LaBarbera Learning Solutions Articles

Transformation Behind Bars: Why Long-Term Prison Stories Matter

Sun, 01 Feb 2026 20:35:05 GMT

A post recently appeared on LinkedIn that I haven't been able to stop thinking about.

Written by Karen Brown from inside prison and shared by an advocate on her behalf, it marks a sobering milestone: on February 8th, Karen will have been incarcerated for 40 years.

Forty years. She entered prison at age 21 and will soon turn 62. As she notes with stark clarity, she has been behind bars since before Michael Jordan was rookie of the year, before the International Space Station, before cell phones and the world wide web, before 9/11.

But what stopped me wasn't just the length of time. It was how Karen chose to frame this milestone.

The Biblical Frame

Rather than marking 40 years with bitterness or despair, Karen draws on biblical narratives of transformation:

"...it rained upon the earth for 40 days and nights before the rainbow was given.
...the Israelites wandered in the wilderness for 40 years for what would have taken 11 days to journey to the promised land.
...Moses fasted 40 days and nights and received the 10 commandments.
...Jesus fasted and was tempted by Satan for 40 days then began a ministry of salvation and forgiveness."

She concludes: " So today, I let 40 represent transformation, new life, growth, perseverance, and forgiveness. "

This is theological witness at its finest—the capacity to interpret one's own suffering and growth through a framework of meaning that transcends the circumstances. It's exactly the kind of narrative I encountered again and again in my research on prison-based theological education.

But perhaps the most striking moment in Karen's reflection comes when she writes: "I was incarcerated before I realized that every decision we make has consequences that affect others more than ourselves at times."

This is moral reckoning. This is growth. This is the kind of transformation that our public conversations about criminal justice so rarely make space for.

The Conversation We're Not Having

Here's what troubles me: We hear a lot about wrongful convictions. We hear reentry success stories about people who got out, turned their lives around, and now run successful businesses or advocacy organizations. Those narratives matter deeply, and they deserve our attention.

But what about people like Karen? What about those serving long or life sentences who may never get out, yet who have experienced genuine transformation? What about the people who have grown, contributed to their communities, developed profound wisdom, and achieved deep personal change—all while knowing they may spend their entire lives inside?

We've largely written them off. We've decided their stories don't matter because they can't be packaged into neat redemption narratives that end with release and reintegration.

This is precisely why I conducted the research that became my book It's Changed What I'm Living For: Exploring Narratives of Human Flourishing from Inside America's Prisons. Over several years, I worked with participants in The Urban Ministry Institute's prison-based seminary program—people serving long and life sentences. I listened to their stories. I witnessed their growth. I documented their transformation through detailed narrative portraits of eight individuals.

What I found challenged everything our culture assumes about rehabilitation, redemption, and human worth.

What Transformation Looks Like When Release Isn't the Goal

The conventional metrics we use to evaluate "successful rehabilitation" are almost entirely focused on recidivism—whether someone reoffends after release. But what do we measure when release may never come? How do we recognize growth, change, and human flourishing when the usual markers don't apply?

The people I studied in my research, like Karen in her reflection, demonstrate something profound: transformation is not contingent on freedom. Human flourishing can occur even within the most restrictive circumstances. Meaning-making, moral development, community contribution, and spiritual growth are possible even for those who may never walk outside prison walls.

Karen has lived through the loss of her father, stepfather, grandparents, and friends during these 40 years. She has faced life threats. She has persevered. And she writes: "I pray that each day I earn respect and many will see and believe in redemption, restoration, and second chances."

Making These Stories Accessible

My academic book presents the scholarly research and detailed case studies, but I'm currently writing Changed for Life, which adapts this research into a narrative-driven work for general audiences. Because these stories shouldn't only live in academic journals and university press books. They need to reach people who make policy decisions, people who vote on criminal justice reforms, people who serve on parole boards, and people who simply want to understand what transformation looks like behind bars.

Stories like Karen's need to be part of our broader cultural conversation.

Why This Matters

When we only tell stories about the wrongfully accused or those who successfully reentered society, we reinforce a dangerous idea: that human worth is contingent on innocence or utility. That transformation only "counts" if it leads to release. That some people are simply beyond redemption.

But Karen's story, and the stories of the men and women I documented in my research, tell us something different. They tell us that human beings are capable of profound change regardless of their circumstances. That growth, wisdom, and contribution to community are possible even within prison walls. That every person's story matters, including those who may never get out.

Judge Gary Payne saw worth in Karen. Father Norman Fisher advocated and prayed for her until he passed. Organizations like Prison Radio, REimagine Justice, and Smart Justice Advocates continue to believe in her. Friends continue to see her as "much more than the tragic mistakes made at 21."

They're right to do so.

A Life Lived With Intention

Karen's 40 years represent not just time served, but a life lived with intention, faith, and perseverance through unimaginable challenge. Her witness matters. Her growth matters. Her story matters.

And so do the stories of thousands of others like her—people whose transformation we rarely acknowledge because it doesn't fit our preferred narratives about crime and punishment.

We need to expand the conversation. We need to make space for these stories. We need to recognize that human flourishing and genuine transformation are not contingent on release dates or parole boards.

Karen Brown has lived 40 years behind bars. And in that time, she has also lived a life of growth, faith, and becoming. That deserves to be seen. That deserves to be honored.

That deserves to be part of how we talk about justice, redemption, and what it means to be human.

Read the post on LinkedIn here: 40th Anniversary, by Karen Brown

Bringing Dignity to Our Unhoused Friends

Fri, 05 Sep 2025 18:14:59 GMT

During my doctoral residency in social work, I spent a day on Skid Row. The sidewalks were crowded, with tents pressed close together, lines forming for food, and volunteers handing out clothes. In the middle of all that, I sat with a woman who told me what she wanted more than anything: a shower and a chance to have her hair done.

“I just want to feel pretty again,” she said.

That moment stopped me. It was not about vanity. It was about dignity. She wanted to be seen as more than “homeless.” She wanted to be seen as a woman with worth, beauty, and humanity.

Dignity in the Details

Across the country, more than half a million people sleep without permanent housing on any given night. The reasons are complicated: job loss, illness, trauma, rent that’s out of reach. But the common thread I’ve heard again and again is the feeling of invisibility.

Dignity starts small. It’s eye contact instead of avoidance. Saying someone’s name when you know it. Offering choice instead of handing out whatever’s easiest. These gestures cost nothing, but they say everything: YOU MATTER .

And on a larger scale, dignity looks like safe places to sleep, bathrooms and showers that are accessible, a shared meal, and healthcare that treats people as whole humans.

The Power of Belonging

My friend Mary, a neighborhood chaplain and one of my program evaluation clients, understands this well. She noticed how difficult it is for people without an address to receive anything in the mail, whether government forms, letters, or even a birthday card. So she and her team set up a mailbox just for unhoused neighbors, shown in the photo above.

Last Christmas, she'd asked one of her friends on the street what he wanted. His answer was not a jacket, a gift card, or even food. He said, “I just want to get a real Christmas card in the mail.”

That answer tells you everything about dignity. It is not always about material possessions. It is about belonging. It is about proof that someone cares enough to write your name on an envelope.

Moving Past Stereotypes

Too often, stigma gets in the way. People assume that anyone without housing is lazy, addicted, or unwilling to work. The truth is more complicated. Wages often do not match rent. Trauma and mental health conditions go untreated. Safety nets meant to catch people are full of holes.

