Supporting probation officers’ evidence- based professional development in the Strategic Training Initiative in Community Supervision (STICS): ongoing clinical support activities and the individuals who lead the charge

2013 ◽  
pp. 256-274
Keyword(s):  
Professional Development ◽  
Probation Officers ◽  
Community Supervision ◽  
Evidence Based ◽  
Training Initiative ◽  
Clinical Support ◽  
Strategic Training

From evidence-informed to evidence-based: the Strategic Training Initiative in Community Supervision

2017 ◽  
Author(s):  
James Bonta ◽  
Guy Bourgon ◽  
Tanya Rugge
Keyword(s):  
Large Scale ◽  
Probation Officers ◽  
Treatment Programs ◽  
Community Supervision ◽  
Evidence Based ◽  
Training Initiative ◽  
Rnr Model ◽  
Development Evaluation ◽  
Strategic Training ◽  
Offender Assessment

The Risk-Need-Responsivity (RNR) Model of offender assessment and rehabilitation is one of the mostly widely used paradigms for the design and delivery of offender treatment programs. However, there has been relatively little research on providing RNR-informed services by front-line correctional staff. The Strategic Training Initiative in Community Corrections (STICS) is the first RNR-based intervention that trains probation officers to use the RNR principles in the everyday supervision of offenders. This chapter describes the development, evaluation, and application of STICS in community supervision. Special attention is given to issues faced during large-scale implementation of the STICS model and the generalizability of the model. The chapter ends with a description of the influence of STICS on international developments in providing evidence-based community supervision.

A conceptual replication of the Strategic Training Initiative in Community Supervision (STICS)

2019 ◽  
Vol 15 (3) ◽  
pp. 397-419 ◽  
Author(s):  
James Bonta ◽  
Tanya Rugge ◽  
Guy Bourgon ◽  
Kayla A. Wanamaker
Keyword(s):  
Community Supervision ◽  
Training Initiative ◽  
Strategic Training

A system-wide implementation and evaluation of the Strategic Training Initiative in Community Supervision (STICS)

2021 ◽  
Vol 74 ◽  
pp. 101816
Author(s):  
James Bonta ◽  
Guy Bourgon ◽  
Tanya Rugge ◽  
Chloe I. Pedneault ◽  
Seung C. Lee
Keyword(s):  
Community Supervision ◽  
Training Initiative ◽  
Strategic Training

Sorting Through the Evidence: A Step Toward Prioritization of Evidence-Based Community Supervision Practices

2021 ◽  
pp. 009385482110364
Author(s):  
Brandy L. Blasko ◽  
Liana R. Taylor ◽  
Jill Viglione ◽  
Faye S. Taxman
Keyword(s):  
Linear Models ◽  
Assessment Tool ◽  
Treatment Compliance ◽  
Probation Officers ◽  
Management Approach ◽  
Community Supervision ◽  
Evidence Based ◽  
Policies And Procedures ◽  
Criminogenic Needs ◽  
Supervision Practices

Studies of implementation of evidence-based supervision policies and procedures often report minimal to moderate adherence to evidence-based models. The few studies that exist examine the degree to which characteristics of probation officers, individuals on supervision, and supervision processes have an impact on rearrest (outcomes). Using administrative data on 7,326 probationers and surveys from 161 probation officers employed by five agencies, hierarchical linear models were used to identify the features of supervision processes that are most important to reduce recidivism. The findings clarify that no one evidence-based supervision feature (i.e., a validated risk and need assessment tool, case planning, treatment, compliance management, etc.) can achieve recidivism reductions. The best results can be achieved by using all features, although a risk-based case management approach that prioritizes employment and/or reducing the criminogenic needs creates similar outcomes. This article discusses the implications of prioritizing which supervision processes are used to impact positive supervision outcomes.

An Experimental Demonstration of Training Probation Officers in Evidence-Based Community Supervision

2011 ◽  
Vol 38 (11) ◽  
pp. 1127-1148 ◽  
Author(s):  
James Bonta ◽  
Guy Bourgon ◽  
Tanya Rugge ◽  
Terri-Lynne Scott ◽  
Annie K. Yessine ◽  
...  
Keyword(s):  
Probation Officers ◽  
Community Supervision ◽  
Offender Rehabilitation ◽  
Evidence Based ◽  
Experimental Demonstration ◽  
Recidivism Rates ◽  
Frequent Use ◽  
Behavioral Techniques ◽  
Rnr Model ◽  
Risk Need Responsivity

The present study evaluated a training program for probation officers based on the risk-need-responsivity (RNR) model of offender rehabilitation. A total of 80 officers were randomly assigned to either training or a no training condition. The probation officers then recruited 143 probationers and audiotaped their sessions at the beginning of supervision, 3 months later, and 6 months later. The audiotapes were coded with respect to the officers’ adherence to the RNR model. The experimental probation officers demonstrated significantly better adherence to the RNR principles, with more frequent use of cognitive-behavioral techniques to address the procriminal attitudes of their clients. Finally, the analysis of recidivism rates favored the clients of the trained officers. The findings suggest that training in the evidence-based principles of the RNR model can have an important impact on the behavior of probation officers and their clients.

