Sociology 405, Models & Strategies of Intervention

Approved by University Studies Sub-committee. A2C2 action pending.

University Studies Course Approval Proposal Sociology: Criminal Justice Oral Flag

The Department of Sociology: Criminal Justice-Corrections proposes the following course for inclusion as an Oral Flag in the University Studies Program for Sociology: Criminal Justice majors. The Criminal Justice Faculty Program at the Tuesday, February 12, 2003 program meeting approved this action. This proposal was initially submitted March 5, 2003 and is hereby resubmitted.

Course: Models and Strategies of Intervention (Soc. 405, 3 s.h.)

Catalog Description: An in-depth study of therapeutic methodologies and skills used in the correctional services. Special emphasis is to assist individual clients and small groups with behavioral and cognitive changes.

This is an existing course previously approved by A2C2.

Department contact for this course: Glen Just, Criminal Justice Program Coordinator, or Helen Dachelet, Sociology Department Chairperson

Email: GJUST @Winona.Edu

Prepared by: Glen Just

SOCIOLOGY: CRIMINAL JUSTICE ORAL FLAG:

The purpose of the Sociology: Criminal Justice Oral Flag requirement is to provide students an opportunity to earn significant course credit through extemporaneous oral presentations in the criminal justice field. This course is intended to provide students with significant practice in extemporaneous oral communications existing in this field. Oral presentations of offender case plans and their extemporaneous defense provide simulated opportunities for on-the-job presentations. This course includes requirements and learning activities that promote student’s abilities to:

a. Earn significant course credit through extemporaneous oral presentations Students are required to develop offender treatment and sentencing recommendations in small groups of three. Students will be required to complete structured data collection formats in-class based on simulated offender and collateral interviews as set forth in the course outline. Each student in the three member teams takes a turn interviewing, being interviewed, and critiquing the interviewer. Additional feedback is provided each team members interview by the class and instructor. Interview questions from the structured field format are assigned at the time of class presentations.

, Criminal Justice: Corrections Oral Flag

Simulated treatment and sentencing recommendations will be defended extemporaneously in-class. Criminal Justice: Corrections graduates are expected to prepare and defend a variety of reports and recommendations to the court, internally to colleagues in interdepartmental human services and mental health settings, and in a variety of case development and management settings. Presenters are required to address predetermined key concepts, and to answer questions from their own team, from the class, and from the instructor about their presentations. All oral communications activities as set forth in the course outline meet this objective. (Students can earn up to 50 percent of their grade by making simulated extemporaneous presentations supporting offender treatment and sentencing recommendations to the court, to colleagues for case management purposes, and to interdepartmental human services and mental health personnel).

b. Understand the features and types of speaking in Criminal Justice: Corrections: The students will first learn to differentiate between the extemporaneous communication skills needed to conduct offender interviews, support case planning objectives, and make sentencing and treatment recommendations to the court. Many of the arguments used in case management recommendations to colleagues raise questions and represent styles of presentation that would be counterproductive in court environments related to sentencing recommendations. Types of arguments and communication styles used when preparing offenders for treatment programs differ considerably from speaking types used in either case management or court recommendations. This course will allow students to gain considerable experience presenting and critiquing types of speaking in these three different settings. Additionally, this course will serve to prepare students for subsequent track courses that will prepare them for employment in entrance level corrections positions. All of the oral communications as set forth in the course outline meet these objectives.

c. Adapt student speaking to Criminal Justice: Corrections audiences:

Students are expected to use proper oral communications with fellow Corrections Workers, Offenders, Defense Attorneys and Prosecutors, as well as Judges. Adaptations to social service, human service, and mental health settings demand adjustments in oral communications. Various audiences see the offender as a client, patient, prisoner, victimizer, and other such varied roles. Oral presentations will be interpreted and critiqued from these various audience perspectives as the course progresses through interviewing, sentencing and treatment recommendations, to a wide variety of in-class role plays. All of the oral communications activities set forth in the course outline meet these objectives. Page 3, Criminal Justice: Corrections, Oral Flag

d. Receive appropriate feedback from teachers and peers, including suggestions for improvement:

