level of service inventory scoring guide may 2009 - word doc · 2019. 4. 11. · scoring the lsi-r...

1

LEVEL OF SERVICE INVENTORY-REVISED

The Level of Service Inventory- Revised (LSI-R-R) was developed by Don A. Andrews, Ph.D. and James Bonta, PhD. The LSI-R is an objective, quantifiable, 54-item risk/need classification instrument. The instrument is composed of ten subscales that contain both “static,” (e.g., Criminal History) and “dynamic,” (e.g., Alcohol/Drug Problems, Companions, and Family/Marital) risk factors. Although the static risk factors generally cannot be changed, they are still predictive of re-offending. The dynamic risk factors are changeable and provide direction for focusing the intervention or change process.

SCORING The LSI-R is administered as a semi-structured interview that should, to the extent possible, be supplemented with information obtained from official records and other sources of information. Items are scored in a “0-1” format; a “0” indicates an absence of information to support scoring the item and a “1” indicates the presence of information to score the item. The LSI-R total score is the sum of the items scored as “1”. The Criminal History and Accommodation subscales each contain number boxes that are designed to indicate the frequency or number of times a particular event occurred. The rater boxes function as a continuum (- 0, 1, 2, 3 +) indicating the absence or presence of pro-social behavior. The Level of Service Inventory is configured as follows:

Item #’s Sub-Scales Points # Count Box(es) # Rater Box(es) 01-10 Criminal History 10 3 0 11-20 Education/Employment 10 0 3 21-22 Financial 2 0 1 23-26 Family/Marital 4 0 3 27-29 Accommodation 3 1 1 30-31 Leisure/Recreation 2 0 1 32-36 Companions 5 0 0 37-45 Alcohol/Drug Problems 9 0 2 46-50 Emotional/Personal 5 0 0 51-54 Attitude/Orientation 4 0 2

INTERPRETATION When scored correctly, the LSI-R instrument provides three basic scores or measures. First, a total risk score is derived by summing-up the total number of items scored. This score ranges from 0 – 54, since there are 54 items with a one point risk weight for each item. The Connecticut Supervision Levels are: Administrative 0 – 21 Medium 22 – 28 High 29+

2

The second measure the LSI-R provides is a profile for criminogenic need across the ten subscales. Each of the ten subscales converts into a simple percentage score – the percentage of items in the particular subscale that were actually scored. Once the subscales are standardized to percentage scores they can be compared and contrasted to determine which are the highest “loading” or scoring areas. The higher loading subscales can be an important first indicator of the offender’s salient criminogenic needs. Generally, further case analysis is warranted to augment and enhance the verity of this measure. Understanding of criminogenic needs, i.e., the “Big Six” (anti-social behavior [low self-control], anti-social personality, anti-social attitudes/values, anti-social associates, dysfunctional family, substance abuse) is paramount to conducting good case analysis. The third important measure that can be obtained from the LSI-R is a simple scale for protective factors. This score is the sum of the 13 rater boxes. Since each of these rater box scores ranges from 0 – 3, the total range for this measure is 0 – 39. Scores on this scale are inversely related to total risk scores: offenders with a high protective factor score, e.g. in the mid 30’s, are seldom found in the high risk categories of the total LSI-R score and vice-versa. The significance of the protective factor score is realized when an offender is reassessed.

REASSESSMENT Offender assessment is as much an on-going function of Supervision as it is a formal event. As such, it is a recurring aspect of any good supervision and treatment. Case information that is gathered informally through routine interactions and observations with offenders and collateral contacts is as important as the formal assessment (LSI-R). Probation supervision contacts should always address the elements of the LSI-R. Formal and informal offender assessments (supervision contacts) should reinforce one another and naturally culminate in better formal reassessments, case decisions and working relations between probation and offenders. Formal reassessments must be completed and entered into the automated assessment tool as stated in CSSD policy. A reassessment requires all 54 questions to be answered, and, depending on how knowledgeable the officer is about the offender’s current circumstances, can be conducted without the offender present.

CHANGE SCORE Upon reassessment, new protective factor measures have been obtained. The more recent measure can be compared with the earlier score. The difference between these two scores can be either negative (reflecting fewer pro-social reinforcement or protective factors) or positive (reflecting a potential increase in protective factors). The overall assumption is that increases in protective factors across time will be positively correlated with successful outcomes (e.g. reduced criminal recidivism).

3

Using the LSI-R Scoring Manual This scoring manual is designed in a user-friendly format containing columns and icons. In order to ensure the fidelity of the instrument, the practitioner is encouraged to adopt a method of administering the LSI-R that closely follows the path described in the manual. Though every attempt has been made to address nuances in the LSI-R’s administration, there will be certain situations and scenarios that you may believe are not addressed. Feel free to solicit feedback from a colleague, your supervisor, or use your own discretion after careful consideration. The manual contains five columns, described as follows: Purpose and Intent of Item – posits an explanation of the underlying intent of the item; many of the assumptions and literature citations are based on social learning theory and research. Sample Questions – provides the practitioner one or more questions, usually in an open-ended format, designed to elicit information relevant to scoring each of the 54 items contained in the LSI-R. Many of the protocols in the manual are based on the assumption that motivational interviewing techniques or clinical skills that enhance active listening are preferred over confrontational approaches. The use of reflections, affirmations and summarizations, in addition to open-ended questions, is encouraged during the LSI-R interview. Potential Prompters – describes related behaviors or issues that may lead us to a deeper understanding of a specific subscale. Special Issues, Related Concerns for Scoring – alerts the practitioner to “if/then” scoring rules, scoring nuances and setting specific recommendations for administering the LSI-R. Research and Case Management Concerns – potential follow-up issues for case planning and case management. An icon denoting the specific time frame for evaluating the item precedes each question. The icons include: C = Evaluate according to the offender’s CURRENT situation YR = Evaluate offender’s predominant behavior and supporting information over the PAST ONE YEAR IN2 = The IN2 rule is only applicable when you are completing an assessment on a client who Is currently incarcerated. If the offender has been incarcerated two years or more, evaluate predominant behavior and supporting information over the most recent year in the institution. If the offender has been incarcerated less than two years, evaluate for his/her most recent year in the community.

4

E = Evaluate the offender’s predominant behavior pattern over his/her LIFETIME

SUPERVISION STRATEGIES Rather than being a one-time tool for determining the initial level of supervision, the LSI-R is also intended to provide ongoing guidance for effective supervision of offenders. The empirical evidence suggests that improved outcomes will generally be obtained by matching the level of services to the level of actuarial risk; in this case the LSI-R total score. In addition, providing services that target the individual offender’s highest scoring criminogenic areas are likely to produce the greatest reduction in recidivism. Another set of reference points for choosing and negotiating case plan and treatment objectives is the FRAMES model of William Miller, Ph.D. and colleagues. They found the six components (reflected in the acronym) to be common elements in their metanalysis of successful brief interventions and therapies:

Feedback

Responsibility

Advice

Menu of Options

Empathy

Self-efficacy The FRAMES model has been widely promulgated as an effective approach for helping to build motivation for changing problem behaviors in potentially resistive clients. The essential strategy here is to exercise the above techniques to keep the client moving towards tapping his/her own potential energy for change. An ideal approach to case management is one that balances the system’s goal to progressively target and program real criminogenic needs with the need of offenders to engage the change process from their own personal perspective of themselves. DERIVING A PRESCRIBED AOD TREATMENT LEVEL RECOMMENDATION Treatment for Alcohol and Other Drugs (AOD) takes several forms. Through the assessment process, the goal is to match clients to interventions based on the severity of their AOD problem. Severity can be thought of as the effects of frequency and intensity of usage combined with the negative consequences the client has experienced as a result of the substance use. The AOD section of the LSI-R-R provides a good measure of these factors; however CSSD also utilizes the Adult Substance Use Survey-Revised (ASUS-R) as a supplemental assessment tool. The ASUS-R was developed by a nationally recognized expert in the field of addictions treatment – Kenneth W. Wanberg, Ph.D. Dr. Wanberg has developed a guide for using the results of the ASUS-R to determine an appropriate level of AOD treatment. This guide

5

is based on both the ASUS-R Disruption Scale and the ASUS-R Involvement Scale. The guide suggests which level of treatment appears to match the client’s level of severity. Other information may steer an assessor to believe a different level of intervention may be more appropriate. For example, a high Defensive Score suggests a client is very guarded about revealing information about himself and that the extent of AOD use and disruption may be higher than a client disclosed. The treatment referral guide has been built into the automated assessment tool.

