Fond du Lac Tribal and Community College COURSE OUTLINE FORM 12/11/12

Transcription

1 Fond du Lac Tribal and Community College COURSE OUTLINE FORM 12/11/12 Please return this form to the college vice president of academic affairs and the chairperson of the Academic Affairs and Standards Council (AASC). Prepared by: Terry Fawcett Date submitted: 3/25/14 Date approved: 3/25/14 Department/discipline: Corrections Date revised Department(s) endorsement(s): (Scott Lyons) (Signatures of the person(s) providing the endorsement are required.) Course Title: Best Practices in Corrections Abbreviated course title (25 characters or less): Course Designator: CORR Course Level: 2025 Number of Credits: Lecture 3 Lab Control Number (on site) 30 Control Number (online) 30 Catalog/Course description: Correctional agencies in Minnesota have invested time and energy into aligning with evidence-based correctional practices. These interventions are based on research that supports the core goals of corrections: a reduction in recidivism and improved public safety. Evidence-based practices in corrections is a significant trend in the helping professions that emphasizes the importance in outcomes and reduced recidivism that ultimately have a long-term positive impact on public safety. This course will explore the guiding principles that focus on the risk/need/responsivity factors of offender rehabilitation. Course prerequisite(s) or co-requisite(s): Accuplacer scores/ Other courses Prerequisite(s): Co-requisite: N/A Course Materials (Recommended course materials and resources. List all that apply, e.g. textbooks, workbooks, study guides, lab manuals, videos, guest lecturers). Much of the literature on best practices comes from periodicals. The references below provide examples of both lecture topics and study materials for students: Andrews, D.A. (2007). Principles of effective correctional programs. In L.L. Motiuk and R.C. Serin (Eds.) Compendium 2000 on effective correctional programming. Ottawa, ON: Correctional Service Canada. Andrews, D. and C. Dowden A Meta-Analytic Investigation into Effective 1

2 Correctional Intervention for Female Offenders. Forum on Corrections Research. 11(3): Annison, J Style Over Substance: A Review of the Evidence Base for the Use of Learning Style in Probation. Criminology and Criminal Justice. 6(2): Bogue, B., Campbell, N., Carey, M., Clawson, E., Faust, D., Florio, K., Joplin, L., Keiser, G., Wasson, B., Woodward, W Implementing Evidence-Based Practices in Community Corrections: The Principles of Effective Intervention. Department of Justice, National Institute of Corrections, Crime and Justice Institute. Crime and Justice Institute at Community Resources for Justice, Kristy Pierce- Danford, & Meghan Guevara (2010). Commonwealth of Virginia: Roadmap for Evidence- Based Practices in Community Corrections. Crime and Justice Institute at Community Resources for Justice (2009). Implementing Evidence-Based Policy and Practice in Community Corrections, 2nd ed. Washington, DC: National Institute of Corrections. Fry, Russ (2008). Why Evidence-Based Practice Matter (Or, Please Pass the Leeches) A collection of articles published by Community Corrections Report, Corrections Today, and Offender Programs Report Latessa, E The Challenge of Change: Correctional Programs and Evidence- Based Practices. Criminology and Public Policy. 3(4): Latessa, E What Works and what Doesn t in Reducing Recidivism: The Principles of Effective Intervention. Presentation by Edward Latessa, PhD, School of Criminal Justice, University of Cincinnati Lowenkamp and Latessa (2004). Understanding the risk principle: How and why correctional interventions can harm low-risk offenders. Topics in Community Corrections. National Institute of Corrections (2004). Implementing evidence-based practice in community corrections: The principles of effective intervention. Pew Center on the States (2008). One in 31: The long reach of American corrections. Sachwald, J Science: The Catalyst for Change. In Tools of the Trade: A Guide to Incorporating Science into Practice. Taxman, F., Shepardson, E., Delano, J., Mitchell, S., Byrne, J., Gelb, A., Gornik, M. (eds). Potential Textbooks such as: Andrews, D., Bonta, J. (1998). The psychology of criminal conduct. (2nd. ed.). Cincinnati: Anderson Publishing. 2