But there are hopeful models out there. Housing-first programs give people permanent homes without strings attached, and they work. Street medicine teams bring healthcare directly to sidewalks and encampments. And neighbors like Mary remind us that dignity is not always about sweeping solutions. Sometimes it is about small acts of recognition that restore belonging.

What We Can Do

Bringing dignity doesn’t always require an organization or a program. It can be as simple as stopping to say hello. Asking someone their story. Advocating for affordable housing in your city. Treating unhoused neighbors not as a problem to solve, but as people to know.

I think back to that woman on Skid Row who longed for clean hair. I think of the man who wanted nothing more than a Christmas card. Those stories remind me: dignity is about being recognized, valued, and seen.

The real question isn’t whether our unhoused neighbors deserve dignity. The question is whether we’ll choose to offer it.

Author’s Note: As part of my work as a program evaluator, I partner with community-based ministries like Mary’s to study the impact of their efforts. Again and again, the evidence shows what these stories already teach us: when dignity is restored, people flourish.

When Flourishing Misses the Point

Wed, 09 Jul 2025 20:41:21 GMT

By a Program Evaluator working in Topeka, Kansas.

When I first encountered the Harvard Flourishing Study, I felt both admiration and frustration. I admired its ambition and scope. At last, researchers were attempting to measure more than economic status, health outcomes, or exposure to adversity. The study sought to define what it means to flourish as a human being—to move beyond survival toward a fuller vision of well-being. It outlined seven domains: emotional wellbeing, physical and mental health, safety, relationships, financial stability, substance use, and personal growth. These were clearly defined and theoretically grounded. The study represents a significant contribution to our understanding of human flourishing, and I continue to respect its contribution to the field.

Then I tried to use their survey in a high-poverty neighborhood of Topeka, Kansas.

I was working with a community chaplain ministry, trying to understand whether the neighbors we walked alongside were experiencing any kind of well-being. We wanted to know what mattered to them, what helped or hurt, what they thought a good life looked like. I believed the Harvard model could guide us. So, we piloted the survey, adding a section of questions about their participation in the ministry.

The results were disappointing.

Neighbors grew tired midway through. “What does this even mean?” someone asked, waving a page with words like self-actualization and life satisfaction. The questions were long, seemingly repetitive, and filled with assumptions. Most of all, they didn’t sound like the people we were talking to every day.

Many neighbors disengaged halfway through. One person, holding up a page, asked, “What does this even mean?” The survey included terms like self-actualization and life satisfaction, and the questions often felt repetitive or irrelevant. More than anything, the language did not reflect the community’s everyday vocabulary or lived experience. I began to sense that the trust the chaplain team had carefully built over time was at risk. The process of reading each unfamiliar question out loud created visible discomfort. Respondents grew confused, fatigued, and at times frustrated.

I brought the survey to Mary , the lead Community Chaplain. She has lived and served in this neighborhood for most of her ministry life. Her presence commands respect—not because she demands it, but because she understands the people she serves. We sat down together and reviewed the survey line by line. “Nobody talks like this,” she said. “Not here.”

Together, we began revising. We reworded questions, eliminated jargon, and shortened the instrument considerably. Mary proposed that we ask about tangible realities: whether someone feels safe at night, whether they have someone to call when they are in pain, whether they are able to pay their bills or get enough to eat. We removed assumptions about banking access and stable housing. Instead of abstract prompts like “How often do you worry about meeting normal monthly expenses?” we offered clearer, more grounded questions: “Do you have monthly bills?” and “Are you able to pay them?”

We also changed the response format. The original “rate yourself from 0 to 10” scale felt overly clinical and abstract. We replaced it with practical response categories such as “No, I do not,” “I’d like help finding housing,” “I am taking steps toward stable housing,” and “Yes, I do.” These changes allowed for more nuanced, context-appropriate responses—answers that made sense in the rhythm and vocabulary of the community.

Most researchers do not have a Mary. They rely on instruments and analytics rather than local expertise. Surveys are often designed from a distance, administered quickly, and then withdrawn without any meaningful community participation. As a result, subtle cues—like body language, hesitation, or fatigue—are overlooked. Without community input, questions can unintentionally alienate or harm the very people we hope to learn from.

As the Urban Institute notes, “Engaging the community in informal conversations can help researchers understand the cultural norms and priorities within the community. These informal conversations are not only pertinent to establishing context but also essential to building trust and making community members more comfortable and more likely to share valuable insights” ( Urban Institute , p. 3). More researchers should consider who they are trying to reach and how those individuals might experience the survey process.

Mary and her core team of trusted neighbors will soon pilot the revised version. It is shorter, clearer, and designed with their input. While it may not align with Harvard’s psychometric rigor, I believe it will yield more meaningful and accurate responses. It reflects the reality of the community we are studying, not just the theories of those who study from afar.

Measuring flourishing is not simply about identifying domains or creating a reliable tool. It requires asking questions in a way that respects the dignity and lived experience of the people responding. That cannot be done from a distance. It requires proximity—sitting on porches, walking alleyways, sharing meals, and, most importantly, listening.

Only then can we begin to ask the right questions.

Everyone Gets Out: Why Prison Education is Public Safety

Mon, 02 Jun 2025 17:59:40 GMT

And what I learned from a convicted killer about hope and transformation

Most people in prison today will be released eventually. That simple fact should shape how we think about incarceration—and especially about education behind bars.

I was reminded of this truth while reading Christopher Zoukis’ College for Convicts: The Case for Higher Education in American Prisons . In the introduction, Zoukis addresses a question that comes up often:

“ Why should people in prison get a college education when law-abiding citizens struggle to pay for one?”

It’s a fair question. And Zoukis doesn’t dodge it. He acknowledges the anger some feel—why offer free college to people who harmed others? His answer is clear:

Because they get out.

If we treat people in prison like animals, we shouldn’t be surprised if they return to society angry, traumatized, and hardened. But if we offer education, structure, and a chance to rethink their lives, we equip them to return as citizens with something to give.

Research backs this up. A 2022 U.S. News article by Sarah Wood explains that postsecondary prison education lowers recidivism and improves job outcomes. Programs range from volunteer-led workshops to full degree-granting initiatives.

One of the most transformative programs I’ve studied is TUMI (The Urban Ministry Institute), seminary-level courses offered in prisons and jails by World Impact. I interviewed dozens of incarcerated men and women in TUMI. Many were serving life sentences. Most described the experience as life-changing. A few stories stood out.

A Man Condemned—and Transformed

David McMillan was 17 when he participated in a brutal hate crime that led to the murder of a young man in East Texas. He was sentenced to life. Nearly 30 years later, I met him as part of a research project exploring the impact of TUMI on incarcerated students.

At the time of our interview, I didn’t know the details of his past. What I saw was a thoughtful man, engaged in deep theological reflection, committed to mentoring others, and respected by peers. Later, I read a Vanity Fair article detailing the horrifying crime he committed as a teenager. The man I had met bore little resemblance to the one described in the article.

When I asked him what TUMI meant to him, he said simply:

“It’s changed what I’m livin’ for.”

“You have to give people hope. Because if they don’t have hope, they’ll follow whoever’s toughest. But when they see guys like the ones in this class—guys walking in the light—they see there’s a better way to live.”

