What skills and knowledge would you use in conducting interviews with offenders?
Methods and Skills for Probation Practice
Assignment two
Question Five
Engaging.........Rather than alienating through interrogation is both a skill and a tool for beginning to change a situation.'
(Coulshed 1998).
What skills and knowledge would you use in conducting interviews with offenders?
Referring to the principles of effective practice I will discuss the impact of engaging offenders rather than alienating them whilst using methods of interrogation and examples of how engagement can change what may appear to be a rigid situation.
This essay will use examples from experiential placements and observations carried out by the author. It will evaluate the effectiveness of communication skills within such settings and the importance of the individual probation officers style in engaging; also how powerful this can be in motivating the offender to change.
By providing an awareness of the potential difficulties that may exist and the possible consequences of such difficulties, this essay will aim to example the skills and knowledge required in order to conduct positive interviews with offenders.
Historically the Probation Service has experienced many changes in methods and approaches to offenders; in particular over the period from the 1970s individuals such as Martinson believed there was not enough evidence to say that any rehabilitative interventions worked as such over a period of time many came to the conclusion that "nothing works" (Burke 2002) this left many probation staff viewing the future of offenders negatively.
Fortunately for all concerned the challenges and changes which occurred in the 1980s provided evidence that "some things work" this in turn has led to the use of evidence based practice and the what works initiative (the drive that aims to ensure that all probation practice is base on evidence of success) Home Office 2000.
In identifying engaging, rather than alienating within the probation environment we should discuss and be aware of the qualities and values we hold both as individuals and as probation officers, also what motivates us to engage with offenders whilst conducting interviews. We should be aware of the skills and knowledge we bring to the interview that will shape the way the offender will behave toward us as investigators.
Spencer 1995 wrote about probation values for the 1990s his view identified that practice should be informed by concern for the individual, rehabilitation, reformation, hope, care and belief that people have the capacity for change and growth.
Reflecting on these views allows us to identify that belief in peoples capacity to change will empower interviewers with better skills and knowledge, without which interviews may become alienating experiences not just for the offender but also the interviewer, who may fail to engage in a professional manner.
An interviewer wanting to engage rather than alienate, will use empathy and respect for the offender and their issues, whilst engaging them in offence focused work in order to reduce the risk of re-offending.
Interviews conducted in this manner should assist offenders with problems they face whilst adhering to the duty of protecting the public as required by The Home Office " Communities and victims depend on probation staff to do their jobs well" (Blunkett 2001).
In identifying the skills and knowledge required to engage constructively in interviews, interviewers must have a belief in the value of people as individuals, recognising that the problems they have influence their actions and that in order to communicate with them, you must identify the stresses they have. This may then engender a level of trust, which will enable both you as an interviewer and the offender as a person to begin a process of change.
Biestek 1961 identified a set of values, which provide a definition of how social workers should behave towards their clients some of which are, individualisation, the purposeful expression of feeling, controlled emotional involvement, acceptance, a non-judgemental attitude, client self determination and confidentiality.
Whilst probation is distancing itself from its former social work roots with its focus being more on punishment and reinforcement, it remains a fact that we are dealing with people, and for individuals to interact in open and honest ways within interviews with probation officers, values such as those put forward by Biestek should under-pin ...
This is a preview of the whole essay
Biestek 1961 identified a set of values, which provide a definition of how social workers should behave towards their clients some of which are, individualisation, the purposeful expression of feeling, controlled emotional involvement, acceptance, a non-judgemental attitude, client self determination and confidentiality.
Whilst probation is distancing itself from its former social work roots with its focus being more on punishment and reinforcement, it remains a fact that we are dealing with people, and for individuals to interact in open and honest ways within interviews with probation officers, values such as those put forward by Biestek should under-pin the development of skills and knowledge used within interviews in order to engage without alienating.
Since its establishment at the turn of the twentieth century the Probation Service had traditionally advised assisted and befriended the offenders it supervised, however as a result of changes made in the 1991 Criminal Justice Act, its role has been changed to one were it is obliged to carry out punishment within the community, in the form of community sentences.
This change in practice may force a dichotomy of choice in probation officers when interviewing offenders. As paid agents of the state they are obliged to interrogate, whilst at the same time without realistic engagement change will not take place.
Williams 1996 stated this raises complex ethical dilemmas for practitioners who may feel their values as social workers are coming under political attack.
Whilst engaging in experiential placements, and upon asking a range of probation officers their opinions of such dilemmas, many who had trained as social workers felt they were being discouraged from applying social work principles such as counselling with offenders.
