Correctional Assessment, Casework, and Counseling [6 ed.] 9783030552251, 9783030552268

Table of contents :
Preface
Acknowledgements
Contents
1: Introduction
1.1 Casework, Assessment, Counseling, and Criminal Justice
1.2 The Usefulness of Theory
1.3 Correctional Philosophy and Restorative Justice
1.4 Summary
References
2: The Self: Principal Tool of the Correctional Helper
2.1 The Self-Concept
2.2 Self-Esteem
2.3 Qualities of Effective Correctional Workers
2.3.1 The Correctional Worker Must Possess a Thorough Knowledge of Criminal Behavior and Its Correlates
2.3.2 The Correctional Worker Must Be Realistic: Neither a Pollyanna nor a Cassandra
2.3.3 Correctional Workers Do Not Use Offenders to Satisfy Their Needs
2.3.4 The Correctional Worker Inspires Trust, Confidence, and Credibility
2.3.5 The Correctional Worker Reaches Inward as well as Outward
2.4 The Benefits of Self-Disclosure
2.4.1 Improving Your Self-Concept Through Self-Disclosure
2.4.2 The Johari Window: An Aid to Self-Understanding
2.4.3 Application to the Offender
2.5 The Mask
2.6 Summary
2.7 Exercises in Self-Exploration Through Disclosure
References
3: Interviewing and Interrogating
3.1 Purpose of the Criminal Justice Interview
3.1.1 The Offender
3.1.2 Prepare and Plan
3.1.2.1 The Physical Setting
3.1.2.2 Familiarity with the Case
3.1.3 Engage and Explain
3.1.3.1 Initiating the Interview
3.1.3.2 Meeting the Offender: Respect and Rapport
3.1.3.3 Explaining the Purpose of the Interview
3.1.4 Account
3.1.4.1 The Interviewer’s Language and Demeanor
3.1.4.2 The Use of Authority
3.1.4.3 Dealing with Awkward Offenders
3.1.5 Closure
3.1.6 Evaluate
3.2 Techniques of Interviewing
3.2.1 Active Listening
3.2.2 Be Alert and Flexible
3.2.3 Questioning and Probing
3.2.4 Resist the Temptation to Interrupt
3.2.5 Keeping the Offender in the Foreground
3.2.6 Some Further Impediments to Active Listening
3.2.7 Responding: Guiding the Offender’s Disclosure
3.3 The Victim
3.3.1 Interviewing the Victim: Preparation
3.3.2 When Not to Interview
3.3.3 Conducting the Interview: Asking for Details of the Offense
3.4 Reassuring the Victim
3.4.1 Promises to the Victim
3.4.2 Terminating the Interview
3.5 Interrogating the Offender
3.5.1 Distinguishing Between Interviewing and Interrogation
3.5.2 Being Confident by Being Prepared
3.5.3 Conducting the Interrogation
3.5.4 Style
3.5.5 Ask Leading Questions
3.5.6 Reveal a Little Information
3.5.7 Letting Offenders Damn Themselves
3.5.8 Taking Advantage of Offender Discomfort
3.5.9 Bluffing
3.5.10 The “Back Door” Approach
3.5.11 Terminating the Interrogation
3.6 Summary
3.7 Exercise in Listening and Interviewing
References
4: The Presentence Investigation Report
4.1 Uses of the Presentence Investigation Report
4.1.1 Judicial Sentencing Decisions
4.1.2 Departmental and Institutional Classification
4.1.3 Parole Decisions
4.1.4 Counseling Plans and Community Agency Referrals
4.2 Sample Presentence Investigation Report
4.3 Discussion of Sample Report
4.3.1 Circumstances of Offense
4.3.2 Statement of the Defendant
4.3.2.1 Application to Sample Presentence Investigation Report
4.3.3 Statement of the Victim
4.3.3.1 Application to Sample Presentence Investigation Report
4.3.4 Prior Record
4.3.4.1 Application to Sample Presentence Investigation Report
4.3.5 Family and Marital History
4.3.5.1 Application to Sample Presentence Investigation Report
4.3.6 Employment History
4.3.6.1 Application to Sample Presentence Investigation Report
4.3.7 Physical Health
4.3.7.1 Application to Sample Presentence Investigation Report
