COYA

of cognitive change. The processes of self-observation and cognitive intervention that form

the foundation. of cognitive change are introduced. Each participant in Phase I is expected

to achieve the following:

1. Learn the basic principles of Cognitive Self Change.

2. Learn how to do Thinking Reports and how to keep a personal journal of his or her

thoughts and attitudes.

3. Identify one key pattern of thinking that has lead the individual to criminal behavior

in the past.

techniques of cognitive self observation (Thinking reports and Journals) to identify their key

patterns of thinking that support the antisocial behavior. They are provided with additional

tools (problem and Hassle Logs) which illustrate for them their specific cycle of thinking and

behaving. Offenders also learn and practice how to intervene in this cycle using alternative

thinking techniques, social skills and problem solving methods. Finally, they put together a

plan for self-change based on their identified thinking patterns and need for intervention.

Modeling of social skills is emphasized.

for change in Phase II and the underlying thinking which supports these behaviors. Offenders

are eligible for participation in these modules upon successful completion of both Phase I and

Phase II and a designated need for further intervention in a particular problem area. Modules

will be available in the areas of victim empathy, domestic relationships, anger management/

assertiveness, parenting, employability skills, sexual issues, drug abuse and health issues.

In this phase, participants will continue to use thinking reports, journal entries, problem and

hassle logs to focus on thinking patterns and skill deficits in the identified problem area.

They will also continue to learn and practice specific cognitive interventions to interrupt

thinking patterns. Development of a Relapse Prevention Plan is the final activity of Phase

. In this activity, offenders will utilize the self-knowledge, social and problem skills

acquired in the first three phases to construct a plan for breaking old patterns of thinking

and behaving and reinforcing new ones.

support group phase which is ideally offered in the community setting. If necessary, it can

be practiced within an institution. Phase IV is devoted to “self-risk management” which is

organized around the Plan for change and Relapse Plan developed in the previous phases.

The Phase IV group monitors and supports each offender’s efforts at practicing cognitive

interventions, new thinking patterns and specific prosocial skills. New skills training is

introduced and practiced based on needs of the group members.

Group sessions are a major process in all phases of the program; group meetings should be

engaging and interesting, with every member actively involved.

Groups are designed for up to 8 members, ideally facilitated by 2 staff. It may be necessary

to facilitate groups with 1 staff person, but this should be avoided if possible. Groups may

include up to 15 members without seriously weakening the process if facilitated by 2 staff.

Phase IV Groups may vary in size with the maximum number of participants being

determined by the facilitator(s).

Ideally, groups should meet a minimum of 2 times per week, if possible. Three or 4 meetings

per week are desirable, since less frequent meetings fail to develop the intensity and

momentum required for cognitive change.

Groups sessions are designed to last 1½ to 2 hours in length.

Phases I, II and III are “closed-end”, meaning that all participants should begin and end the

phase together. Phase IV involves open-ended groups which participants can enter and leave

without disrupting the group process.

Participants must successfully complete Phase I before entering Phase Il. Phase II completion

is required prior to entering a Phase III module or a Phase IV support group. However,

participation in a Phase III module is not a prerequisite for participation in Phase IV.

The amount of time spent in Phase I, II and Phase III is determined by the participant’s

completion of set defined tasks within a specified period of time. Minimum standards of

performance require professional staff judgement, but such judgments are neither subjective

nor arbitrary. Standards must be operationally defined, clear to the participant, and

realistically achievable within the specified time frame.

The content of material presented in Phases I, II and III is contained in a series of 15 scripted

lessons for each phase which include dialogue, trainer’s notes, handouts, homework

assignments and other training aids. The content of Phase IV is developed by the individual

facilitator(s) but’ must incorporate the cognitive intervention principles and techniques

presented in Phase I, II and III.

The basic activity of group sessions will involve presentation and discussion of homework

assignments, thinking reports, journal entries and problem/hassle logs which are the primary

tools for focusing on the thinking patterns of individual members. Members will also learn

and practice specific alternative behavior skills through modeling and role playing. Extensive

time will be allocated to practice in the specific skills and cognitive self-interventions

introduced in Phase I., continued and enhanced in Phase II and Phase III and reinforced in

Phase IV. Such practice is essential preparation for Phase IV.

Group members are transitioned through program phases with input and recommendations

by institution staff, social workers, agents and community based providers. Each participant

in the program should be reviewed on a regular schedule by the group facilitator(s).

A staff team review consists of a systematic review by staff of the performance of the

individual participant, including a personal meeting between the participant and the group

facilitator. The frequency of staff team reviews will be a function of the overall program time

frames, with condensed program delivery necessitating more frequent review.

Mandatory reviews are to be completed whenever a participant transitions between program

phases or transfers to a new institution or agent

The objectives of staff team reviews are:

1. To evaluate individual participants on their progress and performance.

2. To redefine the participant’s goals in light of program performance and

accomplishments.

3. To identity specific areas of thinking and behavior for special attention.

4. To identify specific shills lessons which may enhance the individual’s change

5. To convey staffs personal support for the responsible efforts of the participant.

6. To promote the participant’s motivation for cognitive change and prosocial shill

development.

The purpose of documentation is to insure continuity, consistency and quality of treatment for

each participant in the program

Group records are maintained and made available to Department of Corrections staff to

indicate the nature and quality of group sessions.

Team review documentation should include a description of specific tasks accomplished by the

individual participant and a statement of new short term goals and performance expectations.

Individual progress reports are written after each team review and placed in the Social

Service and/or Probation and Parole / Intensive Sanctions file.

Graduation and termination from the program or from any program phase is documented

in a Discharge Summary Report Discharge Summary Reports should be placed in the Social

Services file an&or the Probation and Parole / Intensive Sanctions file.

Participation in the Cognitive Interventions Program is considered a part-time institutional

program assignment.

Offender participation in the Cognitive Interventions Program will be encouraged by the

Parole Board. Successful completion of the Cognitive Intervention Program Phases and

continued involvement in the program upon release will be considered by the Parole Board

in its review of an offender’s program participation and the decision to grant release on parole

to offenders.