Whilst the role of the probation service has changed politically, the people it deals with continue to have the same problems. As such it would seem obvious that counselling skills are a necessary skill particularly within interview situations. An ability to listen empathise and encourage an individual to identify solutions to the problems they face is essential, as without recognition rigid and or dysfunctional thought patterns will prevent an individual from developing the perspective taking and consequential thinking skills which may bring about change.
Miller and Rollnick 1991 identify the usefulness of counselling skills in preparing people to change. They identify Carl Roger's client-centred therapy and the transferable skills, which could be applied such as accurate empathy, non-possessive warmth and genuineness. Whilst this work focused on addiction, they believe the same skills could be applied to offending. Counselling skills underpin pro-social approaches within motivational interviewing and the use of both are recognised methods of effective practice in supervising offenders. Both these skills form the foundation of good communication and interviewing.
Trotter 1991 sees a probation officer as having a dual role. He sees this as being a legalistic and surveillance role, also a helping, therapeutic or problem-solving role. Trotter's definition would point to positive engagement through the use of skills such as those above, and it could be argued that the combination of such skills would achieve positive outcomes for the offender whilst remaining within Home office guidelines. In interviewing in this way confidentiality within the relationship is an important issue, though it should be made clear from the start that any risk of harm suspected or otherwise would be disclosed to the appropriate agencies and action taken.
Whilst taking part in an experiential placement at Liverpool Crown Court I observed a pre-sentence report interview with a twenty nine year old woman who was shortly to be sentenced. As the offence carried a high risk of a custodial sentence the process of the interview proved very stressful for her, as she was certain she would be parted from her child and family. On reflecting on this interview I was able to identify styles of engagement used by the interviewer such as empathy for her present situation and motivational interviewing technique's plus pro-social modelling to encourage self-empowerment.
This essay will reflect further on these skills and the knowledge required to use them successfully in interviewing in order to bring about change. Trotter 1993 states pro-social modelling involves the practice of offering praise and reward for client's pro-social expressions and actions... The probation officer becomes a positive role model acting to reinforce pro-social or none criminal behaviour.
Research indicates that engaging in interviewing this way encourages higher levels of compliance with supervision and may also lower re-offending rates. In engaging in pro-social modelling it is important the interviewer identifies fully the behaviour which needs to be learned and practiced. This approach highlights the importance of respect for the individual, being punctual, reliable, courteous, friendly, open and honest. These characteristics are of high value and may encourage individuals to begin a process of change.
Trotter also suggests that effective work with offenders is characterised by clear, honest and frequent discussions about the role of the worker and the client. The worker should focus on modelling and encouraging pro-social expressions and actions by the client; and that by using a collaborative problem solving approach the clients definitions of their problems and goals are valued. Trotter identifies pro-social modelling as one skill of engagement, which in conjunction with others will provide effective approaches to interviewing without alienating.
Coulshed and Orme 1998 state Demonstrating behaviour whereby the worker models coping', he/she can be trusted and depended upon being able to tolerate frustration, set limits, keep perspective and to reason - ego strengths a client may need to borrow', that is to copy or internalise for a time.
It could therefore be viewed that pro-social modelling may be regarded as a first step to building a positive professional relationship when interviewing offenders and should continue to be consistent throughout any supervision programme.
Using this and other skills and knowledge that are responsive to individual needs or circumstances the interviewer can engage whilst reinforcing the need for change.
Trotter 1999 states "Approaches which blame, punish and judge clients in the hope that their behaviour will change seem doomed to failure... Blaming and punishment, particularly were they are not accompanied by attempts to address client problems or to reinforce positives, do not work" This would reinforce the view that engaging using effective practice approaches encourages change in a positive way.
Whilst on another experiential placement I observed a member of probation staff and client interview, in which the offender presented in an aggressive manner to the member of staff. They in turn diffused the situation firstly by acknowledging the offenders frustrations at the presenting situation (a possible breach for none compliance). The worker reacted positively and with respect listening to the offender and identifying possible options open to both the offender and the worker as a way forward with the situation.
As a result of using empathy, perspective taking and consequential thinking skills the worker was able to engage with the offender in what started out as a very dysfunctional interview and began a process of change in a none alienating manner to bring about a positive outcome.
This interview exampled a key principle of probation practice which is to identify responsibility for behaviour, and the possible consequences of dysfunctional actions and rigid thinking styles in a way that empowers the offender to recognise triggers and antecedents which can lead to confrontation. The positive outcome of this interview further identified skills and knowledge needed in order to engage rather than alienate, identifying perspective taking, consequential thinking, empathy, honesty and openness as well as motivational interviewing skills and pro-social modelling as crucial factors in changing any situation.