The Ripple Effects of Prison Education

Others echoed this transformation:

“I used to be a speed-addict, alcoholic wife-beater. Now I’m a worship leader, ministering man of God—Amen!”

“I was frozen by insecurity and had no faith. Now I have a new identity.”

The UK scholar Ben Klementowski, once incarcerated himself, writes:

“Education aids personal development and improves well-being, creating a better prison environment. It also reduces reoffending, lowers costs, and supports reintegration into society.”

This is why prison education isn’t just a moral argument—it’s a practical one. It reduces future crime. It lowers costs. It strengthens communities.

And it saves lives, sometimes in the most unexpected places.

Let’s stop asking if people in prison deserve education. Let’s ask what kind of people we want returning to our communities.

�� Join the Conversation

Have you seen education transform someone’s life—inside or outside prison? Let me know in the comments or message me directly. If you’re interested in supporting or learning more about prison education programs like TUMI, I’d love to connect.

New Publication: Exploring the Impact of Theological Education on Incarcerated Lives

Fri, 30 May 2025 18:51:41 GMT

I’m excited to share that my latest peer-reviewed article has just been published online in Health & Justice .

The study, titled “ A mixed methods evaluation of well-being among incarcerated religious education participants in the United States ,” examines how a rigorous theological education program—The Urban Ministry Institute (TUMI)—is changing lives inside prison walls.

Drawing on a mixed-methods study of incarcerated men and women serving long-term or life sentences, this article explores how participation in TUMI shapes identity, relationships, purpose, and overall well-being.

The findings point to measurable increases in hope, sense of meaning, and prosocial behavior, suggesting that even in the most dehumanizing environments, transformation is possible.

This research contributes to a growing body of evidence showing the value of high-quality educational programs in correctional settings—not only for reducing recidivism but for fostering human flourishing.

You can read the full article online here (open access):

�� https://rdcu.be/elVTE

If you’re working in the fields of education, criminal justice, reentry, or faith-based programming—or simply interested in stories of transformation and resilience—I hope this article sparks ideas and conversations.

Feel free to share your thoughts or reach out if you’re interested in collaboration or evaluation work in this space.

Reflections on Neighborhood Chaplaincy with Mary Flin

Thu, 29 May 2025 20:51:11 GMT

Spending time with Mary Flin for the Community Health Navigator project has profoundly shaped my understanding of what it means to bring true flourishing to a neighborhood. Her approach to chaplaincy—rooted in presence, compassion, and practical support—creates what she calls “a place of peace in the middle of neighborhood storms.”

A Community of Neighbors, Not Labels

One of the most striking aspects of Mary’s work is her intentional use of the word “neighbor” instead of “homeless.” This simple shift in language reframes the relationship, emphasizing dignity, shared humanity, and belonging. As the article notes, urban neighborhoods are often “tribal,” with people forming alliances for survival amidst poverty, addiction, and mental health challenges. Mary’s chaplaincy breaks through isolation, offering connection and hope.

Beyond Charity: The Heart of a Chaplain

Mary’s care goes far beyond distributing food or teaching classes. Whether in jails, hospitals, or her own home, she embodies the “heart of a chaplain”—one who is present, listens deeply, and brings peace into chaos. I witnessed her lead chapel services in both the men’s and women’s units at the jail. Despite insisting she’s “not a preacher,” she shared biblical concepts in ways that resonated with people who had never set foot in a church. She invited them to describe what God is like, writing their words—energy, life, light, empathy, fair, loyal, omnipotent—on the whiteboard. Through relatable stories, like the bird following the light out of a house, she illustrated spiritual truths in ways everyone could grasp.

Incarnational Ministry: Living Among the People

Mary’s approach is deeply incarnational. She lives among those she serves, sharing meals at her Sunday Suppers, where up to 50-60 people gather for food and fellowship. Her home becomes a sanctuary for those in crisis. I saw her respond immediately when a neighbor was threatened with arrest over a misunderstanding at the pet shelter, and again when a man, battered and under the influence, arrived at her door. She welcomed him, fed him, and set gentle boundaries, always treating him with respect.

As a chapter written by Mary in The Heart of a Chaplain book describes, chaplains in high-poverty neighborhoods must practice at the same level of competence as those in hospitals or hospices, requiring theological training and practical skills. But what sets Mary apart is her “cultural humility”—the willingness to be a learner, to listen, and to never assume she fully understands another’s experience. She models this by washing the feet of women at the local shelter, not to counsel or advise, but simply to serve and honor them.

Building a Missional Community

Mary’s work is not a solo act. She builds teams, collaborates with churches, and weaves together a network of support that includes police, healthcare workers, and neighbors themselves. Her Sunday Suppers are more than meals—they are the heart of a missional community, where everyone is invited to belong.

The article asks, “What if every neighborhood had a chaplain of its own?” Watching Mary, I see the answer: neighborhoods would become places of peace, where people are known, valued, and supported through life’s storms.

Lessons Learned

• The best way to bring flourishing to a neighborhood is through social support and genuine community.

• Language matters—calling people “neighbors” fosters dignity and connection.

• Chaplaincy is less about preaching and more about presence, listening, and practical love.

• Cultural humility—being a learner and servant—opens doors to real transformation.

Mary Flin’s example challenges me to rethink what it means to serve, to listen, and to love my own neighbors. Her life is a living answer to the question: What if every neighborhood had a chaplain? The peace she brings is not just for those she serves, but for anyone willing to step into the role of neighbor.

How Faith-Based Education in Prison Transforms Lives: Insights from a Mixed Methods Evaluation

Thu, 15 May 2025 13:55:29 GMT

Every year, millions of men and women cycle through the U.S. prison system, with the vast majority eventually returning to their communities. Yet, the journey from incarceration to successful reentry is fraught with challenges-recidivism rates remain stubbornly high, and many struggle to find stability and purpose after release. Amidst these realities, new research shines a light on the transformative potential of faith-based educational programs behind bars.

The Urban Ministry Institute: More Than a Seminary Education

The Urban Ministry Institute (TUMI) is a faith-based, seminary-level higher education program operating in dozens of state and federal prisons across the United States. But TUMI’s impact goes far beyond academic instruction. Recent evaluation results reveal that TUMI is equipping incarcerated men and women with the tools for Christian leadership, personal growth, and community service-both inside and outside prison walls ( LaBarbera, 2023(b) , LaBarbera, 2023(c) ).

Researching Well-Being Behind Bars

To understand the scope of TUMI’s impact, a mixed methods evaluation was conducted with 266 participants, including both currently and formerly incarcerated individuals in Texas, Kansas, and California. The research combined focus groups and surveys, exploring participants’ experiences and measuring well-being using the Flourishing Scale ( LaBarbera, 2023(b) ; LaBarbera, 2025 ).

Key Findings: Transformative Effects on Well-Being

The evaluation uncovered three primary themes related to well-being:

Healthy Thinking Patterns: Participants reported that TUMI helped them develop self-awareness, self-respect, and a new sense of identity. Many described gaining confidence, academic self-efficacy, and the ability to view themselves as role models and leaders.

Prosocial Behavior: The program fostered positive behavioral change, including improved impulse control, problem-solving skills, and freedom from substance use disorders. These skills are vital for navigating prison life and preparing for reentry.