6

CRIMINAL HISTORY SUBSCALE ANTISOCIAL BEHAVIOR (RULE-BREAKING PATTERNS):

Onset

Versatility

Stability

CRIME PATTERN RELATIONSHIP TO:

Vocational/Social Cognitive Skill Deficits Value Attitude/Orientation

Accomplices/Companions Substance Abuse

RISK SEVERITY:

Self-destructiveness Violence Pattern (Predatory or Affective)

Offense Pattern Severity

7

May 2009 version

A. Criminal History

# Purpose & Intent of Item

Sample Questions Potential Prompters Special Issues, Related Concerns for Scoring

Research & Case Management Concerns

Why are we asking this? What information do we really want to get at? What are our assumptions?

What are a few examples of questions for this area?

What related behaviors or issues might get us to a deeper understanding of this area?

Any special scoring issues? These are potential follow-up issues for case planning & case management.

#1

Any prior adult convictions, adult/ number

Criminal History is not an area of criminogenic need per se. However, it is crucial for risk analysis and is an important part of this assessment.

Criminal History is a long-established predictor of future behavior. The versatility, stability and frequency of the individual’s criminal behavior patterns are key factors in assessing the risk for recidivism.

Tell me about your criminal history.

Tell me about your first involvement with the court or the law.

Tell me about the instant offense.

Probe circumstances of prior crimes for behavioral clues. Violent? Drug-related? Committed under influence? Involve fraud or deception?

Were victims often discrete groups, such as women, children, minorities or family members?

What trends seem to exist?

A “sentencing” refers to all cases disposed of the same day before the same judge in which the client was convicted of a crime/serious motor vehicle offense or received a diversionary program.

Prior adult convictions also include deferred judgments and prosecutions.

Criminal cases that receive a sentence or diversionary action out of Community Court would count as a prior conviction.

Do not count infractions or Violations of Town Ordinances as prior convictions.

Pre-trial diversionary programs are counted as if they were convictions.

Extreme & extensive history may mean need for psych evaluation

Refer to Supervised Person FL17 Policy (if warranted)

FL20 (if warranted)

Refer to Adult Services and Victim Access and Safety Policy

E

8

A. Criminal History




#1 cont

Score pleas of guilty or no contest (nolo contendre) as convictions.

Write number of prior criminal convictions, excluding present crime, in count box. Criminal History is not limited to felonies: Count all prior crimes, misd., major traffic offenses

Major traffic offense examples: DUI; Driving Under Suspension, Revocation or Denial; Eluding a Police Officer; Aggr. Motor Vehicle Theft; Reckless Driving; Evading Responsibility; Vehicular Assault or Homicide; Speed Contests.

Self reported convictions should be counted as the offender is more likely to minimize his/her criminal arrest history than maximize it.

E

9

A. Criminal History




#2

Two or more prior sentencings

Criminal history is an established risk predictor for future criminal behavior.

You were convicted (or had a deferred judgment) for this crime. Tell me about the rest of your criminal history. What others were there?

What others were there?

As above. Look for agreement with count box in #1.

A “sentencing” refers to all cases disposed of the same day before the same judge in which the client was convicted of a crime/serious motor vehicle offense or received a diversionary program.

As above.

#3

Three or more prior sentencings

Criminal history is an established risk predictor for future criminal behavior. A more extensive history means a greater likelihood of future criminality.

So, you were also convicted (or had a deferment) on those crimes. What others were there?

Tell me about those.

As above. A “sentencing” refers to all cases disposed of the same day before the same judge in which the client was convicted of a crime/serious motor vehicle offense or received a diversionary program.

Look for agreement with count box in #1.

As above.

#4

Three or more present offenses/number

Versatility of criminal behavior is often associated with continued criminal behavior.

What offenses brought you here?

What crimes were you originally charged with?

Were any charges dropped?

Ask about the actual criminal behavior. As with any crimes, look for drug & alcohol links, victim types, deceit crimes and domestic violence.

Write in the count box the number of all unfavorable action taken against the client on the day the probation sentence occurred

Review sentencing documents or best available source.

Do not count pending or dropped charges.

If any charges are new since last sentencing, DO NOT count them, but do note arraignment and other court dates as case management & security concerns.

E

E

C

10

A. Criminal History




#4 cont

Include all convictions and all diversionary programs

Pleas of guilty or nolo contendre (no contest) count.

Charges bargained away or dropped are not counted.

The client does not have to have received probation for three or more offenses. Score if the client was sentenced on or received a diversionary program for a total of three or more offenses at the time he/she received probation.

Count fines, unconditional and conditional discharges

Exception: When completing an assessment for a PSI, count all offenses pending which are scheduled for disposition at the same time as the instant offense.

C

11

A. Criminal History




#5

Arrested under age 16

Early onset of criminal behavior is predictive of future criminal behavior.

“The younger juveniles are at their first court appearance, the more likely they are to commit additional offenses.” (Silberman, 1978),

Tell me about the first time you were involved with the police or the court.

Why were you arrested?

Tell me about the first time you were arrested.

Determine extent of involvement in juvenile system.

Was the nature of the juvenile crime and associated behaviors similar to the adult crime and associated behaviors?

Score if arrested under age 16.

Record the number of total juvenile referrals of all kinds in the count box beside the question. This would include but may not be limited to: Index crimes, Youth in Crisis (YIC), truancy, curfew violations, FWSN and runaways.

Juvenile criminal history may indicate longstanding behaviors in many criminogenic areas.

Differentiate status crimes from index crimes.

Status crimes (truancy, curfew violations, and runaways) count, but are far less predictive of recid-ivism than index crimes (murder, aggravated assault, robbery, rape, burg-lary, larceny/theft, auto theft). (Silberman, 1979)

12

A. Criminal History




#6

Ever incarcerated upon conviction

Exposure to incarceration can increase the risk of recidivism due to:

modeling pro-criminal behavior

identification as part of convict group

indoctrination and reinforcement of criminal behaviors

“prisonization” or an assimilation of the mores, customs and culture of the prison society; (Clemmer, 1958).

institutionalization

Have you ever been incarcerated?

Tell me about the experience.

Score all DOC and direct-sentenced residential offenders

Incarceration means confinement in a juvenile confinement center, reformatory, halfway house, jail, or prison as a punishment after conviction, or confinement for contempt of court or non-payment of fines. Confinement must result from sentencing, including time served.

Incarceration does not include pretrial detention, or jailing due to arrest, or detox. reasons, prior to conviction.

Juvenile incarceration includes placements in foster and group homes only if all the other placements in the home were for correctional purposes.

Include time served as incarceration upon conviction.

Institutionalization concerns are greatest among transition clients who have served long sentences.

E

13

A. Criminal History




#7

Escape history - institution

Past behavior is the best predictor of future behavior.

Prior escape history may indicate:

psychological reactance

unwillingness to follow rules

impulsivity gratification

high sensation-seeking

Did you ever escape, or try to escape, from prison, reformatory, detention center, halfway house, or jail?

Did you ever walk away from a halfway house?

Ask about reasons for escaping to see if client can express rationale for escape.

Ask client if escape was in any way rewarding.

Also count escape attempts and conspiracies to escape.

An institution means reformatory, juvenile detention center, halfway house, jail, or prison or any facility in which all residents are “correctional customers”. (See appendix I)

Regard as an escape any act that shows intent to elude confinement conditions of sentence to a residential correctional or juvenile correctional facility.

Be watchful for job loss, family pressures, drug use, interpersonal conflicts, stressful demands, and lapses in program attendance.

Clients who have an escape history may present a greater risk for absconding.

E

14

A. Criminal History




#8

Ever punished for institutional misconduct/number


Prior misconduct history may indicate:

psychological reactance

inability to follow rules

impulsivity gratification

“The less a person believes he should obey the rules, the more likely he is to violate them.” (Hirschi, 1969)

Tell me about your disciplinary record while incarcerated.

How many incidents?

How were they handled by the facility?

Did you lose good time or get added time?

Examine areas regarding attitude toward crime, punishment, and authority.

Ask about disciplinary hearings scheduled for recent infractions

Record number of times punishment was received in count box.

Count both juvenile and adult incarcerations.

Juvenile incarceration includes placements in foster and group homes only if all the other placements in the home were for correctional purposes.

This looks for number of times actually punished, not number of hearings.

Punishments here refer to documented violations of written rule violations, not token economy therapeutic communities and other residential milieu staff confrontations or behavior modification efforts.

Note dates of scheduled hearing for case management and security purposes. They can be stressors.

E

15

A. Criminal History




#9

Charged with new crime or probation/parole suspended during prior community placement

Non-compliance while under community sanction suggests that offender criminal behaviors are persistent, well established and likely to recur.

Did you successfully complete your last community-based sentence (halfway house, probation, parole)?

Why did it end?

How were you doing under supervision before it ended?

What was the most difficult experience you had while under supervision?

Tell me about any infractions that occurred.

Probe circumstances of crime/charge

Explore criminogenic needs linked to this item

Score for any new criminal offense occurring during any period of court jurisdiction (while a case is pending e.g. FTA) or community supervision as an Adult or Juvenile.

