All residents who are moderate risk or higher are referred to these groups.
Intro to Cognitive-Behavioral Therapy
Intro to CBT is designed to introduce residents to basic program tools and provide a general orientation to the program. Residents receive an introduction to the need for programming and learn how to track the amount of services they receive. They learn how to use a decisional balance tool and have their first experience learning social skills. A review of the program rules and Behavior Management System is also covered.
Advanced Practice with Social Skills
Advanced Practice group is designed to provide additional practice opportunities for residents who have either received, or are receiving core CBT programming. These sessions are designed to be largely practice-based, wherein residents that learn a skill in a core group have additional opportunity to practice use of that skill again, in a way that is as close to “real-life” as possible. The purpose of the group is 1) to provide additional practice of skills, which is needed so that use of pro-social skills becomes habit; and 2) to make the practice scenarios increasingly difficult to closely resemble how the skills might be used in the community. This Advanced Practice group focuses on using Social Skills in higher risk scenarios.
Thinking for a Change (T4C)
Thinking for a Change (T4C) is an integrated, cognitive behavior change program for offenders. It includes cognitive restructuring, social skills development, and development of problem solving skills. The curriculum was developed by Barry Glick, Ph.D., Jack Bush, Ph.D., and Juliana Taymans, Ph.D., in cooperation with the National Institute of Corrections, and has a large base of research supporting its effectiveness.
Success Planning is where residents will develop a personalized relapse prevention/success plan. In this group residents examine the risky situations and lifestyle factors that contribute to their offending patterns. Residents then identify what thinking and behavioral skills they have learned in the program that they might employ when contending with their own common high risk situations. To successfully complete the SEARCH program, every resident must have completed a relapse prevention/success plan. Residents are expected to present their plan to the group, and the plan must be approved by their group facilitator.
Each resident participates in a number of individual sessions throughout their program. The frequency and total number of individual sessions are determined by their risk level. Individual sessions are used to address behavior problems and practice prosocial skills, identify cognitive distortions that can lead to unhealthy behavior, and replace risky thinking with more effective thought patterns. Individual sessions may also be used to address specific responsivity issues, including reducing barriers to treatment or increasing motivation to change.
Reentry sessions are held with individuals once they enter the final phase of the program. The Aftercare Plan is developed and final plans for reentry are established, including connections to community services.
Supplemental Skills - All residents who are high or very high risk are also assigned to this group.
This group utilizes pieces of evidence-based curricula, incorporating them into one inclusive group addressing many of the issues facing men in recovery. The group includes sessions related to moral reasoning and attitudes and beliefs about gender/gender stereotypes. It also challenges unhealthy thinking patterns, particularly around strong emotions, that can lead to self-defeating behaviors.
Residents are referred to these groups if they are (overall) moderate or higher risk, AND have a moderate or higher need in the appropriate domain. Additional assessments are also used to consider referral to these services.
Anger Management for Substance Abuse and Mental Health Clients, developed by the U.S. Dept. of Health and Human Services, is a curriculum designed to teach anger management techniques in a group setting through a 12-session cognitive behavioral intervention. The manual describes the anger cycle, conflict resolution, assertiveness skills, and anger control plans.
Cognitive-Behavioral Interventions for Substance Abuse (CBISA)*
CBISA is a 39 session curriculum designed for individuals that are moderate to high need in the area of substance abuse. It refers frequently to the legal effects of substance abuse, and is well-suited for a criminal justice population. The curriculum relies on a cognitive-behavioral approach to teach participants strategies for avoiding substance abuse. The program places heavy emphasis on skill-building activities to assist with cognitive, social, emotional, and coping skill development.
* The last seven sessions of the CBISA curriculum make up the Success Planning module. All residents complete Success Planning, although not all residents may have completed the other CBISA modules.
This curriculum is a Duluth Model men’s nonviolence program. The material is to help men identify and change their attitudes and beliefs that support abusing their partners. This material relies on a number of teaching tools such as the control log, the equality log and role plays to change abusive behaviors. Certified facilitators of the Domestic Abuse Interventions Project have trained the female and male facilitators of this group. NWCCC provides evaluations and monitoring of this group to ensure facilitators are keeping to the integrity of the curriculum. The curriculum includes 10 themes found on the Equality Wheel to correspond the Power and Control Wheel: Nonviolence; Nonthreatening Behaviors; Respect; Trust and Support; Honesty and Accountability; Responsible Parenting; Shared Responsibility; Economic Partnership; Sexual Respect; and Negotiation and Fairness.
Job Readiness uses material from OhioMeansJobs to help participants learn skills and techniques to obtain and maintain employment. Participants identify employment-related SMART goals, personality traits, job-related skills and transferable skills to aid them in obtaining employment. Cover letters, resumes, applications are discussed, and each resident leaves the group with a completed resume. Each sessions also incorporates role-plays to practice high-risk interview questions. In the final session, participants experience a mock interview and receive feedback on their use of skills learned in group.
These services are not considered part of the treatment dosage for residents, but are still a part of the program.
Individuals who do not have their high school diploma or a GED are referred to the GED program. NWCCC employs a teacher to work with residents individually or in small groups to help them reach their educational goals. Individuals who have (at least) a high school diploma or GED are referred to the general adult education service. Both services involve an initial educational assessment, ongoing work through the Aztec Learning System, and a re-assessment prior to exit.
Residents are expected to participate in community service activities as part of the program. NWCCC works with several community agencies to provide them with volunteer workers. The experience provides the community with a no-cost service, helps the resident begin to rebuild his relationship with the community, and provides an opportunity to practice prosocial skills in the community.
Residents have access to participate in a work program, allowing them to earn money while they are incarcerated. A percentage of money earned is used to pay off court costs, program fees, medical expenses, child support, and other types of debt. The experience provides real-life situations in which residents are encouraged to use the skills they have been practicing.