Corrections Community

Probie15 - Thanks for your response!!! We are currently cutting this "Monster" down, but we still have a large population in our Secure Programs. We are currently looking at T4C and trying to look at different ways of implementing the cognitive based program into our institutions. We will always struggle with any type of open forum since we have youth committed at different times and leave at different times depending on their offense. We will continue to work on trying to see how we can implement this as an open forum because of our situation. We are always looking for suggestions as to how other institutions have implemented T4C in a closed format. Thanks for all of your help!!!

I want to make sure you understand that TFC is designed as a close-ended program. Students cannot be expected to excel at Problem Solving if they have not already been through Cognitive Self Change and Social Skills. While the close-ended format can be inconvenient, it is important that each lesson is viewed as a stepping stone. Skip the steps and the participants will fall. Part of evidence-based programming is fidelity to the program. Having said that, I have heard of programs where the three sections are divided so that one facilitator perhaps teaches lessons 1-9 to new arrivals, another facilitator teaches lessons 10-15, and another facilitator teaches lessons 16-22. This way the students are getting the lessons in the correct order. They would not do the lessons 10-15 until they have completed 1-9, but folks may not have to wait as long to begin lesson 1 if you do it this way. I also must say that it is my belief that it is best if you have about the same group of guys, if possible, going through all the lessons together. That doesn't mean people from other groups can't be added, but if your group is changing drastically each week there is no group cohesiveness and trust, which is important for any good group. I hope that helps

Kevin...thanks for clearing this up for me...but I have a follow up question if you do not mind? You had said that: "While the close-ended format can be inconvenient, it is important that each lesson is viewed as a stepping stone. Skip the steps and the participants will fall. Part of evidence-based programming is fidelity to the program. Having said that, I have heard of programs where the three sections are divided so that one facilitator perhaps teaches lessons 1-9 to new arrivals, another facilitator teaches lessons 10-15, and another facilitator teaches lessons 16-22." With that being said...here is my question....What order is important..meaning: Lets say they divide this up as you say....Classes 1-9, 10-15, and 16-22. I understand that it is important to go through classes 1-9 before 10-15, but can a youth come into a class lets say in the middle of 1-9....like session 4 and go on like 4, 5, 6, 7, 8, 9, 1, 2 , 3, then move on to classes 10-15...but might have to start at session 13, 14, 15, 10, 11, 12...then onto 16-22? Not sure if this makes sens or not....but what are your thoughts on this? THANKS AGAIN!!!!!!!!!!!!!!!!!!!!!!!!!!!

Good Question. In my experience, someone could (although it is not preferred) still join the group at lesson 5 provided he or she has the basic social skills (Lessons 2-4) and you have introduced him or her to the basic ideas (ala lesson 1). I do not recommend going back and picking up earlier lessons after they have done later lessons. Fidelity begins to break down at that point. Even the social skill lessons are formatted so each one is more complex than the lesson before. You shouldn't skip lessons and they should be taught in the correct order. Also, in my experience, fidelity to program, standards usually falls away in small pieces... first we change the order of the lessons in just the social skills section ... then we do it for all sections... then we decide to omit sections of lessons or complete lessons and before we know it the program doesn't even resemble the program you started teaching. Consider this, what if your bank kept changing the format for managing your checking account because it was more convenient to do it another way on some days...by the end of the month who knows what your account balance might be. Following an established format can be challenging, but, like a recipe, if we want the desired result we have to follow it. I hope that answers your question.

Thanks Kevin......it does answer my question...not the answer I was looking for, but you did answer it. We may have to try another Cognitive Based Program that has open intake in order for youth to receive the full benefits of the program. The last thing we would want to do is to take away any of the integrity of T4C. Thanks for all of your help!!!!

Good luck.

My new agency is in the initial implementation stages of T4C. I've trained T4C in the adult setting, but am now working in the juvenile setting and have been placed on a workgroup for implementing T4C with youth. Thus, I am wondering if anyone can assist me/us with the following questions: 1. Is there an approximate time-frame for the release of the adolescent version of T4C? 2. What "accomodations" or challenges have you made or had when implementing T4C with adolescents? 3. What things has anyone done that they found worked better with the youthful population? 4. Does anyone have research regarding the effectiveness of T4C in the adolescent setting? This could be research or studies your agency/department did or any other!! Thanks!

Hey Rebecca, I wish I had some information for you on this. We are currently looking into T4C here within our juvenile facilities. One problem we are having (as you may have read) is trying to establish T4C as a closed ended forum. We have youth coming and going all the time, if we can figure out a way to do this without violating the integrity of the program...I hope I will be able to provide you with more information. Good luck!!!