3 Beck, J. S. (1995). Cognitive therapy: Basics and beyond. New York: Guilford Press. Burns, D. (1980). Feeling good: The new mood therapy. New York: Avon Books. Miller and Rollnick (2002). Motivational interviewing: preparing people for change, 2nd ed. New York, NY: The Guilford Press. Prochaska, J., Norcross, J., DiClemente, C. (1994). Changing for good. New York: William Morrow and company. Thompson, George. (2010). Verbal Judo, the Gentle Art of Persuasion. New York: Harper Collins Publishers. Guest Lecturers can include professionals who can discuss how they use the best practices in their daily work. Examples include: Probation Agents Residential Child Care Case Managers Institution Case Workers Tribal Elders/Spiritual Leaders Chaplains Course Content (Provide an outline of major topics covered in course): Assessment: of risk/needs How to enhance offender motivation Targeting interventions Increase positive reinforcement Provide skill training for staff and how to monitor delivery of service Engaging offenders in ongoing support Measuring feedback/practice How to define outcomes that are measurable Use of motivational interviewing Learning Goals, Outcomes, and Assessment: Minimum of one goal and two measurable learning outcomes in each competency. If your course does not meet one of the Competencies Across the Curriculum, please justify your rationale. Minimum of two Assessment: measures for each learning outcome. Add other goals and outcomes as needed. If this course is part of the Minnesota Transfer Curriculum (MTC), attach the MTC goals, outcomes, and your Assessment: measures to this form. A. Information Literacy (the ability to use print and/or non-print tools effectively for the discovery, acquisition, and evaluation of information as well as core computer tools for the manipulation and presentation of information.) I. Goal: Students will learn the the risk, need, and responsivity principles. A. Outcome: Demonstrate competency in motivational interviewing techniques and skills. 3

4 1. Assessment: Observation and scoring rubric. 2. Assessment: Peer observation and identification of techniques. B. Outcome: Explain foundational evidence-based concepts. 1. Assessment: Written examination of basic concepts. 2. Assessment: Compare and contrast past correctional practice with research based best practices based upon offender risk, need, and responsivity in a written paper. II. Goal: Students will be able to identify and address criminogenic needs. A. Outcome: Explain each of the big eight criminogenic needs. 1. Assessment: Compare and contrast criminogenic needs, extrinsic/intrinsic impact, and severity level of each criminogenic need in a written paper. 2. Assessment: Written examination. B. Outcome: Identify protective factors that provide appropriate rewards for prosocial attitudes and behavior 1. Assessment: Analyze criminogenic need areas for potential strengths. 2. Assessment: Identify risk variables in videotaped offender interviews. B. Ability to Communicate (the ability to listen, read, comprehend, and/or deliver information in a variety of formats.) I. Goal: Students will learn how to build rapport. A. Outcome: Demonstrate an understanding of the use of empathy in building rapport. 1. Assessment: Role plays based on different offender responsivity factors. 2. Assessment: Complete an interview audit form for motivational interviewing with an offender B. Outcome: Articulate how a corrections professional must balance the roles of accountability, facilitating change, and protecting the community when interacting with offenders. 1. Assessment: Communicate appropriately in role play scenarios requiring the need to balance accountability, rehabilitation, and public safety when addressing offender behavior. 2. Assessment: Identify types of change talk, indicating an offender s openness or readiness for change in class discussions and exams. II. Goal: Student will learn how to administer the Youth Level of Services (YLS)/Case Management Inventory (CMI) Risk tools. A. Outcome: Explain/articulate foundational principals for successfully gathering assessment information. 1. Assessment: Written examination. 2. Assessment: Score a Risk Assessment with a proficiency rate of 4