Students conduct in- class mock interviews, and make sentencing and treatment recommendations in small groups of three . Presentations are critiqued in rotation within each small group as well as by the class and instructor. In-class role plays are also followed by immediate feedback from the class and instructor.

e. Students make use of technologies used for research and speaking in the Criminal Justice Field: Students will be provided with appropriate videos and computer-based demonstration modules, and video and sound equipment necessary to view, practice, and demonstrate oral communications in Criminal Justice. Students will be taught to properly use these technologies to acquire appropriate oral communication skills relevant to field work in Criminal Justice. Students are prepared by the course strategies outlined above to observe live courtroom sessions and enter field practice as participant observers.

f. Learn the conventions of evidence, format, usage, and documentation in the Criminal Justice Field: The oral presentation of evidence, its format, use, and documentation in offender interviews, corrective and goal oriented counseling sessions, treatment and sentencing recommendations before peers and the court is developed throughout the course. Format, usage, and documentation developed by student groups, and in individualized exercises is designed after materials used in the field.

SOCIOLOGY 405 MODELS & STRATEGIES OF INTERVENTION FALL SEMESTER 2003

COURSE SYLLABUS University Oral Flag Course 3 Credit Hours

INSTRUCTOR: Glen A. Just, Ph.D. OFFICE: Minne’ 134 OFFICE HOURS: As Posted PHONE: 507-457-5433 E-MAIL: [email protected]

COURSE DESCRIPTION

This course is designed to provide students with an in-depth study of therapeutic methodologies and skills used in correctional services. The course uses research and outcome-based strategies demonstrated to be effective in various correctional field settings. Oral communication skills are critical for the delivery and placement of offenders into institutions and effective correctional programming. This course meets the oral communication requirements of the University Studies Program.

As the Sociology: Criminal Justice Oral Flag requirement this course is designed to strengthen the basic oral skills outcomes for the student majors. The course is designed to provide students with considerable practice in developing and orally presenting materials at three different levels: 1) Oral presentation of offender case management recommendations, 2) simulated oral defense of sentencing recommendations to the court, and legal counsel, 3) and oral demonstration of basic interviewing and counseling skills. Requirements and learning in this area include:

1. A opportunity to earn significant course credit through extemporaneous oral presentations:

Students will be given an opportunity to learn and practice basic oral communication skills used in the criminal justice field. Students will be required to view, practice, demonstrate, and critique oral communications common to the field as they relate to individual offenders, treatment, and sentencing settings. As set forth in the course outline, students will be required to prepare simulated in-class presentations, role play live in-class scenarios, and be able to critique fellow classmate presentations. Oral presentations in various correctional settings from those of human and social services, mental health, peer case reviews, and court dispositional and sentencing hearings require an understanding of various communication styles. Students will work

, Models Course Outline

with these various styles and settings as they relate to their future employment opportunities.

2. Understand the features and types of speaking in Criminal Justice: Corrections: Oral presentations in various correctional settings from those of human and social services, mental health, peer case reviews, and court dispositional and sentencing hearings require and understanding of various communication styles. Each student will present and orally defend sentencing and treatment recommendations given before the court, orally practice mock offender interviews, and argue case dispositions before simulated peer case reviews.

3. Adapt student speaking to Criminal Justice: Corrections audiences:

Students are expected to use proper oral communications with fellow Corrections Workers, Offenders, Defense Attorneys, and Prosecutors, as well as Judges. Adaptations to social service, human service, and mental health settings demand adjustments in oral communications. Oral presentations will be interpreted and critiqued from these various audience perspectives.

4. Receive appropriate feedback from teachers and peers, including suggestions for improvement:

Students conduct in-class mock interviews, and make sentencing and treatment recommendations in small groups of three. Presentations are critiqued in rotation within each small group as well as by the class and instructor. In-class role plays are also followed by immediate feedback from the class and instructor.

5. Students make use of technologies used for research and speaking in the Criminal Justice: Corrections field:

Students will be provided with appropriate video and computer-based demonstration modules, and video and sound equipment necessary to view, practice and demonstrate oral communications in Criminal Justice. Students are prepared by the course strategies outlined above to observe live courtroom sessions and enter field practice as participant observers.

