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VADOC EBP Work Series

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Exit Survey
 
 
Hello!

You have received this link because you have been selected to participate in a 10-session Evidence-Based Practices (EBP) Course. Your participation involves preparing for and attending ten class sessions (dates and times to be determined) focused on topical areas regarding the research foundation and empirical literature behind many of the EBPs used in corrections. We look forward to engaging with you in these classes!

As part of this pilot study, we ask that you to complete this pre-session survey about EBPs and the state of correctional practices. All results will be secured and tabulated by George Mason University.

Your responses and feedback will help researchers develop and tailor session content as well as help researchers understand how staff learn about and understand information on EBPs.

We look forward to working with you!

Dr. Faye S. Taxman & The ACE! Team
 
 
 
RESEARCH PROCEDURES


This research is being conducted by George Mason University in collaboration with the Virginia Department of Corrections (VADOC). The purpose of the research project is to deliver a training and education program intended to bolster foundational knowledge of correctional Evidence-Based Practices (EBP) research as well as highlight the implementation and fidelity of these strategies in practice. The project involves participation in ten classes related to the
efficacy and implementation of various practices utilized in corrections. Prior to the beginning of the classes, you will be asked to complete an online survey, which will take approximately 30 minutes, and you may be selected to participate in an approximately 15 minute audio-recorded telephone interview seeking information about your exposure to EBPs. As part of this course, you will be asked to prepare for and attend ten six-hour class sessions. Preparation for each class will take approximately one to two hours and includes reading articles and listening to podcasts. Prior to each class session you may be asked to complete a short, 5-10 minute, online survey assessing your knowledge and obtaining opinions about the course topic area. During class sessions, you will participate in discussions and activities designed to enhance your understanding of the evidence regarding a specific EBP. Research staff will take notes during classes documenting conversations, lectures, and activities. Following each class, you will be asked to complete various assignments in your offices, and research staff will interview you about your experiences via audio-recorded telephone calls, which will take approximately 10 minutes. Upon completion of the course, you will be asked to participate in a final survey lasting approximately 30 minutes. Your rights as a research participant and confidentiality procedures are described below.

RISKS


The foreseeable risks or discomforts associated with your participation in the classes and interviews are limited. In answering questions, you may provide information or opinions about the department’s policies or your workplace environment that are critical of your agency or may be viewed unfavorably by administrators, your supervisors, or fellow employees. You may decline to answer any question that makes you feel uncomfortable or withdraw at any time. Research staff will implement security procedures to reduce the potential dissemination of this information.

BENEFITS


There are no direct benefits to you as a participant other than to enhance your own understanding of the evidence supporting practices in your agency as well as further research on staff experiences in community corrections agencies. Survey and interview responses will help researchers understand the fit of practices to your agency, the barriers to implementing evidence-based practices and sustaining these practices with fidelity overtime You may benefit in the long-term from improved implementation of EBPs and organizational work practices and policies as a result of this research.

CONFIDENTIALITY


We will employ a number of procedures to help keep your personal information confidential. We will not inform anyone about your refusal or participation in the research. All data collected will be housed on locked and password-protected computers stored in locked offices at GMU. All identifying information contained in surveys, researcher notes, and interviews will be removed and replaced with survey identification numbers and pseudonyms. Only the research team will have access to these identifiers. Consent forms retrieved from the initial survey you take, which are electronically signed, will also be maintained in locked, password protected computers in locked offices at GMU. Your survey and interview responses, and the researcher notes will not be made available to anyone at VADOC or anyone else other than research project staff. No names will be used in reports or presentations, and we will not provide any information that might allow someone to identify individual respondents. If we write a report or article about this research project, your identity will be protected to the maximum extent possible.

PARTICIPATION


Your participation is voluntary, and you may withdraw from the study at any time and for any reason. If you decide not to participate or if you withdraw from the study, there is no penalty or loss of benefits to which you are otherwise entitled. There are no costs to you or any other party.

CONTACT


This research is being conducted by Dr. Faye Taxman, Department of Criminology, Law, & Society, at George Mason University. For questions or to report a research-related problem, she may be reached at 703-993-8555 or [email protected]. You may contact the George Mason University Office of Research Integrity & Assurance at 703-993-4121 or [email protected] if you have questions or comments regarding your rights as a participant in the research.

Your participation in the study indicates that: you are at least 18 years of age; the research has been explained to you; your questions have been fully answered; and you freely and voluntarily choose to participate in this research project.
 
 
 
* I understand the informed consent including the description of the work series and its possible benefits, my role, possible risks and the steps taken to protect me. By electronically providing my first and last name below, I agree to take part in the study and work series.
   
