Description:

This course helps prepare students for positions in correctional agencies. Students will learn how parole officers, probation officers, facility based caseworkers and para-professional treatment providers perform their roles. Students will review casework in the classroom for all types of offenders, including adults and juveniles in facility and community-based environments. 3 hrs. lecture/wk.

Supplies: Refer to the instructor's course syllabus for details about any supplies that may be required.

Prerequisites: NONE

Textbook(s): For information see - http://bookstore.jccc.net

Course Fees: NONE

Course Objectives:

Upon successful completion of this course the student should be able to:

1. Conduct a formal offender assessment using a contemporary assessment system.
2. Develop a case plan for an offender, based on a formal assessment and the offender’s history.
3. Demonstrate effective interviewing skills.
4. Describe a strategy to reduce the risk of re-offending, based on a formal offender assessment.
5. Describe staff behaviors that have a major positive and negative impacts on correctional careers.

Content Outline & Competencies:

I. Offender Assessment
   A. Compare and contrast historical and contemporary offender assessment
systems, such as those used in Kansas, Missouri, Federal Probation, the
United Kingdom and Canada.
   B. Describe components of an offender assessment including
criminogenic, dynamic and static factors.
   C. Differentiate evidence-based assessments from those based on
experience or intuition:
      1. Define “evidence--based” and describe why it is important.
      2. Review several assessment systems and evaluate their evidence
base.
	 a. LSI-R
	 b. Vermont J-SOAP
         c. UK-OAS
   D. Perform an assessment of a real or mock offender, including scoring
and recommendations, using an instrument provided.

II. Case Planning
   A. Explain the process and rationale for linking assessment and case
planning.
   B. Compare and contrast community and facility-based resources with
common offender needs, such as mental health, substance abuse, and
employment.
   C. Analyze the criminogenic characteristics of offenders and show how
they can be addressed while minimizing the risk to the community.
   D. Demonstrate, in the classroom, strategies to motivate offenders and
intervene when necessary. Include strategies to engage the offender,
provide counseling, and various types of interventions.
   E. Prepare a Pre-Sentence Report based on information provided and a
mock offender interview.
   F. Develop a case plan for a real or mock offender, based on
observations and an assessment. Develop a follow-up addendum in response
to the offender’s failure with a key element of the plan.

III. Career Enhancement
   A. Demonstrate effective interviewing skills, including listening and
engaging the offender.
   B. Describe counseling techniques and strategies that can be used with
offenders.
   C. Describe the legal rights of offenders as they pertain to casework.
   D. Compare and contrast the working relationships with offenders that
are healthy versus those that are unhealthy.
   E. Assess strategies to maintain perspective and avoid excessive stress
and burnout.
   F. Compare and contrast the elements of successful careers in
corrections, with those that were failures.

Methods of Evaluation of Competencies:

Evaluation of student mastery of course competencies will be accomplished using the following methods:

1.  A minimum of three exams which will constitute at least 40% of the
final grade.  The exams will include questions of a factual, analytical and
evaluative nature.
2. Written research, analytical or evaluative assignments which will
constitute at least 30% of the final grade.
3. The remaining percentage will be left to the instructor’s discretion
for such items as participation in class discussion, group activities,
etc.
4. Evaluation criteria for writing:  complete, concrete, correct and clear
writing is a major goal for each project assigned.  In addition,
incorporation of the elements and characteristics of the specific type of
writing is expected.

Grade Criteria:
  A = 90 – 100%   
  B = 80 –  89%     		
  C = 70 –  79%     		
  D = 60 -  69%     		
  F =   0 –  59%     		

Caveats: NONE

Disabilities:

If you are a student with a disability, and if you will be requesting accommodations, it is your responsibility to contact Access Services. Access Services will recommend any appropriate accommodations to your professor and his/her director. The professor and director will identify for you which accommodations will be arranged.

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you desire support services, contact the office of Access Services for Students With Disabilities (913) 469-8500, ext. 3521 or TDD (913) 469-3885. The Access Services office is located in the Success Center on the second floor of the Student Center.