6. Learn the conventions of evidence, format, usage, and documentation in the Criminal Justice; Corrections field:

The oral presentation of evidence, its format, use, and documentation in offender interviews, corrective and goal oriented counseling sessions, Page 3, Models Course Outline

treatment and sentencing recommendations before peers and the court is developed through this course. Format, usage, and documentation developed by student groups, and in individualized exercises is designed after materials used in the field. PREREQUISITES: admission to Sociology: Criminal Justice Program, instructor’s permission and CMST 191. Limited to 15 students. Grade only. Offered each semester.

REQUIRED READINGS: The primary textbooks are Correctional Counseling & Rehabilitation by Patricia Van Voorhis, Michael Braswell, and David Lester, 4th Ed., and Correctional Case Management by Richard Enos and Stephen Southern.

Additionally, a selection of readings that represent practices that work to change offender behavior will be handed out throughout the semester. Handouts will focus on outcome-based research in the areas of both treatment and correctional communications. It is recommended that each student acquire a three-ring binder in which to hold these handouts.

Demonstration films will be used that cover interviewing/counseling skills, and major modalities common to correctional interventions such as Motivational Interviewing and Behavioral Counseling.

COURSE OBJECTIVES:

Macro Objectives: 1) To understand the minimum integrated components necessary to deliver effective, outcome based correctional interventions. 2) To become familiar with effective oral communications that supports correctional counseling and treatment

Micro Objectives: Under University Studies, this course is designated a flagged, upper-level oral course. 1) This course will provide the context, opportunity and practice for students to present and recommend offender dispositions within the criminal justice system. 2) Secondly, students will begin application of newly acquired oral communication skills proven to be effective in correctional counseling and case management (simulated). Oral assignments will comprise 50 percent of the student’s final course grade.

The specific oral objectives in this course will be (1) to practice basic micro and communication skills necessary for effective offender interviews and case management; (2) to understand the basis of effective communications used in the criminal justice system; (3) to adapt oral presentations to the general expectations of judges, attorneys, human and social services, mental health, and other trained professionals who require high standards of oral communications; (4) to learn how to orally present offender cases and related recommendations to various professional groups for evaluation and support. Page 4, Models Course Outlien

Each student will demonstrate basic oral communications before the class. Presentations will require each group members of three to role play interviewer, interviewee, and the primary person who leads the critique when offender interviews, treatment, and sentencing recommendations are made. Completed case plans will be presented and critiqued the last two weeks of the semester. Completion of the supporting Pre-sentence Investigation Questionnaire (PSI) will be submitted for review at this time. Additionally, students will practice basic communication skills used in offender interviews, group facilitation settings, and individual counseling sessions throughout the semester.

INSTRUCTIONAL METHODS:

The instructor will use a lecture and group discussion format that is student centered. Students will be divided into teams that present and critique offender recommendations before various professional groups. Students will be required to develop a simulated offender case plan in small groups and defend these plans orally in class. The ability to discuss, integrate, and critique readings and class materials relevant to oral communications will be emphasized. This format is designed to prepare the student for team staff conferences common to field practice, as well as oral presentations in court and other related professional settings. Ability to orally present, critique, and organize field relevant materials is a central objective of Models. Students will be engaged in impromptu in-class role playing in order for the instructor to demonstrate various situational oral communications and be provided with an opportunity to experience extemporaneous communications common to work with offenders.

EXAMS & GRADING: (1) Two mid-session exams and a final exam will be given that are worth 50 points each for a total of 150 points. Exams are both objective and essay with equal emphasis placed on offender programming demonstrated to produce positive outcomes and oral communications that are demonstrated to create pro-social outcomes. (2) PSI Questionnaire completion and related oral exercises are worth 50 points. (3) In class oral presentations and defense of case plans is worth 75 points, and (4) Oral in-class extemporaneous demonstration of offender interviewing skills is worth 75 points, Total possible class points equals 350. Grading will be A through F at 90, 80, 70, 60, and below 60 percent scale.