Score for any community sanction violation that resulted in a regression, suspension, revocation, new charge, or other supervisory action.

Score if the client was subject to any increased sanction (e.g. electronic monitoring, intensive supervision, AIC or DIC referral, etc.) as a result of violation behavior.

A VOP, which is disposed of with a dismissal, nolle, termination, or continuance on probation with no increased sanction, would not score.

Are client’s relevant criminogenic needs being addressed currently?

E

E

16

A. Criminal History




#9 cont

Was new charge prosecuted to conviction or plea? If so, be sure it was included as part of prior criminal history.

Offenders who violate pre-trial supervision or placement would also score.

E

17

A. Criminal History




#10

Record of assault or violence

History of violent offenses means risk of future violent behaviors.


Have you ever been involved in any type of domestic violence incident where the police were contacted?

Was anyone threatened or physically hurt in any of your crimes?

Have you ever gotten into any trouble for fighting or assaultive type behaviors such as in school or the military?

Probe circumstances of assaultive behavior

Victim description

Kind of weapon(s) used?

Reason for using that type of weapon

Under the influence?

Does offender claim self-defense?

Regard sex offenses as violent.

Explore crimes against at-risk persons. (At-risk means persons 60 and over, and any person with developmental, physical, or mental impairments.)

Count recorded incidents of violent behavior where an intent to harm, threaten, coerce or intimidate, by whatever means, was demonstrated.

Recorded incidents are those for which you know an official record was kept or for which you can infer a record would have been made (e.g. disciplinary action taken due to violent behavior in the military, at a job, in school, at a treatment program, etc., would have resulted.)

Convictions are not necessary

Psych. Assessment may be necessary.

Victim’s Notice requirements may apply

E

18

A. Criminal History




#10 cont

Count Family

Relations referrals when the case is Nolled after the completion of the FVEP.

E

19

EDUCATION/EMPLOYMENT SUBSCALE

LIVELIHOOD SATISFACTION:

Commitment Skill Development

Rewards LIVELIHOOD STABILITY/STRUCTURE:

Full-time/Part-time/None-of-the-time Stable/Sporadic

Future Path

20

B. Education/Employment

# Purpose & Intent of Item Sample Questions Potential Prompters Special Issues, Related Concerns for Scoring


#11

Currently unemployed

Employment is a primary socialization structure in our culture that provides a crucial source of social bonds.

NO=employed

YES=unemployed

Tell me about the type of work you do.

Tell me what you do for income.

Explore type of job and number of hours per week. If not employed, check if offender is a full-time student.

Score if part-time with fewer than 30 hours weekly.

Score if employment is day or temporary labor unless the client has been employed through the temporary service for an extended period of time.

Do not score if full-time student (12 credit hours), school and work equal full-time, pensioner, receiving disability or Workers’ Compensation, or homemaker.

A homemaker is defined as a person whose primary role is to care for dependent children.

If this item scores, #’s 18-20 must be rated 0 and scored.

Determine whether it is possible (or desirable) for client to return to former job.

C

IN2

21




#12

Frequently unemployed

Lack of consistent employment reflects a higher risk for return to criminal lifestyle.

Tell me about your previous employment(s).

How long were you at each job?

What was your reason for leaving?

How long did you go between jobs?

What causes you to have long periods without work?

Probe for length of time at each job, reasons for leaving jobs, and length of time between jobs.

Score if the client has not been employed fulltime or a fulltime student for at least 6 of the last 12 months.

Pay close attention to client’s job search pattern.

#13

Never employed for a full year

Job stability is a major factor in reducing recidivism. (Laub & Sampson, 1988)

What is the longest full-time job you’ve ever had?

Have you ever been employed at one job for 12 months straight?

Inquire about length of employment at each job.

Score this item if the client has not continuously held a fulltime job for a minimum of 12 months.

If the client has been disabled or a student continuously since adolescence, do not score.

What remedial job skills training is indicated? Evaluate employment potential, initiate career counseling and job skills training.

#14

Ever fired

A history of poor job performance and attitude signifies disregard for pro-social reinforcements.

Have you ever been fired from a job?

What was the situation that led up to you leaving that job?

Probe circumstances of jobs to determine if employment terminated due to negative behavior by offender.

Consider a resignation when they would have otherwise been fired to be a negative termination and score item.

YR

E

E

IN2

22




#15

Less than regular grade 10

Overall academic achievement is germane to stability of crime-free lifestyle.

Tell me about your education history.

What was school like for you?

Establish overall academic achievement.

Explore the individual’s motivation for terminating school when they did.

IIff tthhiiss iitteemm iiss ssccoorreedd,,

tthheenn iitteemm 1166 mmuusstt aallssoo

bbee ssccoorreedd..

Do not score if the client has completed the 10

th grade in a high

school or received a GED.

#16

Less than regular grade 12

Social achievement particularly of a significant academic milestone precludes return to criminal lifestyle.

Tell me about your education history.

What was school like for you?

Explore whether offender received high school diploma and any other certificates or degrees.

For the purpose of scoring the assessment, a GED alone is equivalent up to 10 years of regular school.

Score if offender received GED unless a higher degree or certification program (e.g., AA degree, trade school) was also completed.

Do not score if the client has graduated from a conventional high school.

Offenders without a High School diploma or a GED may need a referral for Adult Education or GED education classes

#17

Suspended or expelled at least once

Delinquent behavior is related to greater risk of relapse to criminal lifestyle.

Tell me about any disciplinary history while attending school.

What were the circumstances that lead to you getting expelled/suspended?

Probe incidences of truancy and reasons associated with missed days.

Explore criminogenic needs that might have triggered school incidents.

Score YES for in-school suspensions.

E

E

E

23




#18 Participation/ Performance

Involvement and interest in job is assumed to be a protective factor.

How do you like your job/school?

How do you think you’re doing?

Who told you that you were doing good/bad?

Explore job/school assignments. Determine whether offender is doing well and is receiving rewards.

This item must be scored with a rater box value of “0” if item 11 is scored.

If individual is in school and working, rate activity that is most important to individual.

This item considered a dynamic risk factor: see the rating code ‘anchors’ below.

If disabled, score this item as “2” in rater box.

At reassessment carefully review and re-rate the 13 dynamic risk factors that have rater boxes. Then review all other items for possible score changes.

Encourage the client to find more satisfaction in job while still employed.

SCORE THIS ITEM IF: DO NOT SCORE THIS ITEM IF:

#18

W O R K

Offender hates job or is bored with it. The offender can’t perform well and wants to change jobs. Individual has unreliable attendance or arrives late.

Offender dislikes the job and performs at a less than adequate level. Offender receives verbal rewards on an inconsistent basis.

Individual displays some interest in job, but desires a different type of job. Performance is adequate, but offender receives little appreciation from boss or co-workers for job well done.

Expresses a strong interest in job, pride in abilities/performance, reliable attendance, willing to work overtime, wants to stay in same line of work. Has received positive input for performance.

C

24




#18 cont

S C H O O L

Individual has active dislike of school and work activities. Homework assignments are often late or not completed. Individual is truant and wants to quit. Grades are below average (D or F).

Individual does not derive much enjoyment from school and is disinterested in classes. Individual misses some homework assignments and is receiving average to below average grades (C or D).

Individual enjoys schoolwork, but for some reason does not find the activities rewarding. Individual is regularly attending class and doing assignments, but may have difficulty understanding course material. (C or higher).

Individual maintains a high interest in schoolwork and school-related activities. Homework, readings, assignments are completed promptly and reliably. Individual rarely misses class. Average to above average grades.

#19

Peer interactions

Stronger peer cohesion indicates an interest in a higher degree of pro-social reinforcement through work or school.

Tell me about your relationship with co-workers/other students.

Tell me about the activities that you do with your co-workers /students.

Explore relationships with co-workers/student peers to determine if offender gets along with people seen on a regular basis.


If individual is in school and working, rate activity most important to individual.

This item is considered a dynamic risk factor: See the rating code ‘anchors’ below. If the person is a pensioner, disabled or homemaker, rate him/her a “2” in the rater box.


#19

W O R K

Individual has continuous problems with coworkers or is isolated from coworkers. Fighting and arguing frequently ensues with coworkers.

Individual actively dislikes coworkers or has only limited contact with them. Individual sometimes engages coworkers in arguments, but more often lets angry feelings toward others build up inside.

Individual likes fellow workers, but does not participate in activities unrelated to work with them.

Individual gets along with fellow workers. Time is spent together on breaks, on lunch and other leisure pursuits. Help each other on the job. Individual is cooperative and friendly to others.

C

25




#19

S C H O O L

Individual has significant, ongoing problems with peers or has virtually no contact with peers.

Participates in anti-social activities with peers.

Individual dislikes fellow students or has only limited contact with them. Individual sometimes engages peers in arguments, but more often lets angry feelings build up inside.

Individual gets along with student peers, but only infrequently associates with them for activities outside of school.