Positive Interpersonal Relationships: TUMI participants described stronger relationships with others, both inside and outside prison. The program’s emphasis on community and service encouraged empathy, cooperation, and support among peers.

Notably, participants scored exceptionally high on measures of psychological well-being, even when compared to other groups facing less adversity. This is significant, as low well-being is a known risk factor for recidivism.

Why Well-Being Matters

Research consistently shows that educational programs addressing mental health and well-being are most effective in reducing recidivism and supporting successful reentry ( LaBarbera,2023(c) ). By promoting healthy thinking, prosocial behavior, and strong relationships, faith-based programs like TUMI provide essential protective factors that help individuals overcome stress and adversity during and after incarceration ( LaBarbera, 2025 ).

Beyond the Classroom: Lasting Change

The impact of TUMI extends beyond individual transformation. Participants often become leaders and mentors within their prison communities, contributing to a healthier institutional culture. After release, many continue to serve and lead in their neighborhoods, breaking cycles of reoffending and fostering hope for others ( LaBarbera, 2023a ).

Conclusion: A Path Forward

The evidence is clear: faith-based educational programs like The Urban Ministry Institute offer far more than theological training—they cultivate well-being, leadership, and resilience among incarcerated individuals. As correctional systems and communities seek solutions to the challenges of reentry and recidivism, expanding access to such transformative programs is a promising path toward lasting change ( LaBarbera, 2023(b) ; LaBarbera,2023(c) ; LaBarbera, 2025 )

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For more on this research and its implications, explore the full evaluation and related resources at https://doi.org/10.1186/s40352-025-00340-w

Can People Flourish in Prison? Rethinking Well-Being Behind Bars

Tue, 13 May 2025 21:35:42 GMT

When we imagine human flourishing, we picture lives filled with possibility, growth, and meaningful relationships-rarely do we associate these ideas with prison. Yet, even within the harsh confines of incarceration, stories of transformation and hope continue to emerge. Recent research is challenging the assumption that flourishing is only possible in freedom, revealing how well-being can take root in unexpected places, especially through educational and faith-based programs.

What Is Human Flourishing?

Flourishing is more than just happiness or the absence of suffering. Philosophers like Aristotle described it as "eudaimonia," which is a life of virtue, purpose, and fulfillment. Modern thinkers have expanded this idea. Tyler VanderWeele (2017) outlines five core domains of flourishing:

Happiness and life satisfaction
Physical and mental health
Meaning and purpose
Character and virtue
Close social relationships

Other models, like Seligman’s PERMA framework, add elements such as engagement and accomplishment, while Ryff and Singer emphasize autonomy, personal growth, and self-acceptance. These frameworks show that flourishing is multidimensional and can be measured in diverse contexts-including prisons.

Flourishing in Carceral Contexts

Prisons are environments marked by deprivation, isolation, and trauma. Yet, research shows that with the right supports, incarcerated individuals can develop the psychological and social assets needed for well-being. Pettus et al. (2021) identify five key facilitators for justice-involved populations:

Healthy thinking patterns
Meaningful work or activities
Effective coping strategies
Positive social engagement
Supportive interpersonal relationships

Self-Determination Theory (Ryan & Deci, 2000) adds that autonomy, competence, and relatedness are universal needs-even in restrictive environments. The Prison Fellowship Good Citizenship Model reframes prison success around flourishing and prosocial values, not just recidivism.

The Power of Supportive Relationships

One of the most important findings is the role of supportive relationships. Despite the mistrust and isolation common in prison, social support from peers can buffer against psychological harm, foster trust, and create a sense of belonging. Programs like The Urban Ministry Institute (TUMI) help participants build “spiritual families” that provide accountability, hope, and a model for healthy relationships-often for the first time in their lives.

Barriers to Flourishing

Still, the prison environment presents serious obstacles. Chronic stress, trauma, lack of autonomy, and identity disruption are widespread. Overcrowding and institutional rules can erode mental health and make meaningful growth difficult. Yet, these challenges also highlight the importance of intentional interventions.

Pathways to Transformation

Educational programs, especially those with cognitive-behavioral or faith-based components, are among the most effective ways to foster flourishing. They help individuals develop self-awareness, emotional regulation, and a renewed sense of purpose. Faith-based programs like TUMI add a spiritual and moral dimension, supporting both personal and community transformation.

Rethinking Success: Beyond Recidivism

Traditionally, the success of prison programs has been measured by recidivism rates. But this narrow focus misses the broader goals of rehabilitation. Increasingly, experts argue that flourishing-measured by well-being, positive identity, and supportive social connections-should be the core outcome. This shift recognizes the full humanity and potential of those impacted by the justice system.

Conclusion: Reimagining Justice

The evidence is clear: flourishing is possible, even in prison. By centering well-being as the primary goal, correctional systems can move beyond punishment to foster real transformation. This approach not only benefits individuals but also strengthens families and communities, offering a more hopeful and humane vision of justice.

Evaluating Program Effectiveness: Addressing Criminogenic Needs

183:864308092 (Robin LaBarbera) — Mon, 10 Mar 2025 00:13:59 GMT

Two programs are successfully addressing criminogenic needs: World Impact's TUMI seminary-level education program offered in prisons across the US, and House of Mercy's re-entry ministry in Washington state. These two organizations are effectively reducing reoffending by focusing on addressing criminogenic needs. In this post, we highlight House of Mercy Ministries

As program evaluators, our role is to collect and analyze data to assess the effectiveness and efficiency of programs, initiatives, and organizations. Our evaluations help determine whether these efforts are achieving their intended goals and highlight areas for improvement by examining their outcomes and impact on target populations. Essentially, program evaluation is a structured approach to measuring a program’s success and identifying where adjustments may be needed.

Two notable projects we have recently evaluated are World Impact's prison ministry and House of Mercy's re-entry ministry. These programs have demonstrated measurable success, significantly reducing recidivism by addressing key criminogenic needs among individuals involved in the justice system. In this post, we focus on the impactful work of House of Mercy .

Understanding Criminogenic Needs and Their Impact on Recidivism

Before delving into the data, it is essential to understand criminogenic needs and their relationship to re-offending.

What Are Criminogenic Needs?

Criminogenic needs are factors that directly contribute to criminal behavior and recidivism. Research has identified six primary criminogenic risk factors:

Anti-Social Cognitions/Criminal Thinking : Individuals who display anti-social cognitions often don’t show concern about how their actions affect others and may not feel any remorse for what they have done. Their thought patterns often reinforce participation in criminal activities through self-interest, minimization of pro-social activities, and denial of responsibility for behavior.
Anti-Social Peers/Associates : Associating with others who engage in criminal behavior increases the likelihood of someone recidivating. Someone who is immersed in a group of peers who continue to commit unlawful acts is more likely to commit more crimes.
Family and Marital Relations: Someone who lives in a dysfunctional family is more likely to be in a setting where they learn criminal behaviors. Such individuals may not have positive role models within the home to help teach pro-social values.
Work and School: When employment is unstable and individuals have had limited school achievement, they are more likely to engage in criminal activity.
Leisure and Recreation: Individuals who report fewer leisure and recreational activities that are pro-social are more likely to engage in criminal behavior than those who report more frequent engagement in these activities.
Substance Abuse : Research shows a relationship between substance abuse and criminal behavior. The prevalence of alcohol and drug use is 4 times higher among offenders than in the general population. Evaluations of substance abuse treatment programs have generally established treatment as an effective tool at reducing drug use and crime, according to research ( Wooditch, Tang, and Taxman, 2014 ).