5 90%, per quality assurance guidelines B. Outcome: Demonstrate understanding and application of risk-needs assessment tools. 1. Assessment: Written examination. 2. Assessment: Proficient analysis of a case study using the risk-needs assessment tool. III. Goal: Students demonstrate prosocial modeling and positive reinforcement. A. Outcome: Compare and contrast ways to address thinking traps. 1. Assessment: Written analysis of an agent interview with an offender. 2. Assessment: Demonstrate positive talk strategies in a series of short interviews with fellow students. B. Outcome: Recognize antisocial thinking and behavior, address the problem, and redirect the thinking. 1. Assessment: Written analysis of an interview with an incarcerated offender, identifying entitlement, cognitive indolence, mollification and power orientation. 2. Assessment: Complete a cognitive interview thinking report based on the interview review. C. Problem Solving (the ability to conceptualize, apply, analyze, synthesize, and/or evaluate information to formulate and solve problems.) I. Goal: Student will learn how to develop case plans. A. Outcome: Demonstrate an understanding of the key elements of a case plan 1. Assessment: Create sample case plans and be able to anticipate how the plan can be built upon over time. 2. Assessment: Written exam. B. Outcome: Demonstrate ability to implement SMART goals. 1. Assessment: Create a case plan together based upon top criminogenic needs. 2. Assessment: Written exam. II. Goal: Student will learn the 14 professional alliance traits. A. Outcome: Describe competencies of an effective practitioner. 1. Assessment: Demonstrate competencies in a role play or with a client in a probation setting. 2. Assessment: Demonstrate mutual respect and liking while interviewing a low-risk juvenile offender. B. Outcome: Use of O.A.R.S. (open-minded, affirm, reflect, summarizing) in an interview with a classmate. 1. Assessment: Observation scoring rubric to identify drivers, responsivity, strengths, triggers, and stages of change. 2. Assessment: Students will observe a PreSentence Investigation 5

6 (PSI) and identify to agent which dominant force is behind the behavior. D. Culture (knowledge of Anishinaabe traditions and culture, knowledge of one s own traditions and culture, knowledge of others traditions and cultures, culture of work, culture of academic disciplines and/or respect for global diversity.) E. Other N/A I. Goal: Students will understand the role of culture in the formation of attitudes and beliefs. A. Outcome: Demonstrate the use of prosocial modeling and positive reinforcement. 1. Assessment: Participate in an offender restorative justice circle and complete a response essay. 2. Assessment: Observe a drug court session in southern Saint Louis County and report the experience to the class. B. Outcome: Identify different penal systems and views about humanity. 1. Assessment: Compare and constrast the role culture plays in the treatment of incarcerated individuals. 2. Assessment: Report on an interview with a tribal leader, spiritual elder or chaplain regarding the role of spirituality in offender treatment programs. II. Goal: Students will understand culture in the context of developing rapport and trust with an offender. A. Outcome: Explain ways to address thinking traps. 1. Assessment: Written essay. 2. Assessment: Participation in class discussion. B. Outcome: Correlate outcomes with risk assessment with minority offenders. 1. Assessment: Follow an adult offender throughout the semester from assessment to discharge. (Do PSI, etc.) 2. Assessment: Interview a juvenile offender in out-of-home placement using the Youth Level of Services/Case Management Inventory. Complete the following only if you are proposing a new course: 1. Planned pattern of offering: Fall X Spring X Summer Alternate Years 2. Rationale for course: If this course is an ADDITION or replacement to current offerings, add a detailed explanation of the necessity for the change. 6

7 This course is a combination of three one credit courses offered in the past. 3. Does this course overlap with any course(s) offered at FDLTCC? If so, justify such duplication or indicate other adjustments to be made. Obtain signatures from affected departments. No 4. What is the apparent or expressed student need for this course? Industry partners need job applicants that are prepared with a fundamental understanding of vocabulary and best practices and the ability to immediately apply the core concepts to daily work situations. 5. If this course includes a Native American or specifically Anishinaabe component list campus resource person/s i.e., campus cultural/spiritual resource person/s and, if necessary, elder/s consulted and include specific comments and written responses as appropriate. 6. Are there any additional licensing/certification requirements involved? Yes X No 7. What types of tutoring will be made available through the CAA to students taking this course? Testing and note taking 8. How will the course be evaluated? X student evaluation colleague/peer evaluation other (please explain) X administrative evaluation X instructor prepared evaluation 9. Special resources e.g. faculty, space, equipment, library, etc. Classroom equipped with computer and overhead projection. 10. Special course fees: N/A 11. Relationship of course to the college mission statement and goals. Course fulfills professional/occupational mission of the college. 13. Relationship of course to colleges/university offerings (include tribal colleges). Required in corrections program at MSU, Mankato and WITC. 7