week7 Assignment: Review Topic and Career

2

Outline presentation

Arlenn Campos

Department of forensic psychology

Northcentral University

PSY- 6510 V3 : Capstone in forensic psychology

Dr. John Mitchel

October 28, 2022

The purpose of this presentation is to discuss how efficient psychological treatments are in correctional facilities and suggesting ways to address any identifiable inadequacies in how offenders are treated in the corrections. I would be addressing very specific target audience which are psychologists, counsellors, correctional personnel and those in charge of formulating policies within these correctional facilities. Counselors and psychologist must be aware of how efficient psychological treatments are for inmates and where the system is lacking in order to fill in that gap. Similarly, those in charge of policy a program formation sho0uld also be cognizant with these practices and knowledge.

The no longer concerns whether psychiatric therapy is beneficial; rather, it is: "what intervention, from whom, and under which conditions is most helpful for this person, with this particular problem? Immediate research is required to solve this issue. This should cover the numerous factors and their interconnections, such as personality types, cause attributions, substance misuse, skill endowments and weaknesses, learning style, reaction style,' mode of operation, environmental influences, and demographic factors.

Comprehensive psychological evaluations, both before and during treatment, are the key to solving this problem. This presentation will shed light on the issues that must be discussed by treatment, as well as the particular offending behaviors that must be handled head-on. It will also reveal what offence-related behaviors, personal attributes, and facets of the inmate's environment should be acknowledged in order to successfully treat the offender. Effective treatment articulates not only the specific offending behavior but also other offender parameters that are related to it. This means that it is not an either/or situation.

Positive response to this issue will lead to extensive changes to the training activities rendering them more comprehensive and in-depth so as to greatly influence the outcomes. The outcomes that are expected is that it may help direct the design and implementation of future psychological training programs and study for inmates, as well as contributing to the creation of best practice recommendations for such programs.

The intended implication from this presentation is to provide the relevant agencies and instituti9on with added knowledge, and recommendation on new practices so as to make the programs offered in corrections more efficient to the point where we would be able to observe positive changes in offender behavior and low rates of recidivism.

What knowledge and skill areas will be the focus of the training or webinar?

· What a cognitive approach is and what it does. 

· The method's origins and how they're still relevant now. 

· Learning the meaning of "cognitive" and why it's so significant. 

· Dysfunctional thinking

· Cognitive theory, the value of refined therapeutic expertise, and examples of its use.

· How to implement a cognitive strategy,

Goals and objectives: What do you want participants to learn during the training or webinar? What will they leave knowing more about, or what new skills will they have acquired?

Participants in this training will get sufficient understanding of a cognitive approach to allow them to implement it appropriately to their caseload. Those who deal with offenders will benefit from this information.

Essential questions: What central questions should participants answer as the training or webinar unfolds?

· What are the most significant risks that come with an ineffectively applied cognitive strategy, and in particular how might this risk make things worse instead of better?

· Why you should never attack a person's identity but rather question their thoughts.

Summary of participant activities (this is more typical/applicable to training): How will participants accomplish training objectives and answer the questions in numbers 2 and 3 above? (e.g., small group discussions and projects, lectures, role-playing)

The activities involved will cover tasks such as role playing wherein some participant play the role of psychologist while others play the role of the offender. It would also encompass lectures and cognitive self-test of what was learnt.

Resources: What resources might you use to help participants accomplish the training or webinar objectives? (e.g., current research, discussions, encouragement)

The resources that will be used will comprise of past and current research on the subject matter in which the participants will also use this information to engage in discussions and debates.

Assessment activities: How will others determine if participants a) have reached curriculum objectives identified in number 2 above, and b) can answer the questions in number 3?

As mentioned before the participants will have to undertake an assessment at the end of the training in order to test their learning and ow, they are able to put it in action.

References

Beaudry, G., Yu, R., Perry, A. E., & Fazel, S. (2021). Effectiveness of psychological interventions in prison to reduce recidivism: a systematic review and meta-analysis of randomised controlled trials.  The Lancet Psychiatry,  8(9), 759-773.

Coupland, R., & Olver, M. E. (2020). Assessing protective factors in treated violent offenders: Associations with recidivism reduction and positive community outcomes.  Psychological assessment,  32(5), 493.

Derlic, D. (2020). A systematic review of literature: Alternative offender rehabilitation—Prison yoga, mindfulness, and meditation.  Journal of Correctional Health Care,  26(4), 361-375.

Gannon, T. A., Olver, M. E., Mallion, J. S., & James, M. (2019). Does specialized psychological treatment for offending reduce recidivism? A meta-analysis examining staff and program variables as predictors of treatment effectiveness.  Clinical psychology review,  73, 101752.

Harrison, J. L., O’Toole, S. K., Ammen, S., Ahlmeyer, S., Harrell, S. N., & Hernandez, J. L. (2020). Sexual offender treatment effectiveness within cognitive-behavioral programs: A meta-analytic investigation of general, sexual, and violent recidivism.  Psychiatry, Psychology and Law,  27(1), 1-25.

Heppell, S., Jones, C., & Rose, J. (2022). The effectiveness of cognitive-behavioural therapy group-based interventions for men with intellectual disabilities and sexual offending histories: a meta-analysis.  International journal of developmental disabilities,  68(4), 416-429.

Jones, E., & Chaplin, E. (2020). A systematic review of the effectiveness of psychological approaches in the treatment of sex offenders with intellectual disabilities.  Journal of Applied Research in Intellectual Disabilities,  33(1), 79-100.

Kuin, N. C., Masthoff, E. D., Nunnink, V. N., Munafò, M. R., & Penton-Voak, I. S. (2020). Changing perception: A randomized controlled trial of emotion recognition training to reduce anger and aggression in violent offenders.  Psychology of Violence,  10(4), 400.

Levenson, J. S., & Grady, M. D. (2019). “I could never work with those people...”: Secondary prevention of child sexual abuse via a brief training for therapists about pedophilia.  Journal of Interpersonal Violence,  34(20), 4281-4302.

Young, S., Gudjonsson, G., Chitsabesan, P., Colley, B., Farrag, E., Forrester, A., ... & Asherson, P. (2018). Identification and treatment of offenders with attention-deficit/hyperactivity disorder in the prison population: a practical approach based upon expert consensus.  Bmc Psychiatry,  18(1), 1-16.