Addressing Criminogenic Needs Through Intervention

A study by Brooks Holliday, Heilbrun, and Fretz (2012) examined an intervention targeting criminogenic risk factors. The program involved 71 male residents under the custody of the New Jersey Department of Corrections. Participants attended lectures covering topics such as antisocial attitudes, criminal thinking patterns, substance abuse, and behavioral patterns. Individual and group counseling sessions based on cognitive behavioral therapy (CBT) helped participants address deficits in these areas. The study found a significant improvement in participants’ criminogenic needs.

Further research by Wooditch, Tang, and Taxman (2014) reinforced these findings. Their study of 251 probationers participating in an 18-session intensive CBT program demonstrated significant improvements in family relationships, engagement in pro-social activities, and reductions in substance use.

House of Mercy's Approach to Reducing Recidivism

Evidence-based programs that address criminogenic needs play a crucial role in reducing recidivism. House of Mercy is one such organization committed to supporting formerly incarcerated individuals through comprehensive reentry programs.

Our ongoing evaluation of House of Mercy has yielded encouraging results, with consistent improvements in key areas:

Perceptions of Program Impact: Participants highly value House of Mercy’s reentry program, particularly its focus on life skills, prosocial behaviors, and community engagement.
Cognitive Adaptability: Participants demonstrate strong adaptive thinking skills when faced with stressful life events, a critical factor for successful reentry.
Coping Strategies: Evaluations indicate that participants exhibit psychological resilience, grit, and effective problem-solving skills, all of which contribute to positive reentry outcomes.
Social Support: House of Mercy provides robust mentoring, relationship-building opportunities, and emotional support, which have been identified as critical factors in reducing recidivism.
Employment and Education: Participants report high levels of satisfaction with their employment and educational trajectories, indicating that House of Mercy’s workforce development initiatives are making a meaningful impact.

Transforming Lives and Communities

Both World Impact and House of Mercy are dedicated to breaking cycles of crime and facilitating positive life changes through education, employment support, prosocial cognition, and relationship-building. These efforts not only transform individual lives but also contribute to the broader goal of safer, more stable communities.

Through ongoing research and program evaluation, we continue to support initiatives that address criminogenic needs, ultimately reducing recidivism and improving reentry outcomes.

Want to learn more about how to partner with us to evaluate your social impact program and maximize your impact? Learn more about our evaluation services here .

Client Spotlight: Scaling Impact Through Program Evaluation

Mon, 26 Aug 2024 18:02:24 GMT

Non-profit leaders: What's the best way to build capacity and accelerate your program's impact?

You can drive greater impact with data.

Work with a program evaluator who has a history of publishing research in academic journals to ensure that more people see your accomplishments.

We helped a client expand their program into 53 new locations because we published evaluation data in over 25 blogs and three academic journals.

Together, we helped drive meaningful change for our client, and we can do the same for you.

Prison Education Can Change Lives

The Bureau of Justice Statistics reports high rates of recidivism among incarcerated persons who are released into the community. Within three years of their release, two-thirds (67.8%) are rearrested, and within five years, more than three-fourths (76.6%) are rearrested. However, incarcerated individuals who participate in prison education programs are 43% less likely to re-offend following their release.

Educational programs in prison support an individual’s successful reentry into society and strengthen public safety. According to federal data , prison education program participants were 43% less likely to return to criminal behavior once released. Participation in education programs while incarcerated increases and improves employment opportunities and saves taxpayer dollars .

Program Evaluation Findings

We partnered with a client who runs a faith-based higher education in prison (HEP) program across America to evaluate their program’s effectiveness. Results of our evaluation suggested that more than purely an academic program, this faith-based higher education equips men and women for leadership and services, creates psychological well-being, promotes healthy thinking patterns, brings self-awareness and self-respect to its participants, enables positive interpersonal relationships inside and outside prison walls, and equips participants with problem-solving skills, impulse control, and the ability to manage negative emotions.

We Disseminated the Evaluation Findings to a Wide Audience

We published our findings in over 25 blogs and three peer-reviewed professional research journals. For example, we shared the pilot evaluation with the academic community, highlighting the transformative effects of participating in a prison-based educational program.

Then, we published the final data based on almost 300 interviews with currently and formerly incarcerated men and women in the Journal of Offender Rehabilitation, highlighting participants’ perception of program quality and their prosocial thinking, behavior, and relationships, all of which contribute to identity change and desistance from criminal behavior.

Our published research got noticed!

Amplifying Program Impact

Obtaining permission to offer a program in any state’s correctional system is no easy task. Potential programs must undergo a rigorous screening application and vetting process before it may be presented to participants. A lengthy application with appropriate documentation is required, and approval is not automatically guaranteed.

As part of their expansion program, our client applied to another state to offer their faith-based educational program in their prison system. Because our evaluation findings had been widely published, especially in peer-reviewed academic journals, the application process was streamlined.

The head of corrections in another state quickly approved the expansion of their program into all 52 prisons, largely because the research findings had been published in academic research journals.

Inspiring Change

We can help you get your data noticed like we did for our client in the faith-based higher education in prison (HEP) field.

We won’t stop at data analysis and short-term reporting needs.

We focus on driving change in the social sector through thought leadership, speaking engagements, and national and international professional publications.

Connect with an expert evaluator to turn your data into actionable insights and expand your reach.

Let’s grow your non-profit together.

Ready to learn about how program evaluation can maximize your organization’s community impact? From data collection to analysis to communicating findings to a wide audience, we develop insights that drive informed decisions. Get started by clicking here .

Returning Home from Incarceration: This Reentry Ministry is Improving Outcomes!

Mon, 15 Jul 2024 16:48:09 GMT

New Evaluation Report Released: A Sneak Peek.

We collected data from 58 participants in the first round of data collection for our three-year evaluation project in partnership with House of Mercy Ministries (HOM) to determine whether the program improves reintegration outcomes for individuals coming out of incarceration. We also evaluated which components of the program participants were most satisfied with and what additional services or recommendations participants would like to make about their reentry services.

Study Design

To carry out this evaluation project, we developed a survey that included quantitative questions assessing participants’ demographics, perceptions of HOM’s program and services, thinking patterns, coping strategies, social relationships/perceived social support, meaningful work trajectories, and positive social engagement. The survey also included four open-ended qualitative questions to gauge participants’ perceptions of HOM and their suggestions for improvement.

Key Findings

How to Succeed in Reentry

Researchers suggest that the factors most likely related to reentry success are the development of healthy thinking patterns, effective coping strategies, positive social engagement, positive interpersonal relationships, and meaningful work trajectories. Based on the research findings in this evaluation’s first round of data collection, the House of Mercy’s reentry program and services improved participant outcomes.

HOM's Reentry Ministry

House of Mercy’s stated mission is to heal our culture by restoring the lives of men in transition through safe, supportive housing, leadership training, and discipleship to rebuild lives and raise up the foundations of many generations through biblically centered programming that includes pastoral counseling, peer counseling, life skills classes, addiction recovery, and discipleship to men in need of a second chance.

