Georgia State Board of Pardons and Paroles Gf\ PZ~o /I Pl REPDR10PA R 0 Vol. 1 No. 1 Winter 1998 L E .yo ('>z:;;,v a;~,- \b~ H ,Y~our' f::' k<: '\ c,<, How do responsible adults handle life situations? Lafayette Parole Officer Gladys Wood leads a Cognitive Skills Training group where parolees learn effective ways of not just coping but succeeding in their lives. It's a demanding program for both parolees and instructors. Story on page 2. New program targets hard-to-reach offenders moves to front of the class Message from the chairman Board's Field Supervision Parole Briefs News about employees Parole director gives facts New program targets hard-to-reach offenders L ast spring under Parole Board order one hundred fifty - mostly unwilling - parolees began a rigorous course designed to help .... ..... them change their ways of perceiving and dealing with the world. Four months later two thirds of them, many accompanied by their families, accepted their diplomas from parole officials in graduation exercises held around the state. Most of the men were smiling, some were teary-eyed, and a few looked stunned. "Aside from prison," one man said, "this is the first .......,.,_., ..,.................. ~~Aside from prison," one man said, "this thing I've ever completed." The Cognitive Skills Training program, developed in Canada 15 years ago, focuses on repairing some of the faulty thinking patterns that lead to criminal behavior. is the first thing I've Through structured, interactive learning exercises such as ever completed." role play and group discussions, some of the least-likely-tosucceed parolees devote two evenings per week for 17 weeks to improve skills in problem-solving, critical reason- ing, impulse control, and social skills, to name a few of the modules that directly target those areas where offenders show deficits. Parole Board staff, mostly parole officers, receive federally funded training to become certified Cognitive Skills coaches and then devote several hours each week to preparing lessons for their groups. "The program is special because it's designed for those who need it most," says Dee Bell, who heads the unit that administers the program. Bell says many programs, public and private, target lower-level offenders or those with additional support systems in place to ensure a higher success rate. "But we need to work intensely with the higher-risk offenders," she says. "We have a window of opportunity during parole to build some struc- ~~~'~".-.. . ....., ...., .........,. ture and get them started on a new path before their sen- "The guys jumped tence expires. Cognitive Skills is the most powerful inter- up and down with vention program we've found for that category of offender." Selection practices ensure population consistency so the joy when they heard program can be evaluated. By a centralized computer they were chosen process, sex offenders and those with low aptitude are elim- for the group- the COntrol group ... " inated, as are those with high "grid" scores (agency predictors of parole success). To the pool of eligible candidates, district parole chiefs, Cognitive Skills coaches, and other parole officers may add names of parolees under supervi- sion whose attitudes or behavior need improvement. Computers at Atlanta headquarters randomly divide the candidate pool into two groups: partici- pants and control. "The guys jumped up and down with joy when they heard they were chosen for the group- the control group, that is," says Gladys Wood, Lafayette-area coach. Program Basics: 70 Hours of training commonly arranged in twice-weekly 2-hour sessions for 17 weeks. Average class size 7-12 "I dreaded the first class and spent hours preparing for it," Wood recalls. "Then it was so well received I thought I'd overreacted. So I went into the second class with some confidence, which was immediately shattered. These men glared at me with their arms crossed, not saying a word. I thought, Uh oh, this is going to be a long summer." Other coaches report the same pattern. John Prevost, who along with coaches David Carter and Eric Frasier taught a DeKalb group, said the parolees were suspicious. "They feared it was some new scheme to trick them back into prison. Then they decided it was a form of brainwashing. They simply could not accept that it was a genuine attempt to help them learn ways to be successful in the world." "You realize in teaching the class how different thinking patterns emerge," Gladys Wood says. "It amazed me, for example, that no one in the class had ever played games before. It was a complete novelty to them that learning could be non-threatening." While coaches monitor progress in class discussions, they anxiously wait for the first reports of behavior change. Only then do they . . .... know parolees are accepting and internalizing the concepts. ;;One parolee in our group was really upset by a work supervisor who watched him like a hawk, waiting for the parolee to mess up," Prevost reports. "After studying social and negotiation skills this parolee went to the supervisor and told him his concerns. They talked and, amazingly, resolved the matter without argument. Anyone who has