 
 
Please indicate the length of time
Years Months
How long have you been with the VADOC?
 
 
Please indicate the length of time
Years Months
How long have you been in your current position?
 
 
 
Did you previously supervise a caseload?
 
 
Years Months
If so, how long ago did you supervise this caseload?
 
 
 
List all of the positions you have held in VADOC:
   
 
 
 
What type of caseload(s) does your staff supervise (Check all that apply):
 
General - Low/Low-Moderate
 
General - Moderate
 
General - High
 
Domestic Violence
 
Intake
 
Interstate
 
Sex Offender Unit
 
Violence Unit
 
Not Applicable (Do not supervise caseload)
 
Other
 

 
 
 
What is your highest level of education?
 
High school
 
Associate degree
 
Some college
 
B.A/B.S
 
Some graduate studies
 
MBA/Masters
 
J.D.
 
Ph.D/Ed.D
 
M.D.
 
Other
 
 
 
 
In what field did you receive your highest degree? (Check One)
 
Business
 
Criminal Justice
 
Law
 
Medicine
 
Political Science
 
Psychology
 
Sociology
 
Social Work
 
Other
 
 
 
 
What is your gender?
 
Male
 
Female
 
 
 
What is your birth year?
   
 
 
 
Please identify your ethnicity (Check all that apply):
 
American Indian/Alaska Native
 
Asian/Pacific Islander
 
Black or African-American
 
Hispanic/Latino
 
Middle Eastern
 
White
 
Other
 

 
 
WORKING WITH OFFENDERS



Please indicate the extent to which you believe your staff in the office/units you are assigned feel comfortable doing the following (Check one for each row).
Very Uncomfortable Uncomfortable Neutral Comfortable Very Comfortable
a. Collaborating with offenders to identify their triggers for offending behavior.
b. Discussing with offenders how their thoughts are linked to their core beliefs and values.
c. Helping offenders identify the connection between their thoughts, feelings, and behaviors.
d. Telling offenders how their triggers influence their offending behavior.
e. Reviewing with offenders the link between how they think and actions that get them into trouble with the law.
f. Talking with offenders about thoughts that drive their behavior.
g. Talking with offenders about conflicting thoughts and behaviors.
h. Walking offenders through a situation in which their thoughts lead to offending behavior.
i. Talking to offenders about thoughts that lack consideration of others.
j. Helping offenders link offending situations to their core belief system.
Very Uncomfortable Uncomfortable Neutral Comfortable Very Comfortable
k. Helping offenders identify antisocial thoughts and attitudes.
l. Working with offenders to reduce antisocial thoughts.
m. Helping offenders identify prosocial attitudes to replace antisocial attitudes.
n. Helping offenders develop voluntary behavior intended to benefit others.
o. Telling offenders how prosocial attitudes differ from antisocial attitudes.
p. Helping offenders to recognize situations that are likely to lead them to crime.
q. Using cost-benefit analysis to help offenders weigh the pros and cons of offending behavior.
r. Helping offenders focus on alternative situations/ behaviors to lead them to make prosocial choices.
s. Telling offenders if they don't change they will end up back in trouble.
t. Exploring the pros and cons of alternative situations/behaviors to crime.
u. Discussing new (prosocial) ways to handle situations in which offenders previously got into trouble.
v. Walking through the steps (with offenders) of new ways to handle situations.
w. Role playing with offenders to show them how to handle situations more effectively.
x. Giving offenders a chance to practice new skills during an office visit.
y. Giving offenders feedback about the new skill they are using.
 
 
COMFORT USING MOTIVATIONAL INTERVIEWING TECHNIQUES




Please indicate the extent to which your staff feel comfortable doing the following (Check one for each row):
Very Uncomfortable Uncomfortable Neutral Comfortable Very Comfortable
a. Praising the offender for successful completion of a task or for achieving a goal.
b. Establishing or reviewing a behavioral contract.
c. Reminding the offender that he/she should be more committed to change.
d. Letting the offender know that they have a valid point.
e. Telling the offender that they have to tell their family and/or friends about their problems.
f. Asking questions that allow the offender to comment on their progress made.
g. Summarizing what the offender said to allow him/her to hear their own ideas.
h. Repeating the exact words that the offender said to get feedback from him/her.
i. Telling the offender that he/she needs to chair their behavior or they will be violated.
k. Reiterating to the offender an area that they should desire to change.
Very Uncomfortable Uncomfortable Neutral Comfortable Very Comfortable
l. Working at getting the offender to discuss change.
m. Exploring how the offender can strengthen their commitment to change.
n. Indicating to the offender that what they are doing is not right.
o. Helping the offender see the difference between where his/her life is and where the offender wants to be in the future.
p. Asking the offender to identify different ways they could handle a difficult situation in the future.
q. Telling the offender to take your advice since you have handled many problems in the past.
r. Asking specific questions to avoid getting into a lengthy discussion.
s. Reminding the offender that he/she is under supervision and needs to be more careful in his/her decision.
 