House of Mercy helps men build sustainable lives for themselves and their families in a support atmosphere of transformation, enabling them to resume their roles as fathers, husbands, brothers, friends, and community leaders. House of Mercy supports men as they build healthy thinking patterns, effective coping strategies, positive social engagement, positive interpersonal relationships, and meaningful work trajectories, thereby improving overall post-release success.

Positive Impact of HOM's Programs: Evaluation Findings

Based on the first data collection and analysis round, it appears that HOM is achieving its desired outcomes. Specifically, program participants rated themselves highly regarding their perceptions of HOM’s programs and services, ability to think adaptively under stress, psychological strength and approach to problem-solving, perceived social support, employment and educational trajectories, and positive use of leisure time. The evaluation findings support the continued inclusion of existing program components to support successful reentry and offer suggestions for additional programming.

Breaking the cycle: Empowering formerly incarcerated individuals for successful reentry.

Peer mentoring in reentry: Breaking the cycle of recidivism.

Unlocking positive change: The power of Moral Reconation Therapy in reducing recidivism rates

We want to evaluate your non-profit. Click here to learn more and contact us for a free consultation.

Your cognitive distortions are messing with your mind

Sun, 09 Jun 2024 23:59:03 GMT

What are Cognitive Distortions?

Cognitive distortions are biased thoughts that can distort the way a person sees themselves, their life, their specific day-to-day situations, their relationships, and other people. These thoughts can contribute to mental health conditions such as depression and anxiety. Simply put, a cognitive distortion is an inaccurate way of thinking (American Psychological Association).

Cognitive distortions are irrational thought patterns that are exaggerated by negative thinking and feelings. They convince our minds that what we’re thinking is true. They “mess with our minds.”

These common thought patterns occur automatically in our normal day-to-day thoughts. This makes it difficult to recognize them.

These negative thought patterns or habits make us exaggerate or perceive reality inaccurately. This can be damaging to our mental health, our relationships, and our overall wellbeing.

Who is affected by cognitive distortions?

Well…everyone. Everyone can experience irrational or unhelpful thinking patterns in their day-to-day thoughts. Many of us won’t be affected negatively by them, or we’ll be able to recognize irrational thoughts quickly.

However, for those of us who struggle with stress or anxiety, these distorted thoughts feel very real. It is difficult to recognize that such thoughts are irrational.

When we experience cognitive distortions, our minds are on autopilot. We don’t realize what’s happening, which makes it difficult to recognize that our thoughts are inaccurate and illogical.

Cognitive distortions are common

Take a look at the infographic below outlining the definition and an example of 12 common cognitive distortions.

Have you ever had a cognitive distortion? (Hint: Yes, you have! We all have them.)

Example of a cognitive distortion

Jamie was having a tough year at home and at work. Her work responsibilities had greatly increased and around the same time she discovered a profound betrayal in her marriage. As a result, her sleep had been poor for many months and she now felt overwhelmed and depressed. To top it off, in a recent performance review meeting, Jamie’s boss told her he thought her performance was slipping. She talked about it with her friend Vanessa over their lunch break, and she soon started to cry. “My home life is a mess, I’m failing at work—I am totally inept,” Jamie said.

Can you guess what Jamie’s cognitive distortion was?

Cognitive distortions have power

“For something that can’t be seen, heard, or measured, thoughts have incredible power. Our mood for an entire day can hinge on how we interpret a single disappointment. Thoughts can also have a profound effect on our behavior, affecting whether we forgive or retaliate, engage or withdraw, persevere or give up. No matter what you’ve been struggling with, chances are that your thoughts have played a role, either in causing your distress or in prolonging it.” Seth Gillihan

What are some ways you see cognitive distortions playing out in your own life?

Please note: This content is for entertainment and/or educational purposes only and is not meant to be a substitute for clinical therapy, consultation, or crisis services.

Learn to identify and address your cognitive distortions and help others in our self-paced online peer2peer counselor training here .

Think people in prison shouldn't get a free education? Think again.

Sun, 09 Jun 2024 00:21:26 GMT

How college in prison changes lives.

I’ve read Christopher Zoukis’ 2014 book, College for convicts: The case for higher education in American prisons , and I felt compelled to quote something from his introduction. Reading this quote stopped me in my tracks because his argument is spot on. I’ve written articles that make a case for higher education in prison, which I will get to in a minute. But the point Zoukis made here deserves to be highlighted.

The case for higher education in prison

In the introduction to his book, Zoukis shared that although numerous studies have been undertaken, the results of which confirm the significant benefits to be gained by providing educational opportunities inside our prisons, the public continues to resist.

"People ask why Americans should pay to provide a college education to those in prison when so many law-abiding citizens struggle to send their children to school. Why should those in prison get it for free?

Moreover, if we provide a learning environment for those in prison, prison will seem “less terrible and serve as a less effective deterrent to crime.”

He’s careful to note that the deterrent argument fails. Others believe that people who commit crimes made the choice to limit their freedoms when they chose to break the law. “Therefore, handing it free to people who break the law feels wrong, feels like a slap in the face of justice,” Zoukis said.

So why, then, should we care about providing a free education to prisoners who seemingly didn’t care about the victims they hurt and the society they endangered? Here’s why according to Zoukis:

"We care, very simply, because they get out. Almost everyone who is locked up now is going to be set free one day. If we treat prisoners like animals the whole time they are locked up, that’s what we’ll get when they’re back on the streets: wild, dangerous animals. But if we educate these people, give them positive reinforcement, and introduce the idea that they will have something to offer society when they return to their communities, that’s what we’ll get when they are free: people who have something to offer society."

Prison college education programs

One program called TUMI, short for The Urban Ministry Institute, offered by World Impact , offers a four-year seminary-level education intended to equip men and women for service in the ministry field who might not otherwise be able to afford a seminary degree. It was during my research interviewing incarcerated men and women who were students in the program that I learned how much of an impact prison education can make.

College in prison lower recidivism rates. I was there to evaluate the effectiveness of the TUMI program, and I learned that it does far more than lower recidivism rates...it changes the person and the prison culture.

College in prison changes lives

One man I met during my research, David McMillan, was there serving a life sentence.

In 1993, at a noted after-dark meeting place for homosexuals in East Texas, a group of three men, one aged 29, the “ringleader,” and two others, aged 19 and 17, abducted a 23-year-old man named Nicholas West from the park and drove him down a rural road in their pickup. After forcing West to remove his clothes, and several minutes of untold torture, the three men shot West to death. West was abducted from a park in Tyler, Texas, taken to a gravel pit outside of town, shot nine times, and left to die ( UPI, 2003 ). The three were arrested shortly after the incident, and they were sentenced to life in prison.

McMillan, one of the three, just 17 at the time of the crime, was now well into his 29th year of his life sentence. He was part of a group interview as part of my research into the effectiveness of the TUMI theological training program in prison in which he was a student.

The participants I interviewed that day shared how their lives had been changed through their TUMI education with statements such as, “I used to be a speed addict alcoholic wife-beater. Now I’m a worship leader ministering man of God-Amen!”

One participant said, “I was immature, frozen by insecurities, and had no faith in anything when I went to prison. God, through TUMI, the church, and others He placed in my path, gave me a new identity.”