worked with offenders knows the usual outcome of this situation: the parolee blows up and walks off the job. Adult, assertive behavior is almost unheard of." Criminal justice experts say that learning to hear and appreciate another person's viewpoint is a major step toward a life away from crime. Program practitioners are seeing that the structured, progressive introduction of simple skills that offenders never learned through role models and environment can alter destructive, egocentric behavior. In fact, many parolees who have completed the program report that the ability to "see the big picture" rather than just their immediate concerns has provided them with the quickest and most dramatic reinforcement of their new way of dealing with the world. Canadian research shows that the program reduced recidivism by 40 percent. Colorado, impressed by results of their state's pilot project for substance abuse offenders, expanded the program to adult residential facilities, boot camp programs, and intensive juvenile probation. Georgia Parole researchers are tracking graduates of the program until three years after parole discharge. The program looks promising, consistent with success curves shown by other longer-running programs, but agency officials say the bottom line will be statistical, not anecdotal, proof that- in Georgia- it prevents offenders from returning to prison. ::' Cognitive Skills Training Problems in conducting program: time and transportation Most sessions are conducted during evening hours. Parolees, particularly those in rural areas, may live miles from a parole office. Typically parolees have unreliable transportation and may not be licensed to drive. One Lafayette employer was so impressed by his employee's improvement, he drove the parolee to and from the twice-weekly sessions- a 40-mile round trip. Why no women? The parole population is overwhelmingly male. Classes cannot be mixed. The agency plans to start a group for women in 1998. What happens to those who don't complete? Dropping out of the program is a parole violation which often results in revocation. Parolee moves to the front of the class ressed in a dark blue three-piece suit and standing tall at the podium of a packed auditorium, the young man personified the goals of the program he praised. A high school drop-out, a felon, a man who says he lived in the background of his own life, calmly addressed an audience of government officials and private citizens at the Board's public meeting. Chris Lazenby spoke about Parole's Cognitive Skills training where he was unlocking the code of behav- ior and attitude that other "regular people" seemed to live by so effortlessly. It's a tough program, he said, and it's for the toughest audience- parolees who don't want to hear it. He struggled for the right words to convey the impact of the train- ing on his life. Finally he blurted out: "I just love Cognitive Skills! Thank you for having this program!" The audience broke into applause as Chris floated back to his seat. A month later Chris shuffled into the visiting room on the arm of a deputy. The dress-for-success attire had been replaced by a orange jump suit, standard issue of the McDuffie County jail. Yet he greeted his Cognitive Skills Instructor Kathy Ruddy and his Parole Officer Darin Floyd with an eager grin, as if anticipating congratulations. And indeed Ruddy and Floyd spied a little gem of victory under the surface of this predicament. The success of any rethinking program for offenders 11ln the Cog class I got a taste of what it must be measured in the context of their difficult and complicated lives, they said, and Chris's story is an example. "Chris just blossomed in the Cog Skills classes," says Kathy was like at the front of the room," Chris says, "and I liked it." Ruddy. "It was obvious he had insight into people. His role plays were creative and he was so involved in learning." "I always stayed in the shadows, in the back of the class when I was in school," Chris says. Shy by nature, he was forced to stand out by a birth defect which left him with half-size, mal- formed arms. As he watched from the sidelines, continually assessing people and situations to find his place, Chris developed insight but learned avoidance. "In the Cog class I got a taste of what it was like at the front of the room," Chris says, "and I liked it." However, like most parolees selected for the training, Chris at first felt burdened and angry about having to attend the twice-weekly sessions that lasted 17 weeks. It's inconvenient, unfair, a waste of time, they say. Some, if pres- 11AII of a sudden I realized I could sured, reveal what lies below their anger: cold fear of being shamed and shunned as they were in school. But Chris continued - reluctantly - because he had to. use my mind! And then one night during a "Cog Quickie" he had an epiphany and everything changed. Ruddy explains: "Cog Quickies are exercises in reasoning skills. They're like brain teasers, but the one Chris is talking about is a mathematical ques- tion and he was quick with the right answer." Chris jumps in, "All of a sudden I realized I could use my mind! All my life I had