Offender gets along with fellow students and engages in other pro-social activities with peers outside of school. Individual’s best friend is at the same school.

#20

Authority interactions

Poor relations with figures of authority signify poor attitude and lack of concern or ability to deal with individuals in positions of power.

Tell me about your relationship with your supervisor.

How do you like your supervisor/instructors?

Do they like you?

Can you go to your supervisor/instructor with questions?

Probe frequency and type of interactions with supervisor, boss or instructors.


If individual is in school and working, rate activity that is most important to individual.

This item is considered a dynamic risk factor: see the rating code ‘anchors’ below. If the person is a pensioner, disabled, or homemaker, score him/her a “2” in the rater box.


#20

W O R K

Individual experience significant and continuing conflicts with supervisor. Offender won’t follow orders and frequently argues with supervisor. Individual feels the boss treats others better.

Individual dislikes supervisor, but puts on a front to get along with boss. Offender remains distant from boss, even when problems related to job arise.

Individual respects supervisor and talks to him/ her about work-related problems. However, avoids discussions except for important matters and does not approach supervisor for personal matters.

Individual shows respect, if not liking, for supervisor. Individual talks with supervisor, even regarding non-job matters, and would approach supervisor with problems. Orders are followed willingly.

C

26




#20

S C H O O L

Individual hates and avoids instructor(s). Offender heckles in class or argues with instructor

Individual dislikes instructor(s) and remains silent in class. Offender does not approach instructor with questions or problems outside of class.

Individual talks to instructor(s) only about course-related materials. Although offender shows respect for instructor(s), offender does not seek opinions or advice for personal/interpersonal problems.

Offender talks to instructor(s) in and out of class. Individual has sought or would seek the opinion of a teacher regarding a personal/ interpersonal problem or accomplishment. The individual respects teacher and values the teacher’s opinion.

27

FINANCIAL SUBSCALE

ABILITY TO SUPPORT A VIABLE PROSOCIAL LIFESTYLE:

Money/Management Budget Planning

Opportunities & Rewards for Legitimate Material Success

28

C. Financial



#21

Problems

Financial stability and self-sufficiency are pro-social. Problems are considered stressors, which may be indicative of anti-social attitudes or precipitators of inappropriate ways to get money. Financial problems may be an impediment to successful intervention and treatment.

What difficulties have you experienced in keeping up with bills?

Tell me about your financial situation as far as meeting your needs, i.e., paying debts, etc.

Are you behind in any debts or court-ordered obligations (restitution, child support, alimony)?

Explore bankruptcy, credit rating, liens, judgments, etc.

Do you have a bank account or credit card?

How do you handle a weekly (monthly) budget?

Tell me about any financial problems you have.

Past bankruptcy does not mean financial difficulties still exist.

Consider a referral to consumer credit counseling, Inc. or similar no-fee group.


#21

Severe difficulty, not managing financial situation.

Some difficulties in managing finances.

Current financial stability. Managing needs-debts well.

Long-term, effective management of finances.

Indicators of long-term financial security include the presence of health insurance and a retirement plan.

#22

Reliance upon social assistance

Dependence on fixed or occasional public assistance indicates a lack of self-sufficiency, increased discretionary time, and places limits on legally obtained income.

Have you received any assistance during the past year?

What benefits do you receive to supplement your income?

Explore income sources of household members.

Score item if client is receiving or has established pattern of receiving in the past year: TANF, food stamps, workers’ compensation, unemployment, disability income, etc.

Explore prevailing

YR

YR

YR

29

C. Financial



#22 cont

pattern of reliance on social assistance over past year.

Do not consider income from relatives as social assistance.

YR

30

FAMILY/MARITAL SUBSCALE

Availability of Meaningful Social Support

Biological (Genetic) and Social Learning Criminogenic Markers

31

D. Family/Marital



#23

Dissatisfaction with marital or equivalent situation

Satisfying family or marital situation indicates pro-social relationships and ties, which are negatively correlated with criminal risk.

Strong martial ties have been identified as one of the strongest protective factors. (Laub & Sampson, 1988)

Tell me about your current relationship.

What is your relationship like with this person?

How do you handle disagreements?

Probe further about arguments, conflicts, loneliness, divorce, or custody issues.

Explore a typical day at home.

Score if rating is “0” or “1”.

Count same sex partner as marital equivalent.

Score for relationships during past year.

If the client is not in a current relationship, rate the question on the client’s satisfaction with his/her single status.


#23

Unpleasant or hostile relationships. Family relationships involve abuse. Offender is frustrated or unhappy with single status.

Note that an abusive relationship scores “0” even if the client expresses satisfaction.

Conflicts or problems with satisfaction. Significant stressors, problems or conflicts resulting in dissatisfaction and some significant stressors, i.e., verbal abuse, lack of respect, indifference.

Relationship is mostly rewarding and caring. Relationship’s stressors are handled reasonably well.

Highly satisfying relationship. Satisfaction with “Single” status.

#24

.

Non-rewarding, parental

Parental influence is a behavioral control, which inhibits antisocial behavior and is a source of pro-social modeling.

Describe your relationship with your parent(s).

How do you and your father/mother get along?

What are the good times like with your parents?

Explore conflicts, arguments, and lack of contact.

Interviewer may want to probe early relationship history - but be sure to score only on past year.


For the purpose of this question, a “parent” is defined as the person(s), either biological or not, who

Look for presence of no-contact orders and/or other injunctions.

YR

YR

YR

32

D. Family/Marital



#24 cont

What happens when there is trouble with your mother/father?

How were you disciplined at home?

raised the client during his/her adolescence.

Score on past year interacting.

Score early family trauma to experiences under Emotional/Personal.

If both parents are deceased, rate “0” and score.

If a client was raised by person(s) other than his/her biological parents, regard them as the “parental figure(s)”.

If relationship with individual each parent/parental figure scores at extreme opposite ends of the 0-3 spectrum, eliminate the 0 and 3 option and rate the client 1 or 2 based on the parent that they have more contact.

YR

33

D. Family/Marital




#24 cont

Relationship absent, hostile, punishing, and/or uncaring.

Significant conflicts, (e.g., frequent arguments). Offender reports problems, dissatisfaction, and/or indifference regarding relationship.

Mostly rewarding, positive relationship. Good attempts at caring and positive influence. Maintains regular contact with parents.

Highly satisfying relationship. Obvious caring, affection and positive influence. Maintains regular contact.

#25

Non-rewarding, other

Uncaring, negative, or hostile relationships with relatives who have frequent contacts are indicative of poor social and problem-solving skills and a lack of pro-social modeling. Presence of caring, supportive relationships entailing regular contact with relatives represents bonds that provide pro-social modeling and controls.

Describe your relationship with other relatives such as siblings, grandparents, uncles or aunts.

Tell me about how you get along with other relatives you have contact with.

Are you close to any other family members?

Explore conflicts, arguments, and lack of contact.

What do your “in-laws” think of you?


Score for relationships during the past year.

Score for any family group or surrogate including others in extended non-traditional family roles (who may not have blood ties).


#25

Relationships are absent, hostile, or uncaring.

Significant conflicts, problems; positive modeling absent or infrequent.

Mostly rewarding, positive relationships. Positive modeling and caring is the most frequent situation. Gets along with most relatives.

Highly satisfying relationships. Regular, frequent contacts. Obvious pro-social modeling.

YR

YR

YR

34

D. Family/Marital



#26 Criminal family/spouse

Criminal family member(s) indicate negative modeling and exposure to pro-criminal influences and/or vicarious reinforcement of anti-social attitudes and behaviors.

Tell me about any family members who have been involved with the courts…

Do any of your relatives have a criminal record? Who?

What crimes have they been arrested for and/or served time?

Explore both juvenile and adult law violations.

Score this item if any close significant other or relative has a criminal record or an established pattern of criminal behavior.

Criminal record is defined as any conviction, deferred judgments or deferred prosecution for any criminal misdemeanor or felony

Take note as to whether the offending relative is currently at risk to continue to offend and is living in close proximity or in close relationship with the client.

E

35

ACCOMMODATION SUBSCALE

Level of Domestic Stability

Immediate Environmental Modeling Opportunities

36

E. Accommodation



#27

Unsatisfactory

A stable and comfortable residence can reflect ties to and participation in normal society. Dissatisfaction may contribute to decreased opportunity to form positive normative ties and attachments.

How do you feel about your living arrangement?

Do you like the place where you live? Tell me about it?

Explore the client’s comfort with the living unit.

Ask about housekeeping habits.

If incarcerated, rate the last residence.

Score this item if the rating is “0” or “1”, or if the client has no fixed address.

If homeless or accommodation is very inadequate, the need for other services or resources may suggest a referral.


#27

Mostly unhappy and dissatisfied. Wants to move, others want client to move, or client has no fixed address. Score here if the situation poses a serious threat to health or safety.