David McMillan summed it up quite well. I asked participants to tell me how being a part of TUMI had made a difference in their lives. David said, “It’s changed what I’m livin’ for!” (I love this statement so much that I want to use it as the title of a book where I share detailed testimonies of some of the men I met during those interviews.)

The benefits of a college education in prison

“The benefits of educating prisoners are numerous. For example, education can aid prisoners’ personal development and improve their sense of well-being, thereby contributing to an improved prison environment for prisoners and staff alike. In addition, it can help to reduce the financial cost of re-offending and the number of victims of crime, thus helping prisoners with their successful reintegration back into society” ( Klementowski, 2020 ).

The evidence is clear: TUMI is responsible for the drastic change I observed in people like David McMillan.

So, yes, we should provide educational opportunities to those who are incarcerated!

This report was part of a larger evaluation project. To learn more about how we can help your organization make a bigger impact in the community through program evaluation, get in touch today. Learn more about our program evaluation services .

Can trained peers deliver Cognitive Behavioral Therapy?

Sun, 26 May 2024 16:17:05 GMT

In a recent post, I explained my “why” behind the development of my peer support training program that provides mental health and well-being supports to those who would not otherwise have access.

The “why” behind peer support training

In the post , I said that my “why” was based on four realizations:

Some people want help with their own mental health and well-being but hesitate to see a licensed psychologist.
Another group of people have the skills and want to help others achieve greater mental health and well-being, but they hesitate to embark on the lengthy schooling process necessary for becoming a licensed psychologist.
Cognitive behavioral therapy (CBT) works in a variety of situations.
Few peer support training programs explicitly include CBT principles in their curriculum.

But…can peers lead CBT sessions?

Right away, I received one very important question from a colleague on LinkedIn: Can trained peer counselors provide Cognitive Behavioral Therapy?

That question deserves a thoughtful response.

First, I responded by saying this, in part: “For clarity, I want to add that I never suggest that peer support replaces the work of a licensed provider. I only encourage trained peers to implement some of the principles of CBT where appropriate, and the training makes it clear when referrals may be necessary. We don’t suggest that peer supporters diagnose or treat, only support.”

And I'd like to add a portion of another comment in support of peers and CBT that quite nicely summarizes how I feel: "While we may not be keen on or clinically qualified to deliver CBT in a formal clinical sense, having peers trained in basic CBT practices could present an opportunity for us to deliver these skills in a. more relatable and understanding way to our peer that if we were strictly clinical."

Research on peer-directed CBT

My second response to my colleague’s thoughtful question was to highlight the research.

I’ve read several research articles about the efficacy of peer-delivered CBT. For example:

Undergraduate students with social anxiety benefitted from internet-based, peer-lead CBT treatment in Bautista et al. (2021) .
Peer specialists delivered computer-based CBT to improve symptoms of depression in a group of 330 Veterans in Pfeiffer et al. (2020) .
Peer specialists delivered Cognitive-Behavioral Social Skills Training to Veterans with serious mental illness in Chinman et al. (2019) and showed statistically significant improvement in four outcomes (symptoms, hope, defeatist attitudes, skill learning).
Through an app, ChatBots effectively delivered web-based CBT to college students who self-identified as having symptoms of anxiety and depression in Fitzpatrick et al. (2017) .
Peer support specialists delivered web-based CBT targeting PTSD symptoms and hazardous drinking to combat veterans who experienced significant improvements in PTSD, quality of life, resiliency, and coping post-treatment in Possemato et al. (2019) .
Peer support specialists led group CBT to address postpartum depression effectively in Babiy et al. (2023) .
Women who have recovered from postpartum depression (peers) effectively reduced symptoms of postpartum depression and anxiety through a CBT intervention in Amani et al. (2021) .

I also quoted Judith Beck ’s position where she advocated for alternative pathways of CBT delivery. In her 2023 article, she said,

“A tremendous amount of research is being done into new and creative ways to provide CBT interventions to individuals who have traditionally been unable to access evidence-based mental health care due to cost, lack of trained clinicians, or stigma surrounding seeking mental health care. Researchers have had success in implementing CBT with individuals in low-resourced areas by training nonprofessionals and peers to deliver CBT in a range of novel settings.”

Back to my “why”

I love questions and comments that make me think and revisit my “why.” My colleague did just that by asking if peers could deliver CBT.

It prompted me to look once again at the current research and examine the soundness of my “why.”

Is it still a good idea to provide access to mental health care to those who had been “unable to access evidence-based mental health care due to cost, lack of trained clinicians, or stigma surrounding mental health care?"

Is it still a good idea to train “nonprofessionals and peers to deliver CBT in a range of novel settings?”

The research and Judith Beck seem to point to a resounding “YES.”

In praise of peer support and CBT

Peer support specialists can implement the principles of CBT. It's been implemented in a variety of settings, from diabetes health care to PTSD support, recovery, reentry, and support for anxiety and depression, and the research demonstrates its effectiveness.

Peer supporters serve as role models of recovery, assist with navigating healthcare systems, and promote treatment engagement. The literature supports peers delivering CBT to increase positive outcomes in a variety of populations.

And yes, while I do not suggest that peer support specialists replace mental health professionals or that peer supporters should act in a clinical role, I do promote the idea that peers are qualified to use their lived experience to implement basic CBT practices in a relatable and understandable way.

Want to be a peer support specialist who is trained to deliver CBT principles? Take our online course Peer Support Specialist Training and expand CBT beyond the traditional therapy office to individuals who have traditionally been unable to access evidence-based mental health care. We’ll teach you how to recognize and address negative thought processes and behaviors and help your clients thrive. Register today.

On peer support training: A behind-the-scenes look at why I created the program

Fri, 24 May 2024 19:37:36 GMT

People have asked how the peer support training program came to be. It really boils down to four things.

Those four things are:

Some people want help with their own mental health and well-being but hesitate to see a licensed psychologist.
Another group of people have the skills and want to help others achieve greater mental health and well-being, but they hesitate to embark on the lengthy schooling process necessary for becoming a licensed psychologist.
Cognitive behavioral therapy (CBT) works in a variety of situations (especially reentry).
Few peer support training programs explicitly include CBT principles in their curriculum.

To turn the first two challenges into a workable solution, I created a tool to train people with lived experience to implement CBT. A trained peer support specialist can implement CBT to educate clients on healthy coping strategies—voila. My solution!

Helping clients cope with challenging situations, set goals, understand thoughts, and change behaviors using problem solving strategies that work is a viable solution that solves both challenges!

People with lived experience get to serve their peers who might not otherwise get the mental health and well-being support they need.

Let me provide some facts that lead me to create my innovative peer support specialist training:

1. Some people hesitate to see a licensed therapist.

Nearly 1 in 5 adults in the U.S. live with a mental health concern, according to the National Institutes of Mental Health ( NIMH ).
Suicidal ideation continues to increase in the U.S. among adults. Approximately 5% of adults reported having serious thoughts of suicide ( Mental Health America ).
A growing percentage of youth in the U.S. live with major depression. Roughly 15% of youth experienced a major depressive episode in the past year. In some states, the rate is as high as 19% (MHA).
Rates of substance use are increasing for youth and adults. Almost 8% of adults and just over 4% of youth had a substance use disorder in the past year.
Despite such widespread problems, over half of adults with mental illness do not receive treatment, which is over 27 million adults in the U.S. who go untreated, and Over 60% of youth with major depression do not receive mental health care. Even among youth with severe depression who receive some treatment, only 27% received consistent care (MHA).