4.3.8 Mental Health
4.3.8.1 Application to Sample Presentence Investigation Report
4.3.9 Evaluative Summary
4.3.9.1 Application to Sample Presentence Investigation Report
4.3.10 Recommendation
4.3.10.1 Application to Sample Presentence Investigation Report
4.4 Summary and Presentence Investigation Checklist
References
5: Assessment Tools and Guidelines in Community Corrections
5.1 Social History Questionnaire
5.2 Felony Sentencing Worksheet
5.3 Assessment and Classification Instruments
5.4 Client Management Classification Assessment Instrument
5.4.1 Risk and Needs Assessment Scales
5.5 Case Management
5.5.1 Selective Intervention
5.5.2 Environmental Structure
5.5.3 Casework/Control
5.5.4 Limit Setting
5.5.5 A Final Word About the CMC System
5.6 Summary
5.7 Assessment Exercises
References
6: Assessment and Classification in Institutional Corrections
6.1 Historical Overview of Inmate Classification
6.2 Classification Today
6.2.1 Security and Custody
6.3 Classification Data
6.3.1 Standards and Principles of Classification
6.3.2 Reception and Diagnostic Unit
6.3.3 Tests
6.3.3.1 Nelson Reading Skills Test
6.3.3.2 General Aptitude Test Battery
6.3.3.3 Minnesota Multiphasic Personality Inventory (MMPI)
6.3.3.4 Human Synergistics Lifestyles Inventory
6.3.3.5 Myers-Briggs Type Indicator (MBTI)
6.3.4 Risk and Needs Assessment
6.4 The National Institute of Corrections’ Model
6.4.1 Custody Classification
6.4.2 Needs Classification
6.5 Adult Internal Management System (AIMS)
6.5.1 Correctional Adjustment Checklist
6.5.2 Checklist for the Analysis of Life History
6.6 Summary
References
7: Nondirective Counseling: Theory and Practice
7.1 What Correctional Counseling Is Not
7.2 What Counseling Is
7.2.1 Similarity Between Interviewing and Counseling
7.2.2 Differences Between Interviewing and Counseling
7.3 Counseling Theories
7.4 Psychoanalysis: In the Beginning Was Freud
7.4.1 Psychosexual Stages
7.4.1.1 Oral Stage: From Birth to Age 1
7.4.1.2 Anal Stage: Ages 1–3
7.4.1.3 Phallic Stage: Ages 3–5
7.4.2 Defense Mechanisms
7.4.3 Lessons and Concerns
7.5 Client-Centered Approach
7.5.1 Unconditional Positive Regard
7.5.2 Genuineness
7.5.3 Empathy
7.5.3.1 Developing Accurate Empathy
7.5.3.2 Examples of Empathetic Responses
7.5.3.3 What Accurate Empathy Is Not
7.6 Motivational Interviewing: Expanding the Client-Centered Approach
7.6.1 Lessons and Concerns
7.7 Summary
References
8: Directive Counseling: Theory and Practice
8.1 The Laws of Thermodynamics and Criminal Offenders
8.2 Transactional Analysis
8.2.1 Scripts
8.2.2 Games
8.2.3 Parent, Adult, Child
8.2.4 Structural Analysis
8.2.5 Complementary and Crossed Transactions
8.2.6 Lessons and Concerns
8.3 Reality Therapy
8.3.1 Theoretical Backdrop
8.3.2 The Reluctant/Resistant Offender
8.3.2.1 Recognizing Reluctance and Resistance
8.3.2.2 Reasons for Resistance
8.3.2.3 Dealing with Resistance
8.3.3 Treatment and Supervision Plans
8.3.3.1 Balance
8.3.3.2 Simplicity
8.3.4 Orientation Toward Progress
8.3.5 Lessons and Concerns
8.3.6 Exercises in Primary and Advanced Empathy
8.3.7 Counseling “Real” Offenders
8.4 Summary
References
9: Cognitive-Behavioral Approaches
9.1 The Cognitive-Behavioral Approach
9.2 Rational Emotive Behavioral Therapy
9.3 The A-B-C Theory of Personality
9.3.1 MUSTurbations
9.4 Moral Reconation Therapy and Reasoning and Rehabilitation
9.5 What About Emotions?
9.6 Lifestyle Theory
9.7 Summary and Lessons and Concerns
References
10: Group Counseling in Institutional Settings
10.1 The Power of the Group
