Introduction
This topic covers how to explore the top three problems and identify goals, including the:
- skills required to do this, and
- checks to make at the end of this stage.
This stage should not take more than 20 minutes to complete.
Skills focus
Focus on the following during this stage:
- clear communication
- interviewing and rapport building, especially:
- open questioning to explore the nature of the problem, and
- reflective listening to clarify and summarise the problem
- pro-social modeling, especially acknowledging:
- any previous attempts to address the problem, and
- signs that the offender really wants to make it work this time
- identify and challenge distorted thinking or faulty reasoning that supports the continuation of the offending behaviours, and
- motivational interviewing skills.
Steps to take
Follow these steps to explore the top three problems.
Note: Less detailed discussion is needed if:
- enough information is already known about the offender, or
- the offender is being referred to a service provider.
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Step |
Action |
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1 |
Introduce this stage of the process to the offender. Explain that the purpose is to:
- gain an understanding of each of the three most important problems and turn them into specific goals for action
- monitor progress towards achieving the goals as part of the sentence/order, and
- explore different points of view on the problem areas.
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2 |
Discuss and explore the following points with the offender:
- How did the problem begin?
- When did it become a problem?
- What was happening at the time it became a problem? What might have been influencing factors?
- What is the frequency and/or duration of the problem behaviour?
- What is the progression of the problem?
- What strategies have been tried to solve the problem, and how successful were they?
- How do other people (family, partner) view the problem?
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3 |
If the offender resists acknowledging their problems, refer to information mentioned in the PSR. Apply motivational interviewing skills. |
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4 |
Summarise the information about the problems so that the process can move from gathering information to goal setting. |
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5 |
Help the offender to set objectives for addressing the problem, and agree with them on an objective and activity for each problem. Check:
- the offender???s understanding of the objective, and
- that the objectives and activities meet SMART criteria.
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6 |
Consider recording the objective(s) into the offender plan in IOMS. |
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7 |
Set the offender homework using the following wording.
- Think about the objectives and activities we have set and talk about them with your significant others.
- Think about what might happen if you achieve the objective.
- Think about strategies for achieving the objective you have set for each problem.
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Checklist
Check that the:
- objectives are:
- consistent with the offender???s coping abilities, knowledge, resources, skills, and values, and
- measurable
- offender has responded to the questions or has been able to explore the problem, and
- offender does have a good level of understanding about their problem area.