Unhappy and not taking action to improve the accommodation.

Satisfied with situation and willing to keep the place reasonably well maintained.

Happy and takes pride in residence and neighborhood. Keeps place in good condition. The client has long range plans to remain at his/her current residence.

#28

Three or more address changes last year/ number

A stable residence shows some ties to a neighborhood. Many changes in residence reflect insufficient neighborhood ties and could mean more exposure to or influence of pro-criminal attitudes.

During the past year, how many times have you changed addresses in the community?

Record number of address changes in last 12 months

Score if three or more changes in last year.

Count incarceration as one residence if the offender is not returning to residence they had prior to incarceration.

C

YR

37

E. Accommodation



#29

High crime neighborhood

In a high crime neighborhood there may be more opportunities for pro-criminal modeling and rewards for anti-social behaviors and attitudes.

A surplus of neighborhood deficits may have an overall destabilizing effect. (Currie, 1994)

What are the indications that crimes are committed in your neighborhood or that criminals live there?

Are there a lot of crimes in your neighborhood?

What are your safety concerns about where you live?

Are there burglaries or drug sales going on frequently?

Are people afraid to go out at night?

Do you have to be very careful about thefts?

Are there a lot of police in the neighborhood?

Explore roommate situation to determine if others in household are involved in crime.

Score if there is reasonable evidence of living in a high crime neighborhood. Poverty is not by itself evidence of this.

Score if drugs or stolen goods can be purchased in the neighborhood.

C

38

LEISURE/RECREATION SUBSCALE

Amount of Idle and/or Poorly Structured (e.g., Non Goal-Oriented) Time

39

F. Leisure/Recreation



#30

Participation in Recent Organized Activities

Recent regular involvement with a group of pro-social individuals is an indicator of attachment and bonds that would tend to constrain the individual’s criminal activities (Gottfredson & Hirschi, 1990).

What kind of organized activities have you participated in during the past year for social or recreation purposes?

What do you do for recreation?

Explore how frequently the activities occurred and whether they were compulsory or voluntary.

Organized activities are defined as those that occur on a regular schedule at which the individual’s presence is expected and his/her absence would be noted.

Concerning the individual who is participating in any compulsory activities for instance, self-help groups (e.g., AA, NA, etc.) consider the motivation or incentives for attending.

Does the individual take active participation in the group’s social activities? If the client does not take an active role in the social activities this item would score.

Is the individual receiving social rewards from participation?

If not, score item.

Score for prison activities if they have served more than two years. If less than two years score on the year prior to incarceration.

YR

IN2

40

F. Leisure/Recreation



#31

Could Make Better Use of Time

This item assumes that an excess of idle or discretionary time presents an added dimension of risk (Hirschi, 1969).

What kind of things do you typically do with your free time?

What are your current hobbies or interests? Specify what you’ve done lately.

In what active hobbies or interests are you currently involved?

When possible, obtain a few potentially verifiable details.

Discover in what ways the individual’s activities are rewarding and how that might impact other criminogenic need areas.

This item is considered a dynamic risk factor (see rater box anchors below) and rate before scoring the item.

Score when anti-social activities are identified, e.g., gambling, substance use, etc.

SCORE THIS ITEM IF:

DO NOT SCORE THIS ITEM IF:

#31

At this level, the individual has no leisure activities and is bored much of the time.

Engages in activities that place him/her at risk or involve criminal activity.

Absence of recreational activities.

At this level, the individual’s activities are sporadic and inconsistent in terms of gratification, e.g., occasional sketching, or strictly passive activities such as watching TV or movies. Leisure activities involve potentially risky behaviors, people, and/or settings.

At this level, the individual is involved in at least a couple different recreational activities, but either their involvement is inconsistent or the activities are not entirely rewarding.

At this level, the individual is involved in highly rewarding and satisfying activities.

YR

Y

41

COMPANIONS SUBSCALE

Connotes Most Potent Source of Rewards and Constraints

Often Reflects Current Social Values/Mores

Companions & Activities Have Reciprocal Influences

42

G. Companions



#32

Social isolate

Social isolation has been identified as a risk factor (Elliot, et al., 1985). Social isolation precludes ample pro-social modeling opportunities and, in itself, may reflect psychological disturbances or cognitive social skill deficiencies.

Give me a picture of who you hang out with most frequently.

Please tell me the first names of the people you socialize with on a regular basis.

How many of those persons do you feel or believe are close in some respects?

If you wanted advice about a serious personal matter, whom would you ask?

Explore what kind of activities the individual participates in with the friendship network and what they generally like to talk about.

Score the item if the individual lacks a significant, intimate and mutual relationship with a non-relative. The individual may express difficulty in meeting others or keeping friends, or is unable to get along with others. The individual may express extreme independence or disregard for the feelings and expectations of others.

If the individual engages in solitary activities, but not by his/her choice, this item should be scored.

#33

Some criminal acquaintances

The presence of some criminal acquaintances is associated with an opportunity for pro-criminal modeling, a concept that is considered a major risk factor (Andrews & Bonta, 1994; Gendreau, 1995; Elliot et al., 1987; Hawkins & Lam, 1987).

Of the people you just mentioned (reiterate by name if possible) which ones have been in trouble with the law, as far as you are aware?

Which of these acquaintances currently drink heavily or occasionally use drugs? Who might be headed for some problems with

Explore the scope of criminal involvement of the individual’s network and to what degree it is an accepted norm.

Score if the individual associates with some individuals who are not close friends, but have criminal records or are involved in criminal activity.

If item 34 is scored, then this item must also be scored.

For acquaintances or

YR

YR

43

G. Companions



#33 cont

substance abuse

How many of your acquaintances do things that could get them in trouble with the law? Who?

What experience have these people had with the court system?

friends that have criminal records but are now clearly pro-social and stable, do not count these individuals as a pro-criminal influence.

Clients, who were incarcerated, involved in N/A groups or substance abuse treatment for illegal drugs in the last year would score on this question.

#34

Some criminal friends

Attachments to pro-criminal others are a well-documented predictor of criminal behavior, with roots in both of the major explanatory theories in criminology: social control (Hirschi, 1969) and social learning, (Akers & Burgess, 1968).

At this point in the interview, that the subject’s friends are involved in unlawful behavior may already be apparent. If not, probe:

You’ve indicated ____ and ____ and ____ are friends of yours. Tell me about the kind of experience have they had with criminal behavior?

How do your friend’s feel about your recent behavior?

Describe your friends’ attitudes about the criminal justice system.

Explore the criminal orientation (to what degree they participate or support unlawful activities) of the individual’s friends.

Score if the individual has friends (who have criminal records or are involved in criminal activity.

Friends are associates with whom one spends leisure time, whose opinions are valued, who provide help when in difficulty, etc.

YR

YR

44

G. Companions



#35

Few anti-criminal acquaintances

Social networks and peer influence that are predomi-nantly or entirely supportive of criminal behavior represent “densely signaled rewards” (for criminal behavior) and are major criminogenic need factors.

The lack of anti-criminal companions indicates two things: first, there is a diminished opportunity to observe pro-social models, and second, there is an absence of companions who can actively reinforce pro-social behavior and discourage undesirable behavior.

How many of your acquaintances are basically against crimes in any form?

Try to explore the relative percentages of the acquaintance network.

Score this item if most of the individual’s social network appear involved in criminal activity or have criminal records.

Score this item if the client has few acquaintances who are not involved in criminal activity or who do not have criminal records.

If this item is scored, items 33 & 36 must also be scored.

#36

Few anti-criminal friends

Social networks and peer influence that are predominantly or entirely supportive of criminal behavior represent “densely signaled rewards” (for criminal behavior) and are major criminogenic need factors.

See also #35 above.

Of the friends you’ve discussed, how many of them have relatively strong feelings against criminal behavior, and are unlikely to violate any criminal laws?

Explore both the attitudes and the behaviors of the individual’s friends, relative to crime.

Score this item if the client has few friends who are not involved in criminal activity or who do not have criminal records.

If this item is scored, item 34 must also be scored.

YR

YR

YR

YR

45

ALCOHOL/DRUG PROBLEMS SUBSCALE

Onset, Intensity, Frequency, Style

Adverse Consequences (Disruption)

Readiness for Change

46

H. Alcohol/Drug Problems



#37

Alcohol problem, ever

An alcohol problem is considered a risk factor in terms of health and criminal behavior.

In what ways has alcohol impacted your life?

Have you ever had a problem with alcohol?

When did you first realize that you had a problem with alcohol?

Who told you that you had a problem with alcohol?

What are some of the not-so-good experiences you’ve had with alcohol?

How has your alcohol use affected your _____ (job performance, family life, school experience, health, etc.)?

Encourage the client to discuss the quantity, frequency and consequences (both negative and positive) of drinking.

If item 39 is scored, then this item must be scored.

