Communication for Change

1.1 Define Communication for Change.

A style that connects offenders feeling with their actions and their consequences.
1.2 Describe why staff may collectively be able to have more impact upon offender behavior
than even intensive treatment programs.
Offenders spend little time in treatment programs, repeated interactions outside treatment
reinforces the intervention.
1.3 Contrast command and control and coaching and guiding styles of offender
management.
Command and Control - giving orders, force, direct; results in resistance and hostility.
Coaching and Guiding - helping offenders see negatives of their behavior and make changes in
themselves.
1.4 Explain who communication for change can be used with.
Many situations, not just with offenders.
1.5 Explain why this style is considered to be a low risk style that can work to strengthen
relationships.
Reduces resistance, offenders more likely to change behavior and thinking.
1.6 List 3 reasons for using this style.
1) Reduce misconduct
2) Reduce prisoner grievances
3) Offenders think about results of their actions
4) Decreases assaults
5) Decrease tension
6) Increase healthier thought process
7) Decrease incidents and parole violations
8) Safer home visits
1.7 Describe what is meant by the term change talk and why this is important.
Discussion about making positive change, increases self-motivation.
1.8 List the benefits to using communication for change.
See 1.6
1.9 Define external controls and internal controls and contrast their long term impact on risk.
External: incapacitation/incarceration, direct supervision, electronic monitoring, drug testing,
restraints, graduated sanctions; leads to short term change but not long term reduction of risk.

Internal: treatment programs, collaborative communication, challenging offenders to choose

pro-social behavior, offender responsibility and ownership, teach and support self-management;
leads to long term change in recidivism.
1.10 Define and describe pro-social skills.
Self-reflection, objectively and fully examine your part; empathy; ends-means-reasoning; enter
into win-win solutions.
1.11 List and describe the 4 levels of communication
1) No communication
2) Operational communication
3) Human Respectful communication
4) Human Connection - Cognitive Reflective Communication (CRC)
5) Disrespectful communication
2.1 Describe the attitudes and beliefs needed to make this human connection that allows us to
effectively use deeper and intrusive communication.
Change is possible, supportively challenge, right to choose, greater safety for public, invest in
offender success, more staff involved = greater potential, objectivity, respectful communication,
patience, enhance offenders reasons.
2.2 Define objectivity as it applies to making a human connection.
Remove biases, re-examine our thoughts, motives, and behaviors
2.3 Explain what studies show about confrontation styles and non-confrontational styles and the
impact on change.
Confrontation doesnt work, Non-confrontation does, addresses motivation
3.1 List and describe 5 characteristics of cognitive reflective communication techniques.
1) Universal application
2) Promotes positive relationship
3) Influence their own thinking, behavior, and motivation.
4) Avoid being critical
5) Desire to help make a difference
3.2 List the 3 goals of the CRC process.
1) Gain awareness of detrimental though habits
2) Learning to self-challenge
3) Substitute rational beneficial thought processes
3.3 List and describe the 6 steps of the CRC intervention.
1) Observe their behavior
2) Think about your thinking
3) Plan the approach
4) Dig at cognitive/emotional roots
5) Reflect and connect

6) End the conversation and leave them thinking

3.4 List the potential benefits to the offender from CRC interventions.
Learning to reflect inward; learn the connection between inside (thinking and feeling) and
outside (behavior); learn cognitive internal awareness; begin to see internal risk patterns; begin
to accept responsibility for internal dialogue; controlling behavior comes from awareness of
internal behavior and changing internal workings; see us as supporters of change and seek us
out to process and communicate.
3.5 State the number of CRC interventions that are needed for lasting change.
No set number
3.6 List 6 traps or things to avoid when using a cognitive reflective communication
intervention.
1) Dont lecture or push them to change
2) Dont try to solve their problems
3) Dont try to fix them
4) Dont try to cure them
5) Dont give them advice
6) Dont talk about your problems
4.2 Explain how CRC intervention can also be used for behaviors that are reported and not
personally observed.
Allow offender to give his account of story and do CRC intervention.
5-6.2 State 2 guidelines for determining if an issue raised by a prisoner should be reported.
If it is a healthcare or legal issue.
5-6.3 Describe when even appropriate and well-meaning conversations become inappropriate.
1) Set clear boundaries
2) Stay within responsibilities and expectation of your position
3) No flirting
4) No inappropriate humor
5) Dont let any conversation interfere with your safety/security responsibilities
6) Be respectful and open to appropriate communication, but not friendly
7) Stay respectful and be responsive to sensitive issues
8) If an offender tells you something that can have a negative impact upon security
and order report it immediately to the supervisors and document what was said
9) Report/document a misconduct report if their behavior is rule violation
10) If a prisoner tells you he is going to hurt himself, report immediately
11) Minor complaints and conflicts with other prisoners can be used to promote prosocial behavior and positive consequences
12) Focus on one issue at a time
13) Ignore what was said - minor lies and exaggeration
14) Listen without agreeing or committing yourself to action
15) Directly explain this subject is inappropriate and they must stop
16) Consult with a supervisor or more experienced peers about offenders comments

17) Refer the offender to someone with the knowledge, expertise, and responsibility
to deal with the issue
18) Dont give advice or take on offenders problems as your own
19) Steer the conversation away from inappropriate and toward positive areas
5-6.4 Describe how an employees role or job description has an impact on the appropriateness
of a conversation topic.
Offenders needs might be above your pay scale.
5-6.5 List 3 options for redirecting an offender who makes an inappropriate comment of begins
to talk about a subject you do not want to discuss.
Refer to some of the answers in 5-6.3
5-6.6 Compare and contrast being friendly with being respectful.
Friendly is unprofessional, respectful is appropriate.
8.1 Define de-escalation
Using your communication and people skills to help people regain control of their emotions and
reduce the likelihood of violence and other inappropriate behaviors.
8.2 Describe the escalation spiral.
People became angry and frustrated, go through process of becoming more and more agitated
until they lash out verbally and/or physically.
8.3 Describe an escalation pattern.
Can occur over varying timescales, some have ritualistic pattern of anger, may direct emotions
toward objects or people, as you work with same offenders over time youll learn their escalation
patterns.
8.4 Describe the relationship between de-escalation and modeling socially acceptable behavior.
Teach offenders to better manage their emotions and behaviors. Handle situations well to
impact long term offender success.

8.5 Describe why it is important to understand your own hot buttons and patterns of anger.
Model de-escalation and pro-social behavior with your own actions.
8.6 List 6 principles of de-escalation
1) Use self-control
2) Avoid the behaviors associated with escalation
3) Project a calm, confident and attentive appearance
4) Position yourself for safety
5) Use verbal and listening techniques that restore calm
6) Ask for help when you need it

8.7 List several behaviors associated with escalation.

Arguing, commanding, swearing, insulting, yelling, threats, embarrassing
8.8 Describe why maintaining some distance from an agitated person is important.
Personal safety and giving them a chance to cool off.
8.9 Describe how the voice should be used in de-escalation.
Calm, firm and low. Speak slowly and evenly.
8.10 List 3 active listening skills
Ask questions to keep them talking; use reflections, summaries, and encouragers; listen without
judgment; use short, direct, simple sentences.