10.2 The Inmate Code
10.2.1 The Origins of the Inmate Code
10.2.2 Importation
10.2.3 Prisonization
10.3 Group Counseling
10.3.1 Characteristics of Effective Correctional Group Counselors
10.3.2 The Power of the Group
10.3.3 Planning for Group Counseling: Goals and Operating Philosophy
10.3.4 Selection of Members
10.3.5 Components of Group Counseling
10.4 Specific Topics and Strategies for Group Counseling
10.4.1 Counting the Cost of a Criminal Lifestyle
10.5 Role Reversal and Empathy Training
10.5.1 Sentencing Exercises
10.5.2 Reattributing Responsibility
10.6 Difficult Group Members
10.6.1 The Resister
10.6.2 The “Expert”
10.6.3 The Monopolizer
10.6.4 The Withdrawn Member
10.6.5 The Masochist and the Sadist
10.7 Advantages and Disadvantages of Institutional Group Counseling
10.7.1 Some Advantages of Group Counseling in Institutions
10.7.2 Some Disadvantages of Group Counseling in Institutions
10.7.3 Exercises in Group Counseling
10.8 Summary
References
11: Using Community Agencies and Volunteers in Case Management
11.1 Community Resources
11.1.1 Mental Health Centers
11.1.2 Substance Abuse Centers
11.1.3 Educational and Vocational Guidance
11.1.4 Welfare Agencies
11.1.5 Some National Volunteer Groups
11.1.6 In and Out Referrals
11.1.7 Using and Engaging the Community
11.2 Victim-Offender Reconciliation Programs
11.3 A Community Resource: Volunteer Speakers’ Program
11.4 Volunteer Officers in Corrections
11.5 Exercises in Community Resource Use
11.6 Summary
References
12: Therapeutic Communities in Correctional Institutions
12.1 Introduction
12.2 History and Nature of Therapeutic Communities
12.2.1 A Day in the Life of a Therapeutic Community Participant
12.3 Evaluation of Therapeutic Communities
12.4 Research on Therapeutic Communities
12.5 Best Practices in Therapeutic Community Operation
12.6 Resources
12.7 Summary: Where Do We Go from Here?
References
13: Legal Aspects of Casework and Counseling
13.1 Introduction
13.2 Historical Background
13.3 Rights of Incarcerated Offenders
13.3.1 Right to Medical Treatment
13.3.2 The Eighth Amendment and “Cruel and Unusual” Punishment
13.3.3 Access to Legal Services
13.3.4 Freedom of Religion
13.3.5 The Fourth Amendment
13.3.6 Due Process Rights in Disciplinary Hearings
13.3.7 Due Process Rights in Parole Hearings
13.4 Rights of Individuals Under Community Supervision
13.4.1 Conditions of Probation and Parole
13.4.2 Nonassociation Conditions
13.4.3 Travel Conditions
13.4.4 Speech Conditions
13.4.5 Conditions Mandating Education or Job Training
13.4.6 Conditions Mandating Medical Treatment
13.4.7 Conditions Mandating Restitution
13.4.8 The Fourth Amendment and Probation and Parole
13.4.9 The Exclusionary Rule and Probation and Parole
13.4.10 Privilege Against Self-Incrimination
13.4.11 Privileged Communications
13.4.12 Right to Due Process in Probation/Parole Revocation Hearings
13.5 Sex Offender Registration, Community Notification, and Civil Commitment
13.5.1 State Sex Offender Registration
13.5.2 Community Notification
13.5.3 Civil Commitment
13.6 Caseworker Liability Issues
13.6.1 Immunity
13.6.2 Legal Remedies for Harm
13.7 Ethical Issues for Caseworkers
13.8 Summary
References
List of Significant Supreme Court Decisions
14: Alcohol and the Criminal Offender
14.1 The Scope of the Addiction Problem
14.2 Abuse Versus Dependence
14.2.1 Causes of Alcohol Use Disorder
14.2.1.1 Type I and II Alcoholics
14.2.1.2 BIS/BAS and Alcoholism
14.2.1.3 Genetics and Alcoholism
14.3 Assessment, Treatment, and Counseling
14.4 Mutual Self-Help Groups: Alcoholics Anonymous