 
TRAINING AND GUIDANCE


Please indicate how much you agree or disagree with each of the following statements (Check one for each row).

My organization needs additional guidance or training in...

Strongly Disagree Disagree Neither agree nor disagree Agree Strongly agree
a. Matching offender needs with services.
b. Developing more effective case management strategies.
c. Using offender assessments to guide case management decisions.
d. Using offender assessments to track offender progress.
e. Assessing offenders' problems and needs.
f. Increasing offender participation.
g. Monitoring offender progress.
h. Improving rapport with offender.
 
 
IDEAS ABOUT EVIDENCE-BASED PRACTICES


Please indicate the extent to which you agree or disagree with the following statements within this organization (Check one for each row).
Strongly Disagree Disagree Neither Agree nor Disagree Agree Strongly agree
a. EBP detracts from truly connecting with offenders.
b. EBP makes it harder to develop a strong working alliance.
c. EBP is too simplistic.
d. EBP is not useful for offenders with multiple problems.
e. EBP is not useful for families with multiple problems.
f. EBP is not an individualized treatment.
g. EBP is too narrowly focused.
h. I would adopt an EBP if my staff wanted it.
i. I would adopt and EBP if I knew more about how my staff liked it.
j. I would adopt an EBP if I knew it was right for my staff.
Strongly Disagree Disagree Neither Agree nor Disagree Agree Strongly agree
k. I would adopt an EBP if I had a say in which EBP was used.
l. I would adopt an EBP if I had a say in how I would use the EBP.
m. I would adopt an EBP if it fit my clinical approach.
n. I would adopt and EBP if it fit with my treatment philosophy.
o. I prefer to work on my own without oversight.
p. I do not want anyone looking over my shoulder while I provide services.
q. My work does not need to be monitored.
r. I do not need to be monitored.
s. I am satisfied with my skills as an Evidence-Based Practices Manager.
t. A positive outcome in therapy is an art more than a science.
Strongly Disagree Disagree Neither Agree nor Disagree Agree Strongly agree
u. Therapy is both an art and a science.
v. My competence as an EBP manager is more important that a particular approach.
w. I don't have time to learn anything new.
x. I can't meet my other obligations.
y. I don't know how to fit EBP into my administrative work.
z. EBP will cause too much paperwork.
aa. Learning an EBP will help my staff keep their job.
bb. Learning an EBP will help my staff get new jobs.
cc. Learning an EBP will make it easier for my staff to find work.
dd. My staff would learn an EBP if continuing education credits were provided.
ee. My staff would learn an EBP if training were provided.
ff. My staff would learn an EBP if ongoing support was provided.
gg. I enjoy getting feedback on my job performance.
hh. Getting feedback helps me to be a better Evidence Based Practices Manager.
ii. Getting supervision helps me to be a better Evidence Based Practices Manager.
 
 
IMPLEMENTATION LEADERSHIP

Please indicate the degree to which you agree or disagree with the following statements (Check one for each row).

My immediate supervisor...
Strongly Disagree Disagree Neither agree nor disagree Agree Strongly agree
a. Developed a plan to facilitate EBP implementation.
b. Removed obstacles to implementation of EBP.
c. Established clear department standards for implementation.
d. Is knowledgeable about EBPs.
e. Is able to answer staff questions about EBPs.
f. Knows what he or she is talking about when it comes to EBPs.
g. Recognizes and appreciates employee efforts.
h. Supports employee efforts to learn more about EBPs.
i. Supports employee efforts to use EBPs.
j. Preserves through the ups and downs of implementing EBP.
k. Carries on through the challenges of implementing EBPs.
l. Reacts to critical issues regarding implementation of an EBP by openly and effectively addressing the problem.
 
 
IMPLEMENTATION BEHAVIOR


Please indicate the degree to which you are dissatisfied or satisfied (Check on for each row).
The extent to which you believe your staff...
Very Dissatisfied Not Satisfied Neutral Satisfied Very Satisfied
a. Assists others to make sure they implement EBPs properly.
b. Help teach EBP implementation procedures to new team members.
c. Helps others with responsibilities related to the implementation of EBPs.
d. Keeps informed of changes in EBP policies and procedures.
e. Keeps up with the latest news regarding EBPs.
f. Keeps up with agency communication (announcements, memos, and so on) related to EBPs.
 