Some clients will report heavy alcohol consumption but also claim it is/was not a problem. Determination alcohol “problem” is made by the interviewer rather than the client using the criteria that a problem constitutes any negative impact in a major life area, e.g., work, family, health, financial, etc.

Consider any positive urinalysis & Blood Alcohol results and related circumstances.

Behavior congruent with labels such as alcohol abuse, dependent, incipient and problem drinker will count.

#38

Drug problem, ever

A drug problem is considered a risk factor in terms of health and criminal behavior.

Have you ever had a problem with drugs other than alcohol?

Who told you that you had a problem with

Encourage the client to discuss quantity, frequency and consequences (both positive and negative) of drug use.

If item 40 is scored, then this item must also be scored.

Some clients will report heavy drug use but

E

E

47




#38 cont

drugs?

When did you first realize that you had a drug problem?

Tell me some of the not-so-good experiences you’ve had due to your drug use.

How has your drug use affected your _____ (job performance, family life, school experience, health, etc.)?

claim that it is/was not a problem.

The interviewer, not the client, determines assessment of drug problem.

Behavior congruent with labels such as drug abuse, dependent, addicted and problem drug user will count.

Consider any positive urinalysis results and related circumstances.

#39

Alcohol problem, currently

An existing alcohol problem is a risk factor in terms of health and criminal behavior.

How much do you typically drink in a week?

How would you describe your drinking pattern? Tell me more.

Encourage the client to describe the drinking within the last year and the negative consequences. Use open ended questions, i.e., how, what, when, where, why, etc.

If possible, get specific frequency and amount information.

Score or check if rating is “0” or “1”.

Consider any drinking while incarcerated.

At level 3, there is no evidence of current drinking problems. The client is an abstainer or controlled recreational user.

At level “0” or “1”, at least one of items 41-45 is applicable.

Items 41-45 are based on current use. If client has stopped drinking for more than a year, these items are not covered.

E

YR

IN2

48




#39 cont

Consider any positive urinalysis/BA results and related circumstances.

This item can in part be verified by the ASUS Disruption. score.


#39

Drinking more than three times a week and problems in more than one major life area: passing out; blacking out; drinking related arrests; employment or education problems; contacts with medical facilities for drinking related problems; withdrawal symptoms; personality changes; family or social problems; or recent diagnosis of Alcohol Dependence.

Drinking more than three times per week and problems in any one major life area; passing out; blacking out; drinking-related arrests; employment or education problems; contacts with medical facilities for drinking-related problems; withdrawal symptoms; personality changes; family or social problems; or recent diagnosis of Alcohol Abuse.

Drinks three or fewer times per week on average. Rarely drinks to intoxication with no problem indicators within past year. No diagnosis of dependence or abuse.

Drinks less than three times per week on average. Never drinks to intoxication and has no problem indicators within past year. No diagnosis of dependence or abuse.

#40

Drug problem, currently

An existing drug problem is a risk factor in terms of health and criminal behavior.

What is your current drug use like?

Tell me what drugs do for you.

What problems might they have caused?

Follow-up with simple prompts, i.e., “What else?”, “What other things?”

Encourage the client to describe drug use within the last year, both negative and positive consequences. Use open-ended questions, (i.e., how, what, when, where, why, etc).

Rate if the client perceives a drug problem.

Specify the drug(s) in space provided.

When assessing an incarcerated individual, consider the drug-using behavior during the

YR

IN2

IN2

YR

IN2

Y

R

49




#40 cont

year prior to

incarceration. Consider also any drug use while incarcerated.

At level 3, there is no evidence of a current drug problem. The client is either an abstainer or controlled recreational user.

Items 41-45 are evaluated based on current use.

If the client has not used drugs for more than a year, then these items are not covered.

If rated “0” or “1”, at least one of the items 41-45 is applicable.

This item can, in part, be verified by the ASUS Disrupt score.

Consider any positive UA/BA results and related circumstances.

YR

IN2

YR

IN2

50





#40 cont.

Using more than twice per week in the past twelve months & having more than one of the following: drug related arrests, employment/education problems, contacts with social and/or medical facilities for drug problems, withdrawal symptoms; personality changes and social or family problems. This level of problems is similar or pertains to drug dependence. A diagnosis of drug dependence would count.

Using twice per week or less in the past twelve months and/or any one of the following: drug related arrests, employment/ education problems, contacts with social and/or medical facilities for drug problems, withdrawal symptoms, personality changes, and social or family problems. This level of problems is similar or pertains to drug dependence. A diagnosis of drug Abuse would count.

Rare or infrequent, minimal use in past year, e.g., no more than three slips (isolated incidents) and no full relapse (return to prior level of problematic use).

No use in past year.

#41

Law violation

Patterns of crimes committed under the influence of alcohol or other drugs leads to or causes criminal behavior, i.e., substance misuse facilitates or instigates criminal behavior.

What crimes have you committed while you were drunk or high?

What types of crimes have you done to support your drug and alcohol use?

What charges directly related to alcohol or other drugs do you have?

Try to obtain a sense of what proportion of the offender’s crimes was committed while under the influence.

Explore any alcohol or other drug related charges, i.e., possession, sales, underage drinking, DUI/DWAIs, including positive tests for alcohol and other drugs.

Score if the use (not possession only) of alcohol or other drugs contributed, is now contributing, or could contribute to violation of law based on official record, client self-report, or your knowledge of client’s situation. Examples: trafficking in drugs to support a habit, B & E’s and thefts of property to fence for money for drugs; probation/parole

YR

YR

IN2

51




#41 cont

violations. Do not score if the only law violation is the actual use or possession of the drug or alcohol.

Do not score if drug transactions are determined to be exclusively for financial gain, review scoring the latter cases under Financial and Attitude and Orientation.

Evaluate over the course of the last 12 months.

#42

Marital/family

The client’s alcohol or other drug use contributed to problem with marital and/or other family situation or that significant others have had complaints about the client’s drug use or drinking. Substance abuse problems which erode significant pro-social bonds are assumed to increase criminal risk.

In what possible ways might your alcohol or other drug use have affected your marriage, family or your relationship with significant others?

In what ways has it detracted from these relationships?

Who in your family or among your close friends has complained about your drinking or drug use?

Score if the use of alcohol or other drugs contributed to problems with marital or family situation or significant others have had complaints about client’s drinking or drug use.

Evaluate over the course of the past 12 months.

YR

YR

52




#43

.

School/work

Substance abuse problems which interfere with critical pro-social role development are assumed to increase criminal risk.

How has your drinking or drug use contributed to school or work problems?

In what possible ways might your drinking or drug use have affected your job or schooling?

Score this item if the use of alcohol or other drugs contributed to problems with school or employment. Examples: hangover prevented client from going to school or work; asked to leave school or work because of alcohol or other drug use (review scoring items 17-18); loss of job due to intoxication (review scoring item 14).

Evaluate over the course of the last 12 months.

#44

Medical

The use of alcohol or other drugs which contribute to physical problems is indicative of higher risk behavior in general.

What types of health problems have you had due to drinking or drug use?

Has a health care professional ever told you to either quit or “cut down” on drinking or using?

Have the client describe his/her general state of health. Discuss how they feel physically and emotionally before, during and after drinking or using. Explore how the use of alcohol or other drugs may have affected the client’s physical condition.

Score if the use of alcohol or other drugs has contributed to physical complaints, or a health care professional has warned the client about alcohol or other drug use.

Evaluate over the past 12 months.

#45

Other clinical indicators

Extensive or extreme symptoms of substance

How often have you found yourself drinking in the morning as an “eye opener”?

Explore the following clinical indicators:

there is frequent use

Score if there is frequent use or high quantity of consumption, difficulty

YR

YR

YR

YR

53




#45 cont

abuse are associated with poor self-regulation skills and therefore place an individual at a greater risk for criminal behavior.

Do you suffer from _____? (insert items from clinical indicator list)

Tell me about any other negative consequences you have experienced because of your drinking or drug use.

and a high quantity of consumption;

drinking to unconsciousness;

difficulty reducing intake;

financial difficulties due to use;

use of substances to avoid hangover or a withdrawal;

D.T.’s;

use of substance first thing in the morning;

sneaking drinks or ‘fixes’;

blackouts;

in reducing intake, financial difficulties due to use, use to avoid withdrawal including hangover, using as an “eye opener”, sneaking, having to be detoxed,

If possible, cross check with individual items and/or criteria on other substance use assessments.

Evaluate over last 12 months.

List indicators in space provided.

YR

YR

54

EMOTIONAL/PERSONAL SUBSCALE

Mental Health Issues

Emotional Management/Self-Regulation Skills

Anti-Social Personality Features

55

I. Emotional/Personal



#46

Moderate interference

Mild anxiety (insomnia, worrying), mild depression (quiet, withdrawn) etc., can interfere with an individual’s ability to respond to occupational, social and psychological stressors. Coping deficiencies in the latter areas may be related to greater risk for criminal behavior.

