youthful level of service/case management inventory slide 1 targets for change identifying areas...

Youthful Level of Service/Case Management Inventory

Slide 1

TARGETS FOR CHANGE

Identifying Areas That Need To Be Assessed

YOUTHFUL LEVEL OF SERVICE/CASE MANAGEMENT

INVENTORY

Training Presented by:Brian Lovins

Division of Criminal JusticeUniversity of Cincinnati

PO Box 210389Cincinnati, Ohio 45221-0389

(513) 556-1913www.uc.edu/criminaljustice


Slide 2

Objectives

To review the principles of effective classification

To score the YLS/CMI reliably and accurately

To apply the results of the YLS/CMI to case plans


Slide 3

What is Risk

When we refer to risk– Risk of recidivism– High risk likely to recidivate– Low risk not as likely


Slide 4

Actuarial Risk Assessment

• Predicts the likelihood of a youth to get in trouble again

• For low risk, assume 1 out of 10 reoffend• 1 person will reoffend, but we do not know which one

• Same for high risk, assume 6 out of 10 reoffend• 6 will reoffend, but we don’t know which ones


Slide 5

TARGETS FOR CHANGE


Principles of Effective Classification


Slide 6

Principles of Effective Classification

Risk

Need

Responsivity

Professional Discretion


Slide 7

Risk Principle

Most intensive treatment should be reserved for higher risk offenders

Must survey important risk factors to produce an accurate measure of risk

How do we know which factors to assess?


Slide 8

Major Risk Factors

Antisocial attitudes

Antisocial peers

Antisocial personality

History of antisocial behavior

Family

Education/employment

Substance abuse


Slide 9

Need Principle

By assessing and targeting offenders’ criminogenic needs we can reduce the likelihood of recidivism

Interventions must be very focused and target the needs that are related to risk


Slide 10

Criminogenic Needs (Dynamic Risk Factors)


Antisocial peers

Antisocial personality

Family

Education/employment

Substance abuse


Slide 11

Targeting Criminogenic Needs

Family

Vocational skills

Anger/antisocial feelings

Self-control

Pro-social modeling


Substance abuse treatment

Reducing antisocial peer contacts

Relapse prevention


Slide 12

Responsivity

The neglected principleOffenders respond differently to treatment strategiesOffenders adjust differentially to correctional

environmentsEasiest to think of as “barriers” to treatmentAssessment of responsivity is important to

maximize benefits of treatment


Slide 13

Responsivity

Internal Factors– Motivation– Personality Characteristics (anxiety, psychopathy, self-

esteem)– Cognitive deficiencies– Demographics (age, race, sex, ethnicity)


Slide 14

Responsivity

External Factors– Counselor characteristics– Setting

– Institutional– Community

– Type of treatment– Support network


Slide 15

Professional Discretion

Also known as override Consider risk, need, and responsivityDetermine if placements dictated by assessment

are the most appropriateWith general caseloads, overrides should occur

10% of the time or lessOverride rates will increase if you have a

specialized caseload (sex offenders and severe mental health problems)

Consider other risk assessments


Slide 16

TARGETS FOR CHANGE


The Instrument


Slide 17

Key Elements of the YLS/CMI

The YLS/CMI collects 42 pieces of informationThe items are scored in a 0-1 format The items are added together to produce an overall

scoreThe items are grouped into 8 subcomponentsAll but one of the subcomponents contain dynamic

itemsThere is a professional override section


Slide 18

Subcomponents of the YLS/CMI—Part I

Criminal History (5)

Family Circumstances and Parenting (6)

Education and Employment (7)

Peer Relations (4)

Substance Abuse (5)

Leisure and Recreation (3)

Personality and Behavior (7)

Attitudes and Orientation (5)


Slide 19

Subcomponents of the YLS/CMI—Part II

Summary of Risks and Needs

Total score is calculated and overall risk level determined


Slide 20

Subcomponents of the YLS/CMI—Part III

Problems pertaining to family and parents–Not scored for risk scale–11 items

Youth–Not scored for risk scale–28 items


Slide 21

Subcomponents of the YLS/CMI—Part IVYour Assessment of the Juvenile’s General

Risk/Need Level

Professional discretion


Slide 22

Source of Information Regarding the Offender

Interview with the offender

Criminal history

Interview with parents

School records

Institutional records

Interviews with other professionals

Psychological personality tests

Behavioral ratings/checklists from clinicians


Slide 23

Risk Levels for YLS/CMI

Low Risk 0-8

Moderate Risk 9-22

High Risk 23-34

Very High Risk 35-42


Slide 24

Videotape Exercise #1

1. Score independently2. Break into small groups (4-6)3. Don’t just compare overall or section scores;

discuss the scoring of each item4. Discuss why you marked an item as a risk

factor and why you didn’t mark certain items as risk factors

The object of this exercise is to build your understanding of the scoring criteria