 
 
Describe the term evidence-based practice (EBP):
   
 
 
 
What makes practices or programs evidence-based?
   
 
 
 
Who makes decisions about which EBPs to use?
   
 
 
 
Describe your trust in EBPs or a specific practice (name this practice)
   
 
 
 
What are the goals of supervision according to the agency? What are your goals? How can EBPs help you achieve these goals?
   
 
 
EBP PRACTICES

Please select which listed programs or practices are considered Evidence-Based, Evidence-Informed or Not an EBP. Indicate your response by marking the box.
Evidence Based (evidence shows positive effects on recidivism) Evidence-Informed (evidence shows mixed effects on recidivism) Not an EBP (no evidence for effects on recidivism)
Motivational Interviewing
Boot Camps
Cognitive Behavioral Therapy
Education
Job Placement Programs
Drug Courts
Intensive Supervision
Case Management
Moral Reasoning
Therapeutic Communities
Evidence Based (evidence shows positive effects on recidivism) Evidence-Informed (evidence shows mixed effects on recidivism) Not an EBP (no evidence for effects on recidivism)
Contingency Management
Risk-Need-Responsivity
12 Step Program
Incarceration
Dialogue
Job Training Programs
 
 
CRIMINAL JUSTICE CONCEPTS

The following section consists of questions gauging your knowledge about criminal justice concepts. Please select the best answer.
True False Don't know
a. Static risk is based on historical elements of an individual's criminal history and can increase over time.
b. When assessing static risk, all criminal history factors are weighed equally.
c. Criminal history, number of times on probation, and current age are examples of static risk factors.
d. Criminogenic need is a competent of risk.
e. Self-control is unrelated to risk.
f. Associating with friends who participate in criminal behavior is an example of a criminogenic need.
g. Responsivity is unrelated to the concepts of risk and need.
h. The effects of stabilizers are the same for everyone.
i. Destabilizers are factors that make it easier for an offender to focus and benefit from treatment programming.
j. Frequency of alcohol use is the only important factor in determining whether a person has alcohol dependence.
True False Don't know
k. Treatment readiness can only increase over time.
l. An ambivalent offender only has negative perceptions of treatment.
m. When agents are either overly authoritative or unduly direct, individual are less likely to engage.
n. Mandated treatment is more effective than voluntary treatment.
o. The risk and need assessment and offender contact information are the only components that should be included in the case plan.
p. Target behaviors are long-term goals for the offender to lead a crime and drug-free lifestyle.
q. Target behaviors should be described in broad language.
r. Cultural competency impairs a systems ability to work effectively in a cross-cultural situation.
s. Once a case plan is developed it must always be followed as written.
t. Problem solving is a process in which probation officers help offenders to identify the thoughts and actions that occur prior to, during, and after an offender engages in criminal activity.
True False Don't know
u. One of the benefits of problem solving is that it encourages offenders to ignore consequences.
v. An identified problem should be linked to any situation impacting an offender's life.
w. A decision grid should be used as a problem solving tool only to highlight the negative consequences of current behavior.
x. Crime desistance is when an offender stops their criminal behavior.
y. Recurring problems are generally related to static risk factors that continue to negatively impact an offender.
z. Most offenders desist from crime at some point during their life span.
aa. Only offenders who are confident and clear about how to stay crime-free are ready to start desisting from crime.
bb. Desistance factors (strengths) are often destabilizers that do not insulate an offender from engaging in crime.
cc. To desist from crime, offenders simply need to reduce their need factors.
dd. When attempting to introduce new stabilizers into an offenders life, it is most helpful to set out a plan for what stabilizers should be built over the next year.
 
 
 
CORE CORRECTIONAL PRACTICE CONCEPTS

Please mark the choice(s) you feel best answers the question. Some questions may have more than one answer (Check all that apply).

Which of the following is true about static risk factors?
 
They don't change
 
They are based on past behavior
 
They help to predict an offender's potential to reoffend
 
All of the above

 
 
 
Which of the following items are static risk factors (Check all that apply)?
 
Criminal history, number of times on probation, and current age
 
Age at first arrest, number of prior arrests, and severity of current arrest
 
Number of times on probation, number of probation violations, and number of prior arrests
 
Type of criminal history, number of probation revocations, and drug use

 
 
 
Which of the following items is NOT a static risk factor (Check all that apply)?
 