Effective practice research highlights the use of motivational interviewing and the use of tools such as Proschaska and Di Clemente's 1984 cycle of change the stages of change being seen as: Pre-contemplation, Contemplation, Determination, action, maintenance and Relapse.
This was initially used in the field of addiction but as Hodge et al. 1997 points out, Not only has it been shown to work with substance abusers, but also offenders. Though adaptations will need to be made to engage the problems faced by the individual offender.
Miller and Rollnick 1991 apply motivational interviewing to the cycle of change. They identify it as a way for workers to help clients to reach a decision about change by using skills such as open-ended questions, reflective listening and summarising the information available. "It draws on strategies from client-centred counselling, cognitive therapy, systems theory and the social psychology of persuasion" Miller and Rollnick 1991.
These skills and the knowledge of how to use them show the importance of a workers ability to engage and the effect it can have on an offender within an interview situation. They identify that the workers concerns should not be with professional power, but with the needs of the offender in order to begin a process of change. Miller and Rollnicks research points to the fact that confrontation as a style does not work, however as a goal it can be effective.
This view is supported by Garrett 1972 stating Social work interviews have been described as conversations with a purpose, but they are more than this. An interview is a process which involves a combination of social psychology, where theories and information about people in their social circumstances, their motivations and their responses in interpersonal relationships can be used to help the worker understand the individual in their situation, and to gain relevant information and offer appropriate support.
The benefits of engaging using skills and knowledge such as those above provide a platform from which offenders are encouraged to identify their own problems and make positive change via their probation officer. This said there may be occasions within interviews when a more direct style is necessary in particular were entrenched dysfunctional beliefs, attitudes or values exist.
Though this approach may only be possible after developing a positive relationship as a result of pre-emptive motivational work. Also caution would have to be exercised on the part of the worker so as not to abuse their position of power within such interviews.
Gast and Taylor 1998 indicate that pro-social modelling is not an optional "add on" to effective supervision, but an integral part of staff behaviour, the competences of which are numerous. Gast and Taylor state "pro-social modelling needs to be fully integrated into every unit in a similar way to anti discriminatory practice issues".
The same values could be applied to motivational interviewing and other skills and technique's discussed above, however the need to train workers in such skills and the constraints made by heavy case loads on staff impinge on the ability of interviewers to engage constructively with offenders when interacting in such situations.
In conclusion there is an obvious need for probation staff to engage rather than alienate through interrogation, using skills and knowledge to provide offenders with positive role models, whilst empowering individuals to identify problem areas in their lives, and to think both perspectively and consequentially in order to bring about change.
By conducting these interviews in an empathetic, pro-social and non-judgemental manner it may be possible to remove many of the barriers, which prevent the way forward from being achieved by either the worker or the offender.
The result of these measures should enable both the offender and the worker to engage in offence focused work increasing the likelihood of a reduction in recidivism and a more positive future for both the offender and society as a whole.
2484 words
Bibliography
Biestek, F. (1961) The Casework Relationship, London, Allen & Unwin, cited in Adams, R. Dominelli, L. and Payne, M. (Eds) Social Work-themes, Issues and critical Debates, pp 26 Palgrave
Blunkett, D. (2001) A New Choreography (Foreword by The Home Secretary), pvii, Home Office Publications
Burke, L. (2002) Criminal justice lecture notes, from BA Community Justice, Liverpool University, unpublished
Coulshed, V. Orme, J. Social Work Practice An Introduction, Third edition (1998) Macmillan Press Ltd
Garrett, A. (1972) Interviewing: Its Principles and Methods, New York, Family Service Association of America sited in Social work Practice, Coulshed & Orme (1998) pp 69 Macmillan Press Ltd
Gast, I. & Taylor, P. (1998) Influence and Integrity - A Practice Handbook for Pro-Social Modelling, MPTC & Shropshire Probation Service Publications
Hodge et al (1997) Addicted to crime? Chichester, sited in Evidence Based Practice, Chapman & Hough (1998), pp 59 Home Office Publications
Home Office (2000) What Works - Reducing Re-offending: Evidence Based Practice, Home Office Publications
Miller, W. Rollnick, S. (1991) Motivational Interviewing-Preparing People to Change Addictive Behaviour, Guilford
Proschaska, J. Di Clemente, C. (1984) The Transtheoretical Approach: Crossing Traditional Boundaries of Therapy, Holmewood, Dow Jones Irwin
Spencer, J. (1995) A Response to Mike Nellis: Probation Values For The 1990's, The Howard Journal, Volume 34, Number 4, pp 344-349
Trotter, C. (1999) Working With Involuntary Clients, Sage
Williams, B. (1996) Counselling in Criminal Justice, Open University Press
