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Effective Practices in Community
Supervision for Influencers (EPICS-I)
Presented by
Melissa A. Knopp, Esq.
Institute for Social & Economic Advancement
Hocking College
and
Jennifer Pealer, Ph.D.
Corrections Institute
University of Cincinnati
www.uc.edu/corrections
Copyright © 2014, University of Cincinnati, Corrections Institute, Ohio. All Rights reserved
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Adhere to the Principles of Effective
Intervention
RISK
WHO
Deliver more intense
intervention to higher risk offenders
NEED
WHAT
Target criminogenic
needs to reduce risk for recidivism
RESPONSIVITY
HOW
Use CBT approaches
Match mode/style of service to
offender
FIDELITY
HOW WELL
Deliver treatment services as designed
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EPICS Model
PURPOSE
• This model strives to fully utilize the time that officers spend with
offenders and ensure offenders receive a consistent message
throughout the continuum of correctional services
• The EPICS model is not intended to replace more intense
cognitive-behavioral treatments that address specific
criminogenic needs
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EPICS Model
INDIVIDUAL SESSION OVERVIEW
Each contact session should be structured in the following way:
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CHECK-IN REVIEW INTERVENTION HOMEWORK
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EPICS Core Skills
Throughout Model
• Relationship skills:
– Active listening
– Giving feedback
• Behavioral modification skills:
– Reinforcement
– Disapproval
– Use of authority
Interventions
• Motivational skills:
– Cost-benefit analysis
• Cognitive behavioral skills:
– Cognitive restructuring
– Structured skill building
– Problem solving
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Development of EPICS-I
• Identify prosocial support in an offender’s life and teach those
influencers core skills used within the EPICS Model
• Influencers help offenders identify risky situations, practice skills
to successfully manage these challenges and support behavior
change through reinforcement and disapproval
• The model is designed to provide a structure to guide a
conversation between an influencer and an offender rather than
just letting it happen
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Why EPICS for Influencers?
• Build a pro-social network with some actual skills to
help offenders avoid risky situations
• Increase “dosage”
• Research shows that relapse prevention programs
that trained significant others and family members in
cognitive-behavioral approaches were three times as
effective as programs that did not.
Copyright © 2014, University of Cincinnati, Corrections Institute, Ohio. All Rights reserved
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EPICS-I Model
OVERVIEW
The EPICS for Influencers model is made up of four parts:
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CHECK-IN FOLLOW-UP GUIDANCE APPLICATION
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EPICS-I Model
CHECK-IN
• Check-in is an opportunity to:
– Talk about how things are going for the individual
– Look for opportunities for guidance
• You may say things like:
– How have things been going?
– What problems are you working through?
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EPICS-I Model
FOLLOW-UP
• Follow-up is an opportunity to:
– Review goals the individual has set
– Review the use of skills or techniques the individual is using
• You may say things like:
– How’s the job search going?
– How did you end up managing the situation with your girlfriend?
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EPICS-I Model
GUIDANCE
• Guidance is an opportunity to:
– Use tools to help target risky situations:
• Changing Risky Thinking (Behavior Chain)
• Skill Building
• Problem Solving
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EPICS-I Model
APPLICATION
• Application is an opportunity to:
– Practice what you discussed
– Help the individual recognize other situations to use the tool
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Key Personnel in EPICS for Influencers
Offender
• Males
• Females
• Adults
• Juveniles
• Anticipate and manage high risk situations using CBT tools
Influencer
• Mentor
• Family member
• Friend
• Provide support to offender
Coach
• Probation
• Reentry Coalition
• Faith Based Organization
• Provide support to the influencer
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EPICS-I Training and Coaching
Process
• Pre-Requisite – Coaches must be proficient in Core Correctional
Practices
• For Coaches, EPICS-I is a three-day to four-day training*
– Days 1 & 2 training on EPICS-I and coaching
– Days 3 & 4 observation of UC training the influencers
• Coaching with the site’s coaches will be critical to provide
support to the influencers
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Coaching
• Helps influencers improve their skills
• Provides support and troubleshooting for
influencers
• Helps to maintain influencer’s motivation and
commitment to using skills to help their friend
or family
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Role of Coaches
• Continue to help with influencer skill development
– Review and practice skills
• Check-in with influencers to make sure things are
going well and identify any areas of concern
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Coaching Process
• Areas of strength and areas for improvement
• Ask coach questions and troubleshoot any issues
• Review skills with influencer and model/practice these
skills
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Core Skills that Influencers are Taught
Include:
• Identifying risky situations
• Identifying and restructuring risky thinking
• Using structured skill building
• Teaching problem solving
• Building relationships
• Effective reinforcement
• Effective disapproval
Copyright © 2014, University of Cincinnati, Corrections Institute, Ohio. All Rights reserved
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EPICS for Influencers is Designed for:
• Mentors
• Coaches
• Family Members
• Friends
• Faith Based Organizations
• Reentry Coalitions
• Law Enforcement
• School Officials
• Significant others
Copyright © 2014, University of Cincinnati, Corrections Institute, Ohio. All Rights reserved
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EPICS-I Model
SKILL DEMONSTRATION
Please watch the following demonstration of the EPICS –I
model being used by an influencer.
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Copyright © 2014, University of Cincinnati, Corrections Institute, Ohio. All Rights reserved
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EPICS for Influencers
PILOT SITES
•Los Angeles County Jail Reentry Program (Back on Track-
LA)
– LASD, Five Keys, LA County Probation
– Funded by California Department of Justice
•Hamilton County, Ohio
– HCJC, HCOR, UCCI
– Funded by BJA Second Chance Grant
•Scioto County, OH
– Juvenile Truancy and Mentoring Program
– Funded by Competitive RECLAIM
Copyright © 2014, University of Cincinnati, Corrections Institute, Ohio. All Rights reserved
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Coaching and Training Process
• Coaches (those that support Influencers) are first trained
in CCP or EPICS
• Coaches then work with UC staff to conduct initial
training of Influencers
• Coaches are provided on-going support via on-site,
video or phone.
• Coaches continue to support Influencers
• Coaches are eligible to be trained as trainers of
Influencers
Copyright © 2014, University of Cincinnati, Corrections Institute, Ohio. All Rights reserved
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Contacts
• Sarah Boettner – UCCI EPICS-I Project Director
• Dr. Jennifer Pealer: UCCI EPICS Project Director
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