wanted to be a carpenter. My uncles and others I was around were all carpen- ters, and that was just what I thought I should have been able to do." His face bright with the recaptured moment, Chris looks expectantly toward his listeners who, speech- less, drop their eyes. One day, close to end of the Cognitive Skills program, probation officials discovered Chris had failed to pay a year- old fine. Under threat of being jailed immediately, he decid- ed to test his newly acquired problem-solving and negotia- tion skills. "When I went before the judge I didn't butt in or start getting people mad at me like I used to do," Chris says. "When it was my turn to speak I admitted I had done wrong and expected to serve the time." Chris explained to the judge why the Cognitive Skills graduation was so important to him and asked if he could turn himself in after the ceremony. "He said all right," Chris says. "I felt like an adult when he paid attention to what I was saying. And I turned myself in just like I said. That's what we learned - to make a rea- sonable request and then to be responsible. "So I'm going to get this behind me - it's just 30 days - and then get my GED," he says in a rush. "Then I'm going to a vocational school and do something with my life." Driving back to the parole office, Floyd says that Chris won the "Buddy Award," given by the Thomson parole staff to the parolee who -by personality or circumstance or other combination- gets the entire parole staff involved in his progress. "Chris needs parole for the structure and the encou- ragement," Floyd says. "And when he gets off parole, he'll need support from the community." Ruddy nods in agreement. "He'll get it, I believe. Chris has that way. And now he imagines the possibility of a different life." She looks out the car window as a long stretch of pines whip past. "A carpenter...What a moment that must have been for him." '~l Message from Chairman Walter Ray ;.;::::::::!!':::::.::::::;. i~~:::r= rime l~ always a hot topic. Reading the morning paper or listening to the evening ~It. news, we are assaulted by reports of innocent people being victimized. I react the .,,,~,~~::~:~::J:Y..~Y.);}itost people do: I am heartsick and outraged and worried about our future. Years ago I would have had a clear-cut answer: Build more prisons and keep offend- ers in prison for a long time. We are doing that, yet we still have problems. Having served on the Parole Board for two years and prior to that in the State Senate for twelve years, I can no longer pretend that a slogan is a solution. Georgia citizens are more knowledgeable and practical about criminal justice issues now, too. More and more the public understands the correlation between tax- payer contributions and the number of arrests their local police make, the number of cases their district attorney prosecutes, and the number of inmates who remain in our-prisons. We can thank the victims movement for helping to raise the public's interest and involvement fn criminal justice processes. An informed citizenry understands ..... ~., ....... .............. , . m ''Georgia has one the interdependent nature of criminal justice agencies and cannot be beguiled into thinking any component can be changed without Of the best parole structures in the nation. It is flexible impact on all others. Georgia has one of the best parole structures in the nation. It is flexible and responds to the values of the public it serves. As you will see elsewhere in this newsletter, we make conservative and responds to the decisions, we actively promote victim and citizen input, and we continually strive to provide maximum supervision and training values of the public it serves." for offenders under supervision. Yet the Board must be structurally sound and impenetrable to political pressure to perform some unpopular but essential tasks in the criminal justice process. The Board, along with the Department of Corrections, for example, helps to maintain prison population levels in an equitable, systematic way that can stand up to any court challenge. And as a centralized agency through which all inmate cases travel, it determines which cases -by research, not by family or political pressure - can best be handled with a period of community supervision. Lastly, as a criminal justice agency that has served Georgia for more than 50 years, we have gathered an enormous archive of information about the backgrounds of offenders. We see the end results of problems that arise in childhood and adoles- cence. All of us, whether private citizens or criminal justice practitioners, must become more zealous about prevention and early intervention with at-risk youth. Otherwise, we will condemn future generations not only to a more dangerous soci- ety, but also to one demanding immense and possibly insurmountable financial out- lays to support the prosecution and confinement of criminals. ? :f::::::::::::::::~r Al~ I:.PORT O,'P L E Board's Field Supervision Division one of nation's best ..:::- e~tgia's Parole Board gets high marks from an association that measures perfor- .r m.Wlce of the nation's corrections, probation, and parole agencies. In August the