Understanding the characteristics of professional development programs for teachers’ health and wellbeing: Implications for research and practice

2021 ◽  
pp. 000494412110034
Author(s):  
Lucy Corbett ◽  
Philayrath Phongsavan ◽  
Louisa R Peralta ◽  
Adrian Bauman
Keyword(s):  
Professional Development ◽  
Future Research ◽  
Evidence Based ◽  
Development Programs ◽  
Research And Practice ◽  
Health And Wellbeing ◽  
Manual Search ◽  
Australian Education ◽  
Teacher Wellbeing ◽  
Evidence Based Programs

Professional development (PD) provides an opportunity to promote the psychological, social, and physical health tools teachers require to maintain teacher wellbeing. Despite their potential, little is known about PD programs targeting the health and wellbeing of Australian teachers. This study aimed to summarize the characteristics of Australian PD programs targeted at teacher wellbeing, identify gaps in existing PD and make recommendations for future research and practice. Three search strategies, (1) search engine results, (2) a manual search of known Australian education websites, and (3) requests for information from Australian education organizations, were combined to ensure a comprehensive inventory of PD programs was compiled. This study found 63 PD programs promoting health and wellbeing that currently exist for Australian teachers. Of these, only three provided evidence of their evaluation indicating programs are advertised and implemented without evidence of their effectiveness. Future PD should be evaluated with findings of the evaluations reported publicly so evidence-based programs promoting teacher’s health and wellbeing can be recommended and implemented.

Supervision face-to-face contacts: the emergence of an intervention

2017 ◽  
Author(s):  
Heather Toronjo ◽  
Faye S. Taxman
Keyword(s):  
The United States ◽  
Effective Practices ◽  
Management Approach ◽  
Community Supervision ◽  
Behavioral Management ◽  
Skill Sets ◽  
Face To Face ◽  
Level Change ◽  
Strategic Training ◽  
Offender Assessment

Face-to-face contacts are the cornerstone of community supervision. As community supervision in the United States and Canada emerges into a new behavioral management approach, new training curricula have emerged to conceptualize the techniques of supervision and develop the skill sets of officers. This chapter reviews five such curricula--Proactive Community Supervision (PCS) (Taxman, Shephardson, & Byrne, 2004; Taxman, 2008), Strategic Training Initiative in Community Supervision (STICS) (Bonta et al., 2011); Staff Training Aimed at Reducing Rearrest (STARR) (Robinson et al., 2012); Effective Practices in Community Supervision (EPICS) (Smith et al., 2012); and Skills for Offender Assessment and Responsivity in New Goals (SOARING2) (Maass, 2013). The comparison reveals similarities but major differences in an emphasis on the operational components for client-level change. The question remains as to which supervision intervention components are mechanisms facilitating client level change.

scholarly journals Predictors of Practitioners’ Use of Recommended Early Childhood Intervention Practices

2020 ◽  
Vol 13 (9) ◽  
pp. 36
Author(s):  
Carl J. Dunst ◽  
Mary Beth Bruder ◽  
Susan P. Maude ◽  
Melissa Schnurr ◽  
Angela Van Polen ◽  
...  
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
Capacity Building ◽  
Developmental Delays ◽  
Early Childhood Intervention ◽  
Evidence Based ◽  
Home Based ◽  
Childhood Intervention ◽  
Service Training ◽  
Development Practice

Findings from research syntheses of adult learning and in-service training studies identified the importance of professional development as a factor influencing practitioner use of recommended and evidence-based intervention practices. These relationships were used to test the hypothesis that practice-specific evidence-based capacity-building professional development would be related to early childhood practitioners’ reported use of recommended early childhood intervention practices. The participants were practitioners working with birth to 3-year-old, 3- to 5-year-old, or birth to 5-year-old children with identified disabilities, developmental delays, or at-risk conditions in home-based or center-based programs or both. The predictors included three practitioner background variables (e.g., years of professional experience) and three professional development variables (e.g., evidence-based professional development practices). Results indicated that the three professional development practice variables accounted for significant amounts of variance in the practitioners’ reported use of 10 different practices beyond that accounted for by the three background variables. The findings highlight the importance of evidence-based capacity-building professional development as a factor influencing practitioners’ judgments of their use of recommended practices.

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