Students who miss in-class oral presentations will not be provided makeup opportunities unless they can demonstrate unavoidable circumstances or notify the instructor ahead of time.

QUESTIONS, PROBLEMS, AND STUDENT INPUT

Please feel free to approach the instructor with any questions, problems, or concerns. You are encouraged in Models to begin making the transition to that of an active field practitioner. In-class role playing, acquisition of basic interviewing/counseling skills and practice, plus learning how to effectively argue offender case dispositions, often seem daunting early in this period of professional development. It is normal for you as a student to experience moments of personal discomfort. If this occurs, discuss them openly in class or use the instructor’s office hours for greater privacy as needed.

ATTENDANCE IS MANDATORY

Students who must miss class for any reason are expected to notify the instructor by phone or e-mail. This is the same requirement common to all professional work settings.

SIMULATED CASE PLAN: Students will be given an offender profile that is to be used for the development of a simulated case plan. Students will be required to develop an individual offender case plan throughout the semester using materials from text and from class presentations. Integration of these knowledge components is critical to good case planning. A separate handout will provide detailed directions for the development of case plans with considerable direction offered in each of the required texts. Case plan recommendations are presented the last two weeks of the semester and are critiqued for student ability to base his/her recommendations on outcome-based research and to orally defend his/her recommendations from various professional viewpoints..

PORTFOLIO: Simulated case plans, and the PSI Questionnaire are to be placed in student portfolios for those majoring in criminal justice. Students may record live oral communications for inclusion in the portfolio but this inclusion is not mandatory.

CALENDAR

Week 1: a. Getting acquainted and overview of course b. Van Voorhis – Chapter 1 c. History of correctional treatment d. Simulated case study, PSI Questionnaire use, and class expectations

Week 2: a. Principles of “best practice” from meta analysis (Gendreau & Andrews) b. Introduction to microskills & role playing c. Van Voorhis – Chapter 2; Enos - Chapter 1

Week 3: a. Overview of treatment effectiveness & effects of community sanctions b. Introduction to non-verbal communication with offenders c. Van Voorhis – Chapter 3; Enos - Chapter 2

Week 4: a. Risk/needs/responsivirty with males b. Risk/needs/responsivity with female offenders (Blanchette) c. Introduction to LSI-R d. Van Voorhis – Chapter 4; Enos – Chapter 4

Week 5 a. Responsivity, structural and situational types (Kennedy, Stewart, Pisapio, Bonta, & Serin) b. Van Voorhis – Chapter 5; Enos – Chapter 5 c. Mid-session Test # 1

Week 6. a. Effective correctional programming b. Professional (complex) case management c. Van Voorhis – Chapter 6; Enos – Chapter 3

Week 7: a. In-class student oral communication demonstrations b. Van Voorhis – Chapter 7; Enos – Chapter 6

Week 8: a. The use of correctional case service matrixes b. Introduction to CSTS offender interviews c. Van Voorhis – Chapter 8; Enos – Chapter 6

Week 9: a. Cognitive-behavioral Counseling b. Van Voorhis – Chapter 9; Enos – Chapter 9

Week 10: a. Motivational Interviewing b. Van Voorhis – Chapter 10; Enos – Chapter 8 c. Mid-session test # 2

Week 11: a. Counseling the chemically dependent female b. Communicating with the female offender c. Van Voorhis – Chapter 11; Enos – Chapter 10

Week 12: a. Overcoming resistance and noncompliance with offenders b. Oral communication as the key to motivation c. Van Voorhis – Chapter 12; Enose – Chapter 11

Week 13: a. Correctional Program Assessment Inventory (CPAI) b. Presentation and defense of student offender case plans c. Van Voorhis – Chapter 13

Week 14: a. Presentation of student case plans, cont’d. b. Van Voorhis – Chapter 14; Enos – Chapter 12

Week 15: a. Student philosophy, ethics, and values for the workplace b. Final Exam and completed written offender case plans

YOUR INSTRUCTOR RETAINS THE RIGHT TO CHANGE THE ABOVE SCHEDULE AND ADDITIONAL READINGS