Identifying the Adaptive Change Target

Identifying the Adaptive Change Target

Have you ever struggled with the dilemma of encouraging high-risk clients to determine what is best for them, versus using
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Repurposing the EBP Coordinator Role

Repurposing the EBP Coordinator Role

Prior to ‘What Works’ and soon afterwards EBPs there were few definitive signals about what direction a community corrections organization
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Simplified Targets for Reducing Recidivism

Simplified Targets for Reducing Recidivism

Thanks to the ground-breaking work of researchers like Ted Palmer, Paul Gendreau, Don Andrews and Jim Bonta, the field of
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Role Clarification: Why Fuss Over It?

Role Clarification: Why Fuss Over It?

Since Dowden & Andrews’ 2004 meta-analysis on effective staff practices, the corrections field has been on notice that staff approaches that are fair, firm and transparent get better outcome results.
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Try “Implegration”: Tool #6

Try “Implegration”: Tool #6

As staff develop their individual expertise with new skills, and also expertise on what works and doesn’t work for skill development, they become a rich source for ideas around creating engaging ways for supporting, mastering and integrating EBP’s into practice
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Communities of Practice: Tool #5

Communities of Practice: Tool #5

In this edition, we take the next step into Communities of Practice – the first “tool for implementation” that engages the power of group learning rather than simple individual feedback.
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Decision Support Databases: Tool #4

Decision Support Databases: Tool #4

In this edition, we take the next step into decision support databases, which use the accumulated performance assessment data to discern when individuals achieve competency or partial competency and overall training goals have been met, especially when sustainability is of significant interest.
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Performance Assessment: Tool #3

Performance Assessment: Tool #3

Performance Assessment, aka “How are we doing with these skills, anyway?”
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MI Coaching: Tool #2

MI Coaching: Tool #2

MI Coaching is of course a big part of what we do here at JSAT, and this is because we believe in it so much. It also happens to be one of the key drivers for effective implementation of any new skill within an organization. So we get just a tad excited about this subject!
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Consider Voluntary and Non-Voluntary Selection: Tool #1

Consider Voluntary and Non-Voluntary Selection: Tool #1

When it comes to selecting staff to develop MI skills, there are two camps of thought.  In one camp, all staff are required or “voluntold” to be trained and held to the same standard, creating an “all systems go” culture in which everyone experiences the new learning.  In the other camp, the belief is that training and learning MI should be voluntary.
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What happens during a Community of Practice?

What happens during a Community of Practice?

Because we feel CoPs are crucial to successful EBP implementation, we want to get your gears turning about how you might implement one, so this month we offer some insight into the types of activities that can take place in a CoP for Motivational Interviewing.
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Communities of Practice multiply success

Communities of Practice multiply success

This month we’re focusing on Communities of Practice because we’ve been seeing a powerful multiplier effect when agencies combine Communities
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Compelling Questions for Corrections and Evidence-Based Practices

Compelling Questions for Corrections and Evidence-Based Practices

For this month’s newsletter, we thought it would be interesting for our community of readers to engage with compelling questions
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How To Ensure Long-Term Outcomes From Training

How To Ensure Long-Term Outcomes From Training

As budget constraints increase in the field of corrections and human services, there is additional pressure to get the most
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Recognizing Adaptive Change is Crucial for EBP Implementation

Recognizing Adaptive Change is Crucial for EBP Implementation

Implementing Evidence-Based Practices activates a cascade of change in any organization and thus requires adjustment for everyone involved. Our article
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Change Planning – Part V in our five-part series, “Practice Models 101″ …

Change Planning – Part V in our five-part series, “Practice Models 101″ …

For the most part, the use of case planning is a standard approach in corrections.  In this issue’s article we’ll
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Cognitive Coaching – Part IV in our five-part series, “Practice Models 101″ …

Cognitive Coaching – Part IV in our five-part series, “Practice Models 101″ …

There is now strong evidence that the vast majority of offenders are driven into crime and deviancy by two factors
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Ongoing Assessment – Part III in our five-part series, “Practice Models 101″ …

Ongoing Assessment – Part III in our five-part series, “Practice Models 101″ …

Re-thinking Assessment There are so many different ways to think about assessment, with the most common being to see assessment as
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Part II in our five-part series, “Practice Models 101″ . . .

Part II in our five-part series, “Practice Models 101″ . . .

Engagement and Relationship Building First, a quick note about Practice Models: Although our Practice Model article series explores the four Practice Model
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Part I in our five-part series, “Practice Models 101″ . . .

Part I in our five-part series, “Practice Models 101″ . . .

What is a practice model anyway, and why would I want to use one? A practice model serves as a conceptual
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J-SAT achieves MI “scale-up” with the Colorado EPIC Project!

J-SAT achieves MI “scale-up” with the Colorado EPIC Project!

We’d like to take a minute to celebrate and in so doing, share some important information that could transform MI
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