In terms of managing your emotions, what are some of the good things you do, and what are some of the not so good things?

Tell me about emotional state over the past year.

What kind of stressors have you had to cope with recently?

Explore how mild emotional disruption or constraints may be impinging the individual’s overall lifestyle balance.

If item 47 is scored, this item must also be scored.

Examples of moderate interference or emotional distress: signs of mild anxiety (insomnia, worrying), mild depression (quiet, under assertive).

Consider scoring this item even if the client’s emotional and cognitive functioning seems stabilized through mental health intervention.

Assess client’s level of functioning over the course of the last 12 months.

Clients who exhibit some psychopathic traits (e.g. Self-centered, Lacks remorse, Superficial, etc.) would score. *See HARE Psychopathy Checklist-Revised

#47

Severe interference, active psychosis

Active psychosis and other severe emotional and cognitive problems can

Have you ever seen a mental health professional?

Describe the nature of your emotional problems.

Score if there are any indicators of a serious mental health problem. However, the main intent is to detect active

YR

YR

56




#47 cont

severely interfere with an individual’s ability to respond to life’s stressors and to the quality of functioning in the real world.

Item also assumes that severe interference can significantly increase the risk of criminal behavior.

psychosis.

Consider the following questions before scoring:

Is there concern over emotional stability?

Is psychiatric consultation being considered?

Is voluntary admission to a psychiatric facility being considered?

Is commitment to a psychiatric facility needed?

Is there imminent suicide risk?

Is interference so severe as to require a mental health consult in planning for service to the client?

Severe emotional and cognitive interferences may also be detected by observing the following indicators:

excessive sweating;

extreme passivity or aggression;

verbal abusiveness;

odd or strange verbalizations;

YR

57




#47

cont

very slow or very fast speech;

rambling conversation;

auditory and/or visual hallucinations;

delusional thinking;

A score of < 20 on the Mini-Mental Status Exam (MMSE) would warrant scoring this item;

Assess client’s level of functioning over the last 12 months.

#48

Mental health treatment, past

Offenders who received prior mental health treatment are at greater risk for subsequent mental health problems, and, in turn, also share an increased risk for criminal behavior.

Why did you see a counselor or mental health professional?

What medication(s) have you ever taken for nervousness, anxiety, depression, insomnia, or school problems?

Why was/were the medication(s) prescribed?

How did your counseling progress?

What were the results of your counseling?

Score this item if the client has ever seen a mental health professional. (Psychiatrists, psychologists, social workers, pastoral counselors and mental health workers will count.)

Count substance abuse therapists if dual diagnosis was a presenting issue.

Do not count routine psychological screens, profiling and intake interviews if these procedures are administered categorically to all program intakes.

E

YR

58




#49

Mental health treatment, present

Offenders who are receiving current mental health treatment are at greater risk for subsequent mental health problems, and, in turn, also share an increased risk for criminal behavior.

Why are you seeing a counselor or mental health professional?

What medication(s) are you currently taking for nervousness, anxiety, depression, insomnia or school problems?

Why was/were the medication(s) prescribed?

What type of physician(s) wrote the prescription(s)? (General, family practitioner, internist, ob-gyn, psychiatrist, other)

How is your counseling progressing?

Score this item if the client is currently seeing a psychiatrist, psychologist, social worker, pastoral counselor or mental health worker.

Score this item if client has been in treatment in the past 12 months. Score this item if the prescribing physician is/was a psychiatrist, the medication was an anti-psychotic (for schizophrenia), a mood stabilizer (for bi-polar affective disorder), or if any of the medications listed on the chart (see “Medications Used to Handle Psychiatric Problems” in training manual) were/are used in conjunction with past or current mental health treatment.

#50

Psychological assessment indicated

Clients with apparent present symptoms may need immediate attention and are at greater risk for

At this point in the interview, many of the mental health and treatment issues of the individual should have become somewhat more clear and obvious.

intellectual functioning

academic/vocational potential and/or interests

excessive fears; negative attitudes

Score if client’s presentation of self is in accordance with five of the following 6 features of the psychopathic personality:

1. Superficial

2. Grandiose

YR

YR

59




#50 cont

criminal behavior until these mental health needs are addressed in treatment.

If any probes are used, they should be tailored to material that has surfaced in the previous interview, to determine if any further assessment is warranted.

towards self, depression, tension

hostility; anger; potential for assaultive behavior; over-assertion/aggression

impulse control; self-management skills

interpersonal confidence and/or skills; under-assertive

contact with reality; severe withdrawal; over-activity; possibility of delusion/ hallucination

disregard for feelings of others; possibility of reduced ability or inability to experience guilt/shame; may be superficially “charming” but appears to repeatedly disregard rules and feelings of others

criminal acts which don’t make sense or appear irrational

3. Deceitful

4. Lacks remorse

5. Lacks Empathy

6. Doesn’t accept responsibility

Score this item if the prescribing physician is/was a psychiatrist, the medication was an anti-psychotic (for schizophrenia), a mood stabilizer (for bi-polar affective disorder), or if any of the medications listed on the chart (see Appendix V) were/are used in conjunction with past or current mental health treatment.

YR

60

ATTITUDE/ORIENTATION SUBSCALE

WHAT THE INDIVIDUAL VALUES AND APPRECIATES, E.G.:

Pro-social Activities

Pro-criminal Activities

Conventional Norms

Non-Conventional Norms

Criminal Justice System/Corrections Mission & Objectives

61

J. Attitude & Orientation



#51 Supportive of Crime

A criminal value orientation is consistent with extreme instrumentality - where the ends always justify the means. This amoral orientation is strongly associated with future criminal behavior (Bonta, 1995; Andrews, 1985), antisocial personality disorder and psychopathy (Hare, 1996; Hare, et al., 1992).

(Many of the indicators for this item should already have been uncovered during the course of the earlier interview.)

What’s the worse thing you’ve ever done to anybody? (e.g., causing someone pain, distress or loss)

How many of those persons do you feel or believe you are close to in some respects?

How do you feel about what you’ve done (your crime)?

Look at the offender’s current overall attitude towards his/her supportiveness of crime.

Review both the content and the affect the individual has presented throughout the course of the interview; to what degree are they: self-centered; high sensation-seeking; indifferent or callous towards others?

Explore how the individual understands and relates remorse to their victims; in particular, assess their ability to experience real empathy (vs. intellectualize it).

This item is considered a dynamic risk factor; see the rating code ‘anchors’ below.

C

62





#51 cont

The individual places emphasis on the usefulness of criminal activity. Motives are more readily served by crime than by non-crime. The individual expresses rationalizations for law violations (e.g., “It wasn’t my fault.” “No one was hurt.” “The cops were always on me for something.”). The individual does not appear to have the ability to genuinely be sensitive to the feelings and wishes of others, including the victims of criminal behavior.

At this level the individual expresses guilt or remorse for the victim(s) but mixed other expressions of self-concern e.g., “If only I had done such, I wouldn’t have been caught.” This level of rating reflects a person with a mixed orientation to criminal behavior, who is in essence, is still willing to “bend the rules” when they will benefit.

At this level the individual’s recent behavior and self-disclosure indicate their basic inclinations are pro-social. They have a sense of respect for rules beyond just talking the talk. They may sometimes have minor trouble with boundaries and taking responsibility but not to the extent they would support pro-criminal behavior.

Individual has some awareness of the effects of this criminal behavior on the lives of others.

At this level, the individual places an emphasis on the negative consequences of law violation for the offender, the victim and the community. Accepts responsibility for his/her own actions and the consequences of those actions. The client rejects, or places more realistic limits on rationalizations or justifications for law violations. Identifies with the victim of the crime, and expresses the risks involved in associating with criminal others or accepting their values.

C

63




#52

Unfavorable Toward Convention

Here, “convention” means an alternative to crime and criminal (fast) lifestyle. Lifestyles predicated on sensation-seeking, “getting over” and a general acceptance of criminal orientation are associated with poor informal social controls and problematic modeling of vicarious rewards for antisocial behaviors.

Where do you see yourself being five years from now?

What will life look like for you five years from now?

What do you think the payoff is for people who work their whole lives in less than ideal jobs, with hardly enough pay?

Probe and explore the individual’s basic life orientation; are they looking for quick fixes or are they committed to something basically stable and pro-social?

Be sure to examine the individual’s affect; is it glib and superficial?

This item is considered a dynamic risk factor; see the rating code ‘anchors’ below.


#52

The individual has a generalized disregard for convention/non-crime alternatives. Non-supportive, hostile and rejects the underlying values of society. The individual has weak ties to conventional settings such as home, family, school and work. Negative, hostile and rejecting of non-criminal others (“I don’t care what they think”). Invalidates or

rejects non-criminal activities (and their rewards) and has a tolerance for deviance in general.

