Supervision: A Behavioral Management Process to Reduce Recidivism

III. Behavior and Change

Design of the supervision plan follows completion of a thorough assessment. The key to successful supervision plans-that is, plans that result in the lowest recidivism-lies in translating the assessment into a strategy tailored to fit the individual circumstances of each offender.

The plans should have two parts:

  1. Incentives (sanctions and rewards), generally aimed at motivating offenders to become active participants; and
  2. Services targeted at boosting internal controls.
The level of control must match the risk each offender poses to public safety, and the type and intensity of services must match each offender's needs. Resources must be prioritized, targeting higher-risk offenders with greater sanctions and services. In addition to the recommendations of specialists, the plans must incorporate legal orders from the court or parole board. Staff should work with the court or parole board to revise specific orders that appear to be inconsistent with the findings of an assessment. This is especially critical in light of research showing that low-risk offenders do worse when subject to a high level of control and large number of conditions.

Offenders can not be treated as passive participants whose only hope is to be showered with services, nor misfits incapable of leading productive lives.

Offenders themselves must be directly involved in the creation of their supervision plans, both to help staff gather the necessary information and to engage offenders in the process of change. To be effective, the supervision plan must be developed through a consensus process where the offender assists in making decisions about controls and services that will assist the offender in the change process. Staff should ask offenders what specifically interests them such as a job interview or parenting skills, and make them part of the plan. Tapping an offender's interests engages him/her and builds his/her attachment to the pro-social community. It also illustrates to offenders that staff is interested in helping them as well as protecting the community.

It is hard to overstate the importance of this offender "buy-in." People are far more likely to cooperate in a change process when they were part of the process that defined the new direction. Offenders are no different in this respect. The more involved offenders are in the drafting of their supervision plans, the more they will comprehend what they are being asked to do and the more likely they will comply.