Correctional Setting: Working Alliance and Training

Trainings for correctional staff in forensic settings focus on promoting and supporting behavior change.

Justice-involved individuals are typically voluntary participants in treatment programs.

Power imbalances between practitioners and clients do not pose a barrier to rapport-building in forensic settings.

Criminal justice professionals in forensic settings are commonly oriented towards a human services approach.

Research indicates that trained correctional staff often use the behavior change strategies learned in practice.

Acceptance and commitment therapy (ACT) is exclusively used in forensic settings.

All CBT programs within corrections focus solely on preparing individuals for life after prison.

The application of ACT in correctional settings has been extensively studied with large sample sizes.

EBPs in correctional settings face no unique challenges compared to other settings.

Psychological flexibility has no impact on program fidelity in forensic settings.

Integrating ACT with RNR and CCP is discouraged in correctional programs.

According to the risk principle, intensive treatment is recommended for low-risk individuals.

Mixing high-risk and low-risk individuals in the same group program can have a positive impact based on the contagion effect.

Different dosages of treatment should be used depending on risk level in correctional settings.

ACT-based programs are currently being evaluated based on their impact on risk level within the IDOC.

Acceptance and commitment therapy (ACT) has been successfully implemented in correctional settings according to a study by Beidas et al. (2012).

The study by Berta and Zarling (2019) focused on an ACT-based program for juvenile offenders.

The research by Byrne and Ghráda (2019) explored the application of third-wave psychotherapies in forensic settings.

Bush, Glick, and Taymans (1997) developed a program called 'Thinking for a Change' that integrates acceptance and commitment therapy principles.

Research by T., Epps, Swartz, et al. (2014) found a high prevalence of adverse childhood experiences among juvenile offenders.

In correctional settings, practitioners working with justice-involved clients are only expected to be social workers.

Cognitive restructuring and problem-solving are explicit components of the ACT model in correctional settings.

Defusion is a skill taught in ACT to help individuals view thoughts as permanent and unquestionable.

In forensic settings, it is important for correctional staff to focus on how ACT aligns with CCP principles.

Power imbalances between practitioners and clients do not affect rapport-building in forensic settings.

Core Correctional Practices (CCPs) are a set of skills for correctional practitioners to establish low quality relationships with their justice-involved clients.

The therapeutic alliance in the general psychotherapy literature is considered an integrative variable across all psychological treatments.

CCPs do not include prosocial modeling as one of the essential components for building relationships with justice-involved clients.

Cognitive-behavioral (CBT) programs are not recommended for justice-involved individuals in corrections according to reviews.

Psychological flexibility does not impact program fidelity in correctional settings.

RNR and CCPs have not shown any positive outcomes for justice-involved individuals in rehabilitation programs.

Effective reinforcement is not part of Core Correctional Practices (CCPs) as a way to establish high-quality relationships.

Structured skill building is not considered an important component of CCPs for correctional practitioners.

Therapeutic potential of rehabilitation programs for justice-involved individuals is not influenced by CCPs according to research.

Research findings suggest that cognitive-behavioral (CBT) programs have no impact on reducing repeat criminal behavior in forensic settings.

Correctional line staff implementing ACT-based programs in IDOC must have a background in criminal justice.

Training in trauma-informed care and motivational interviewing is not considered necessary for correctional line staff to implement ACT-based programs effectively.

For many criminal justice practitioners, arguing with clients and lecturing them are identified as fruitful teaching strategies.

Psychological flexibility involves noticing when interactions with clients are not effective in forensic settings.

Criminal justice practitioners have reported success in talking or lecturing someone out of criminal thinking.