The individual has a selective disregard for convention/non-crime alternatives. On the one hand, the individual is supportive of many pro-social activities (e.g., school, work, organized sports, etc.) while on the other hand, is also supportive of specific criminal behaviors (e.g., drug use, battering, macho violence in general, etc.).

The individual is supportive of a relatively pro-social lifestyle. Few ties to conventional settings (home, family, school, work) that are fairly strong. Is generally rejecting criminal values and orientation, but may benefit from some further values clarification.

The individual’s unsolicited endorsements of conventional norms and

behavior throughout the interview is as important in scoring as any responses to explicit probes in this area.

The individual is committed and invested in society’s institutions (government, business, family, school, and spiritual institutions) and their underlying values (order, peace, justice, love, etc.) The individual indicates positive functions of conventional activities, e.g., working, studying, playing sports, etc., and places an emphasis on rewards of such activities.

C

C

64




#53

Poor Attitude Toward Sentence/Conviction

Offenders emphasizing discrepancies between their crime and its subsequent sanctions are more likely to engage in techniques of neutralization (Sykes & Matza, 1957), a personal endorsement of antisocial/ pro-criminal sentiments (Glueck & Glueck, 1950; Andrews & Bonta, 1994).

In what ways do you think justice was served by your sent sentence?

How might the sentence be unfair?

Try to explore the degree to which the individual assumes full responsibility for the consequences of their criminal behavior.

Assess the client’s current attitude towards his sentence.

If the assessment was completed with a presentence report, assess the client’s attitude towards the fairness of conviction and possible sanctions.

Score this item if the individual denies the fairness or appropriateness of the sentence.

#54

Poor Toward Supervision

The best predictors for recidivism have been found (Gendreau, 1995) to also be the best predictors for institutional misconduct. While some of these items may not be equally predictive for field supervision, i.e., technical violations (Peter-Silia, 1991) they undoubtedly tap the same construct - tendency towards rule-breaking behavior.

What do you expect probation (comm. corr., prison, whatever the specific supervision setting) will be like?

What do think is reasonable in terms of the benefits or the negative consequences that will result from it?

What will be the benefits or the negative consequences from being supervised on probation?

Explore whatever cost-benefit analysis the individual is presenting in the light of the overall pattern - doing both reality testing and affirmation when possible.

Assess the offender’s current attitude regarding supervision.

Score this item if the individual objects to classification or placement, and/or there is an unwillingness to comply or cooperate, or to seek assistance for significant problems.

C

C

65

APPENDIX I

The following residential programs/halfway houses are known to house only “correctional customers.”

Program Town

APT Transitions Bridgeport

Berman Treatment Center Hartford

Bridge House Brooklyn

Brooklyn House Brooklyn

Cheyney House Hartford

Cochegan House Uncasville

CSI Torrington

CSI Chase Center Waterbury

CT Elm City Women’s and Children New Haven

Fellowship House New London

Fresh Start Hartford

Hartford House Hartford

ISIAH I Bridgeport

ISIAH II Bridgeport

Jail Reinterview New Haven

Johnson House Hartford

LMG Gunster WIN Program Stamford

Maple Street House Bridgeport

Mary Magdalene Bridgeport

McCall Foundation (Fenton) Torrington

McCauliffe Manor Litchfield

Next Step Willimantic

66

Project Green New Haven

Quinlan Cottage Norwalk

Roger Sherman New Haven

Rogers House Waterbury

Silliman House Hartford

Walter Brooks New Haven

Watkinson House Hartford

67

APPENDIX II

LSI-R Notesheet

68

LEVEL OF SERVICE NOTES

CRIMINAL HISTORY (1-10)

EDUCATION/EMPLOYMENT (11-20):

FINANCIAL (21-22)

FAMILY/MARITAL (23-26)

69

ACCOMMODATION (54-67):

LEISURE/RECREATION (30-31):

COMPANIONS (32-36):

ALCOHOL/DRUG PROBLEMS (37-45):

70

EMOTIONAL/PERSONAL (46-50):

ATTITUDE/ORIENTATION (51-54):

71

APPENDIX III

MEDICATIONS USED TO HANDLE PSYCHIATRIC PROBLEMS

72

MEDICATIONS USED TO HANDLE PSYCHIATRIC PROBLEMS

Major Depression: Tricyclic antidepressants: imipramine (Tofranil, Janimine), desipramine (Norprmin, Pertofrane),

amitriptyline (Elavil, Endep), nortriptyline (Pamelor), doxepin (Sinequan, Adapin), trimipramine (Surmontil), protriptyline (Vivactil), maprotiline (Ludiomil).

Monoamine oxidase (MAO) inhibitors: phenelzine (Nardil), tranylcypromine (Parnate), isocarboxazid

(Marplan), pargyline (Eutonyl), selegiline. New antidepressants: fluoxetine (Prozac), trazodone (Desyrel), amoxapine (asendin), alprazolam (Xanax),

bupropion (Welbutrin), sertraline (Zoloft), Ritanserin, paroxetine (Paxil). Stimulants used as antidepressants: amphetamines (Dexedrine, Biphetamine, Desoxyn), methyphenidate

(Ritalin), pemoline (Cylert). Bipolar Affective Disorder (manic-depression): Lithium: (Eskalith, Lithobid) Others: carbamazepine (Tegretol), calproic acid (Depakene), clonazepam (Klonopin). Schizophrenia: Phenothiazines: trifluoperazine (Stelzine), fluphenazine (Proloxin, Permitil), perphenazine (Trilafon),

chlorpromazine (Thorazine), thioridazine (Mellaril), mesoridazine (Serentil). Others: halperidol (Haldol), thiothixene (Navane), loxapine (Loxitane), molindone (Moban, Lidone),

clozapine (Cllozaril), pimozide (Orap). Generalized Anxiety Disorder:

Benzodiazepines:

Short Acting: 2-4 hour duration of action: alprazolam (Xanax), oxazepam (Serax), lorazepan (Ativan), triazolam (Halcion), temazepam (Restoril).

Long Acting: 6-24 hour duration of action: diazepam (Valium), chlordiazepoxide (Librium), clorazepate (Tranxene), clonazepam (Klonopin), prazepam (Centrax), halazepam (Paxipam).

Nonbenzodiazepines: buspirone (Bu-spar).

Obsessive-CompuLSI-Rve Disorder (OCD):

Clomipramine (Anafranil), sertraline (Zoloft), fluxotine (Prozac) Panic Disorder:

First-line drugs: (medications which should be tried first to control panic): imipramine (Tofranil), desipramine (Norpramin or Pertofrane), alprazolam (Xanax).

73

Second-line drugs: phenelzine (Nardil), tranycypromine (Parnate), clonazepam (Klonopin).

Beta blockers: propranolol (Inderal), atenolol (Tenormin).

School Phobia:

Beta blockers: propranolor (Inderal), atenolol (Tenormin).

MAO inhibitors: phenelzine (Nardil) Post-traumatic Stress Syndrome:

First-line drugs: benzodiazepines and sedatives in treatment of generalized anxiety disorder.

Second-line drugs: antipsychotics as in the treatment of schizophrenia Sleeping Disorder:

Sleeping pills: flurazepam (Dalmane), triazolam (Halcion), temazepan (Restoril).

All drug names capitalized are registered trademarks (brand names).

74

Hare Psychopathy Checklist-Revised

Part (Factor) One (1)

Superficial

Presentation is shallow and difficult to believe

Displays of emotion do not appear to be genuine

Attempts to portray self in a good light

Tells unlikely stories; has convincing explanations for behavior

Alters statement when challenged with facts or inconsistencies

Users technical language and jargon, often inappropriately

Conversation and interpersonal behavior are engaging

Grandiose

View of abilities and self-worth is inflated

Self assured and opinionated

Exaggerates status and reputation

Considers circumstances to be the result of bad luck

Sees self as a victim of the system

Displays little concern for the future

Deceitful

Manipulates without concern for the rights of others

Distorts the truth

Deceives with self-assurance and with no apparent anxiety

A fraud artist or con man

Enjoys deceiving others

Lacks Remorse

Appears to have no capacity for guilty; no conscience

Verbalizes remorse in an insincere manner

Displays little emotion in regard to actions

Does not appreciate impact on others

Concerned more with own suffering than with that of the others

Lacks Empathy

Cold and callous

Indifferent to the feelings or concerns of others

Unable to appreciate the emotional consequences of actions

Expressed emotions are shallow and labile

Verbal and nonverbal expressions of emotion are inconsistent

Doesn’t Accept Responsibility

Rationalizes; downplays the significance of acts

Minimizes the effects of behavior on others

Projects blame onto others or circumstances

May maintain innocence or minimize involvement in crimes

level of service inventory scoring guide may 2009 - word doc · 2019. 4. 11. · scoring the lsi-r...

Documents