Slide 25

Review the scoring exercise

Write your individual and group scores on the board

Discuss Scoring of Videotape Exercise #1

Review each item

Work with participants to understand each item


Slide 26

TARGETS FOR CHANGE


Effective Interviewing


Slide 27

Interviewing Objectives

Develop knowledge and skills necessary to collect information for a valid and reliable assessment


Slide 28

The Interview Process

Goal– Information gathering– Ensure environment is conducive to disclosure of

information

Environment– Relaxed– Open


Slide 29

The Interview Process

Structure—assessment should be semi-structured– Purpose of assessment should be explained– Interview length should be approximately one hour– If interviewing youth he/she should be met with

independently


Slide 30

Interview Skills

The interviewer sets the tone– Patience– Open-mindedness– Attentiveness

Try not to correct or teach– Therapeutic intervention will undermine goal of

information gathering


Slide 31

Good Listening Skills

Nonverbal attending

Eye contact

Facial expressions

Posture

Devoting full attention

Reflective listening– Paraphrase information– Provide listening cues


Slide 32

Questions: Good vs. Bad

Use–Open-ended questions

–Follow-up questions

Avoid–Close-ended questions

–Double-barreled questions

–Biased questions


Slide 33

The Challenging Interview

Dealing with inconsistencies– Use collateral information/resources

– Lightly challenge inconsistent information

Dealing with oppositional behavior– Offer choices

– Offer a break

– Redirect


Slide 34

Evaluating the Interview

Was the interview conducted adequately?– Structure and environment

Did the individual respond to questions?– Establishing trust

Was I attentive?– Engage in active listening

Was I willing to suspend judgment?– Assuming best


Slide 35

Evaluating the Interview

What are the problem areas?– Asking open-ended questions

Did I explore the problem areas in detail?– Asking follow-up questions

Did I overcome any problems with the interview?– Dealing with silence or excessive talking– Dealing with inconsistencies

Are the results valid?


Slide 36

Interviewing Practice

Break into pairs and practice conducting a YLS/CMI interviews. One person should role play a typical offender while the other conducts the interview. Each partner will have an opportunity to practice the interviewing skills we discussed.


Slide 37

Videotape Exercise #2






Slide 38

TARGETS FOR CHANGE


Case Planning


Slide 39

Case Planning Overview

Case plan and interventions should be linked to assessment

Areas where a problem is identified should be addressed with some intervention activities

If there is no problem no action is required


Slide 40

Case Plan Development

NEEDS/PROBLEMS – should be based on assessment

GOALS – longer term outcomes – where offender should be after your interventions

OBJECTIVES – offender’s short-term measurable and verifiable steps to reach goal

TECHNIQUES – your actions to help offender reach longer term goal


Slide 41

Techniques

3 areas should be addressed:

1. Supervision techniques

2. Referrals

3. Face to face contact


Slide 42

Case Planning Exercise

Use the information you obtained from the videotaped assessment to develop a case plan on the following pages

Break into small groups (4-6) and develop a case plan that addresses all of the need areas

Identify the problems as identified by the assessment, the goals, and objectives that will be used to reach those goals


Slide 43

Example—Substance AbuseProblem Goal Objectives TechniquesUse of Marijuana Eliminate use of marijuana Participate in substance

abuse assessmentRefer for substance abuse assessment

List benefits of participating in and cons for not complying with treatment

Cost-benefit analysis

Attend and participate in all substance abuse treatment group activities

Refer for services/Monitor with drug screens/Updates from tx provider and offender.

Improve coping skills to deal effectively with problems.

Identify high risk situations/ thoughts/feelings/behaviors for substance use.

Functional analysis

Attend and participate in all skill building treatment group activities.

Refer for services/Monitor for participation/Updates from tx provider and offender.

McInnis, W.P., Dennis, W.D., Myers, M.A., Sullivan, K.O., & Jongsma, A.E. 2002. The Juvenile Justice and Residential Care Treatment Planner. John Wiley & Sons, Inc.


Slide 44

Case Planning—Family Circumstances and Parenting

Problem Goal Objectives Techniques


Slide 45

Case Planning—Education and Employment



Slide 46

Case Planning—Peer Relations



Slide 47

Case Planning—Substance AbuseProblem Goal Objectives Techniques


Slide 48

Case Planning—Leisure and Recreation



Slide 49

Case Planning—Personality and Behavior



Slide 50

Case Planning—Attitudes and Orientations



Slide 51

Videotape #3 Scoring






Slide 52

Summary

Assessment is the cornerstone of effective correctional interventions

The information gathered during an assessment should be used to determine levels of supervision and treatment

The information should also be used to identify needs and develop a case plan

Reassessments can be used to gauge progress in reducing risk of recidivism


Slide 53

Summary

Make sure you practice scoring the assessment before actually using it– Multiple raters when you first start– Videotape assessment and have someone review and

compare scoring– Use an interview guide– Consult the administration guide when scoring

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