I understand the stress of programing and the guestions that surround implementing t4c. I have been at this for more than 10 years on a statewide basis working with all kinds of programs. I am a very big supporter of t4c and of cognitive base treatment so please don't misunderstand me. Often this gets a lot of overthinking. The principles are simple and as far as open ended or closed, the curriculum extendes into the Skills Streaming book and on to thinking reports so we do our best and listen to those who have the talent to work with young people. Our clinical folks tell me that programing is only 20% of successful treatment.That makes relationships a big deal. They also tell me that whatever treatment modality you have in place has to be strong enough to stand on it's own without any additions. When you have that in place then you can venture out and add curriculum like t4c. If you are attempting to build a program around t4c it would be wise to seek out some programing advice then, when you are establised, incorporate t4c. There are some training and lesson tips for presenting to adolescents and working with open ended groups. If we can help we would like to. Neal

Neal - Any lesson tips for presenting to the youth would be greatly appreciated! I figured the social skill example situations for modeling would need to be adjusted to apply to the youth. I would be really interested in any other lesson tips!! Thanks - Rebecca

My favorite tips are to look within your own circle for situations and role plays. With social skills we look to maxiumize the positive outcomes and minimize the negative. It means a lot to kids to process how thier interactions went and they learn much faster to use the skills if the results help them get thier needs and wants. The more role playing you do with the kids the better. Just be wise in what you choose and plan the scrip careful so you maintain the desired result without embarrassing anyone or allowing things to get out of hand. I recently had a very choice experence in which one of the boys needed to call his family and tell them of an action he took that he was ashamed of and that had a very negative outcome for one his brothers. He knew it would upset his mom but he also knew she needed to know. His group helped him prepare for a stressful conversation. They even predicted that mom would hang up very upset then call back later. The youth was nervous but prepared. When, at first the worst happened he was uncertain. When mom called back and the family began to heal the entire group was crying with them. Simple but prowerful. You will, of course have to work closley with your treatment team when you change sample situations so everyone is on the same page as the situations often carry over into other lessons. Be prepared to find some wonderful examples but also know you will come up with some that stink and that OK, just live and learn. You are welcome to use the e-mail option to contact me. I love to talk about this stuff. Neal

Regpallares, I am wondering if your agency's implementation needs adjustment, versus deviating T4C from its original set up. T4C is pretty clear in implementation instructions re: group size, co-facilitation, twice a week is optimal, etc. The best question might be "how can our agency modify our programming in order to deliver T4C with integrity?"

It can be really helpful to review, and ask your administration to review, the large amount of research on CB programming, effectiveness and importance of quality. That way there is evidence-based reasons factoring in to the necessity for facility/program adjustments.

TJ, thanks for the input. I have been beating my head on working around our current programing verses seeing if our agency can modify the current programming. Our agency sees this program as a real push to prevent our juveniles from returning back to custody, why not modify programming in order to deliver T4C with integrity. Thanks TJ, you've definitely given me some ideas. :)

Hello everyone, I have a couple questions about how the facilitator handles consequences in group (what kind, is there a progression of them, etc.)? How do you handle misbehavior in group? For the facilitators that do closed-ended groups, how long do you think would be sufficient amount of time (3,6,9 months)? How many sessions do you think a juvenile can miss before you consider him or her not complying with the group? What are some of the pros and cons of using this curriculum? and do you think that it meets the needs of at-risk youth? I know this is a lot of questions but these are some of the issues that I have encounter in our group settings. Any information would be helpful, thanks.

In the Thinking for a Change groups which I facilitate the consequences are progressive and are taylored to fit our agency.  We only allow 2-3 absences from the group before a client is discharged and must restart in the next available group.  This is due to Thinking for a Change being a skill building program.  If a client is missing too many classes there is no way for them to continue in the program because every skill is built upon and used throughout the program.  Misbehavior in group is addressed immediately and based on severity determines whether they remain in the group.  NIC recommends T4C being taught 2X per week for 11 weeks.  I have heard several facilitators state the juveniles have trouble staying focused for longer than an hour.  If you don't have many clients in group it would be feasible to only have an hour session, however, if you have 10 clients it is not likely you will be able to complete all of the required activities in an hour.  I know some places compensate for this by having the group 3X per week for 11 weeks.  Hope this is helpful.

Hi Juliana; We are using T4C in our juvenile correction centers here in Idaho. I have been looking for research articles on T4C program evaluation and have not found anything. Are you aware of any research done evaluating the T4C for juveniles program? I would appreciate any information you can give me. This is for my grad research class, I'm working on my MSW. Thank you for your time and consideration. Georjean Kessen, LSW My email address is georjeankessen@u.boisestate.edu

Hi Neal, Are you aware of any program evaluations completed on the T4C program for juveniles? I have been searching and not finding anything. Hope you can help. Thanks for your time and consideration. Georjean Kessen, LSW My email address is georjeankessen@u.boisestate.edu