14.5 The Role of Personal Characteristics in Alcoholism Treatment
14.5.1 Self-Help Options for Nonbelievers
14.5.2 Medication and Recovery
14.6 Summary
References
15: Illegal Drugs and the Criminal Offender
15.1 Introduction
15.2 Defining Drug Addiction
15.3 Some Causes of Illegal Substance-Related Disorders
15.4 Illegal Drug Classification
15.4.1 The Narcotics
15.4.2 The Stimulants
15.4.2.1 Cocaine
15.4.2.2 Methamphetamine
15.5 The Hallucinogens
15.5.1 Synthetic and Designer Drugs
15.6 Identification and Treatment Considerations
15.7 Self-Help Support Groups
15.8 Pharmacological Treatments
15.9 Summary
References
16: The Sex Offender
16.1 Sex and American Society
16.1.1 The Public Image of the Sex Offender
16.1.2 Rape and Rapists
16.1.3 A Look at Stranger Versus Date/Acquaintance Rape
16.1.4 Assessment and Treatment of Sex Offenders
16.1.5 Child Molesters
16.1.6 Assessment and Treatment of Child Molesters
16.2 Summary
References
17: Mentally Ill and Mentally Deficient Offenders
17.1 Bipolar and Mood Disorders
17.2 Schizophrenia
17.2.1 Causality
17.2.2 The Diathesis/Stress Model
17.2.3 The Link Between Mental Illness and Crime
17.3 Treatment
17.3.1 Milwaukee’s Community Support Program
17.4 The Mentally Deficient Offender
17.4.1 How Does IQ Affect the Probability of Offending?
17.4.2 Special Problems Working with Mentally Deficient Offenders
17.4.2.1 The Nature of Today’s Economy
17.4.2.2 Self-Esteem Maintenance
17.4.2.3 The Self-Consistency Motive
17.4.2.4 Patience Is a Virtue
17.4.2.5 Personal Hygiene
17.5 Summary
References
18: The Juvenile Delinquent
18.1 Introduction
18.1.1 Why Delinquency?
18.2 Delinquency Risk Factors
18.3 Causality: Biological Factors
18.3.1 Attention Deficit with Hyperactivity Disorder (ADHD)
18.4 Causality: Psychological Factors
18.5 Causality: Environmental Factors
18.6 Effective Supervision of the Juvenile Delinquent
18.6.1 Children Need Discipline
18.6.2 Children Must Learn To Understand and Accept Themselves
18.6.3 Children Must Become Aware of and Understand Their Emotions and Feelings
18.6.4 Children Must Understand the Feelings and Emotions of Others
18.6.5 Children Must Learn to Establish Positive Interpersonal Relationships
18.6.6 Children Must Understand the Processes Involved in Making Choices and Decisions and in Solving Problems
18.6.7 Children Need Positive Values and Ideals with Which to Guide Their Lives
18.6.8 Children Must Learn to Appreciate the Value of Education and Work
18.6.9 Children Need a Sense of Responsibility for Their Actions and Lives
18.7 Different Strokes for Different Folks
18.8 Family Counseling
18.9 Assessing the Child’s Needs
18.10 Summary
References
19: The Female Offender
19.1 Gender Differences in Criminal Behavior
19.2 The Female Offender
19.2.1 Causality: Cultural and Structural
19.2.2 Causality: Biosocial
19.3 Counseling Female Offenders
19.3.1 Feminist Counseling
19.3.2 Feminist Counseling Techniques
19.3.2.1 Sex-Role Analysis
19.3.2.2 Power Analysis
19.3.2.3 Assertiveness Training
19.3.2.4 Reframing and Relabeling
19.4 Positive Rehabilitative Aspects of Female Offenders
19.5 Summary
References
20: The Elderly Offender
20.1 Scope of the Problem
20.2 Some Causes of Elderly Crime
20.3 Maturing Out of Crime
20.4 The Elderly Behind Bars
20.4.1 Prison Programs for the Elderly
20.4.2 Psychological Aspects of Incarceration
20.4.3 Supervising the Elderly Offender on Probation/Parole
20.5 Summary
References
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Appendix F
Afterword
Index