Irir
JUL
90
DATE DUE
11(7 Allen, D. 8763 Case management strate- A45 gies ((MS) : case manage- 1986 ment (community). v.3