Substance abuse
 
Number of prior arrests
 
Age at time of first arrest
 
Number of times on probation

 
 
 
Criminogenic needs... (Check all that apply)
 
Include historical factors such as age at first arrest
 
Tend to increase the likelihood that an offender will reoffend
 
Cannot change over time

 
 
 
Which of the following is NOT a criminogenic need (Check all that apply)?
 
Criminal peers
 
Substance abuse
 
Dysfunctional family
 
History of criminal behavior

 
 
 
The need principle states that interventions should target ____ related to criminal behavior (Check all that apply).
 
Criminogenic needs
 
Static risk
 
Destabilizers
 
Stabilizers

 
 
 
According to the responsivity principle, offenders should be matched to services based on which of the following concepts (Check all that apply)?
 
Criminogenic needs only
 
Static risk only
 
Both criminogenic needs and static risk
 
Court orders

 
 
 
Mental health history is... (Check all that apply)
 
Destabilizing factor
 
Static risk factor
 
Stabilizing factor
 
None of the above

 
 
 
Drug abuse... (Check all that apply)
 
Is a static risk factor
 
Is the same as drug dependence
 
Negatively influences a person's ability to make good decisions
 
All of the above

 
 
 
Which of the following is NOT related to offenders' motivation to change (Check all that apply)?
 
Completion of probation
 
Criminal history
 
Recidivism
 
Participation in treatment

 
 
 
Which of the following is a sign that the offender is ready for treatment (Check all that apply)?
 
They speak about wanting to do things differently in their lives
 
They do what staff tells them to, even if they grumble about it
 
They deny that they committed a crime
 
None of the above

 
 
 
Which of the following factors can increase motivation to change (Check all that apply)?
 
Perceived lack of alternatives to crime
 
Prior failures to negative experiences in treatment
 
Lack of hope in one's ability to change
 
None of the above

 
 
 
Which of the following should NOT be incorporated into a case plan (Check all that apply)?
 
Special conditions imposed by the court
 
Target behaviors
 
Current offense
 
The offender's interests

 
 
 
Triggers are the _____ that tend to lend an offender to reoffend (Check all that apply).
 
People
 
Places
 
Things
 
All of the above

 
 
 
Which of the following is an example of an internal control (Check all that apply)?
 
Curfew
 
Sense of responsibility to others
 
Probation Officer
 
Drug addiction

 
 
 
The process of creating a case plan should involve the offender in (Check all that apply):
 
Reviewing risk and need assessments
 
Identifying the offender's triggers
 
Deciding on the goals of supervision
 
All of the above

 
 
 
Which is NOT true about case plans (Check all that apply)?
 
Only the offender should sign the case plan
 
The case plan should define consequences for the offender's actions
 
The case plan should be comprehensive strategy to manage risk
 
All of the above

 
 
 
When 'problem solving,' the corrections professional and offender should (Check all that apply):
 
Ignore the offender's current circumstances
 
Link criminogenic needs (from risk assessment) to problem behaviors
 
Identify one option and one solution to the problem
 
Lecture the offender on circumstances leading up to the problem

 
 
 
When identifying alternative options and solutions, staff should... (Check all that apply)
 
Help the offender examine potential short-term outcomes
 
Identify the offender's real problems
 
Help the offender weigh the positives and negatives of engaging in problem behavior
 
Outline the steps necessary for the offender to achieve their goals

 
 
 
When assessing the positives and negatives of a situation, staff should... (Check all that apply)
 
Provide examples of other offender's problems
 
Help the offender see that the negatives outweigh the positives
 
Discuss strategies for dealing with problem behaviors
 
All of the above

 
 
 
Which tools assist staff with 'problem solving' with offenders (Check all that apply)?
 
Risk/Need assessment
 
Identifying triggers
 
Case plan
 
All of the above

 
 
 
Delivery of positive reinforcement for engaging in good behavior should NOT be... (Check all that apply)
 
Swift
 
Certain
 
Severe
 
Increased over time

 
 
 
Which of the following statements about desistance is true (Check all that apply)?
 
Offenders always desist from crime when they get older
 
Desistance occurs as an immediate event, when the offender decides not to engage in crime
 
The majority of offenders desist from crime at some point during their life span
 
None of the above

 
 
 
Which of the following is NOT a factor related to desistance (Check all that apply)?
 
Believe that the probation officer has the offender's best interest at heart
 
Developing enduring supports in life
 
Building connections in the community
 
Wanting to invest in life with more maturity

 
 
 
To ensure a greater chance of long-lasting behavior change, the individual (Check all that apply):
 
Must never relapse
 
Must change on their own, within a certain amount of time
 
Must develop a sense of self-efficacy in the ability to refrain from crime
 
Must comply with all the directives from their officer and the court order