2. Some people hesitate to endure formal psychology training (but they still want to help).

Psychiatrist, psychologists, therapists, and counselors provide much-needed services, but sometimes local resources are overstretched or unavailable in times of immediate need.
Some individuals may not feel able to connect with professional providers. That is where a peer support specialist can help. Having been in the same position as their client, they have found useful ways to beat addiction or cope with mental health challenges. Peer specialists provide valuable insights into healing.
A client can often bond with a peer support specialist in a way that might not be possible with someone who hasn’t been through the same crisis. A friendly relationship may be easier to form for clients who can identify with their support providers, making it easier to share their feelings.
Entering the mental health field can appear daunting due to the education and expenses required to become a psychologist or therapist. Fortunately, a rewarding career as a peer support specialist is an option that is much more accessible, and those who take this route can help others navigate their mental health and well-being challenges.
Becoming a peer support specialist could be a life-giving career choice for many. A shared experience with patients serves as the foundation to connect with those on a similar journey, helping them better understand their condition and thrive.

3. Cognitive behavioral therapy (CBT) works in a variety of situations (especially reentry).

Since I developed this training program, we’ve specialized in the re-entry field, serving those returning to their community after incarceration. Put simply, CBT, according to research, helps end the cycle of reincarceration.
The problem: Despite the U.S. spending upwards of $80 billion per year on incarcerating people, it usually fails at rehabilitation. Of the 600,000 people released from prisons each year in our country, 67% of them are re-arrested within three years, and within nine years, it’s 83% .
A solution: Cognitive behavioral therapy (CBT). Through CBT, people are taught to identify and manage thoughts that contribute to emotional problems, altering their behavior in the process. CBT is a highly effective treatment for depression, anxiety disorders, alcohol and drug use, marital problems, eating disorders, and severe mental illness. It has also been shown to reduce violence and other criminal behavior across populations and settings.
CBT has been found to be effective with juveniles and adults who are part of the criminal just system (incarceration, probation, parole, reentry). “It is effective in various criminal justice settings, both in institutions and in the community, and addresses a host of problems associated with criminal behavior. For instance, in most cognitive behavioral therapy programs, offenders improve their social skills, means-ends problem solving, critical reasoning, moral reasoning, cognitive style, self-control, impulse management and self-efficacy" ( NIJ Journal No. 265, April 2010, p. 22 ).
Cognitive behavioral therapy (CBT)–based programs delivered by trained community members could improve reentry success in individuals who lack access to such programs.

4. Few peer support training programs include CBT principles in the curriculum.

Peer specialists have the unique opportunity to use their lived experience while implementing CBT, which can enhance engagement among participants. But we know of very few who offer CBT training to peer support specialists
Some training programs offer partial CBT components in their curriculum, but do not include core elements such as cognitive restructuring ( NCBI ).
Those who do offer CBT training do not offer it online in a self-paced, engaging format taught by a uniquely qualified professor with dual doctorates in education and social work.

Our program is the innovative solution: Peer-delivered cognitive behavioral training.

We offer a digital learning solution that equips you with the specialized skills you need to transform your experiences into practical, supportive services that help others forge their own path to well-being utilizing the principles of CBT. You can start anytime and learn at your own pace on any device (desktop, laptop, tablet, or phone). Learn more.

If you’re interested in helping people who experience mental health or substance use disorders better understand their challenges and thrive, read more about becoming a peer support specialist with our online peer support specialist training, which can lead to certification in your state (check your state’s requirements first).

You might like this article: Why should you become a peer support specialist?

Guiding Clients Through Cognitive Distortions: A Peer Counselor's Toolkit

Mon, 20 May 2024 19:15:51 GMT

Understanding Cognitive Distortions

As peer counselors, we play a vital role in supporting individuals through their emotional struggles and challenges. One common hurdle we encounter with clients is cognitive distortions—patterns of thinking that skew perceptions of reality and often lead to negative emotions and behaviors. Identifying and addressing these distortions is a crucial step in promoting mental well-being. In this article, we'll explore strategies and techniques to help clients recognize and overcome cognitive distortions effectively.

Cognitive distortions, as described by psychologist Aaron Beck, are irrational and exaggerated thoughts that reinforce negative thinking patterns. They are biased thoughts that can distort the way a person sees themselves, their life, their specific day-to-day situations, their relationships, and other people. These thoughts can contribute to mental health conditions such as depression and anxiety. Simply put, it is an inaccurate way of thinking (American Psychological Association).

An example of Inaccurate Thinking

Susan had had a tough year. Her work responsibilities had greatly increased and around the same time she discovered a profound betrayal in her marriage. As a result, her sleep had been poor for many months and she now felt overwhelmed and depressed. In her recent performance review meeting, Susan was crushed to hear that her boss thought her performance was slipping. She talked about it with her friend Cathy over their lunch break, and was embarrassed when she began crying. “My home life is a mess, I’m failing at work—I am totally inept,” Susan said.

Is it “accurate” that Susan was totally inept? No, that is a cognitive distortion. Look at the following list of common thinking errors and see if you can identify Susan’s cognitive distortion.

Eight Common Cognitive Distortions

Below we see a list of eight common types of inaccurate thinking, with a brief explanation, and an example.

Black-and-white thinking : Seeing things in extreme terms. For example, thinking “If I do poorly on this exam, I’m a total idiot.”
Shoulding : Thinking the way we want things to be is the way they out to be. For example, thinking “I should have been more patient.”
Over-generalization : Believing that one instance applies to every situation. For example, thinking “I don’t know the answer to the first question on this exam, so I’m probably not going to know the answers to any questions.”
Catastrophizing : Thinking that a situation is much worse than it is. For example, thinking “A customer got really mad at me today, so my boss will probably fire me.”
Discounting the Positive : Minimizing evidence that contradicts one’s negative automatic thoughts. For example, thinking “She said ‘yes’ when I asked her out only because she felt sorry for me.”
Personalization : Thinking events that have nothing to do with us are actually about us. For example, thinking “She seems upset—it’s probably because of something I did.”
Mind Reading : Assuming we know what someone else is thinking. For example, thinking “They probably thought I looked like an idiot when I couldn’t get my slides to load.”
Fortune Telling : Making predictions based on scant information. For example, thinking “The rental company probably won’t have any cars left.”

Recognizing Cognitive Distortions

The first step in helping clients address cognitive distortions is raising awareness of their existence and identifying specific distortions in their thought patterns. Encourage clients to pay attention to their internal dialogue and emotional responses to different situations.

Some useful techniques include:

Thought Monitoring : Encourage clients to keep a thought journal where they record their thoughts and associated emotions. This helps them identify recurring patterns and recognize cognitive distortions more easily.
Questioning Assumptions : Encourage clients to question the validity of their thoughts by asking themselves:
“Is there evidence to support this thought?”
“Am I jumping to conclusions?”
“Could there be alternative explanations?”
“What would I sat to a friend in this situation?”
Behavioral Experiments : Guide clients to test the accuracy of their thoughts by experimenting with new behaviors or interpretations of events. This can help challenge existing beliefs and reduce the impact of cognitive distortions.

Challenging Cognitive Distortions

Once clients have identified cognitive distortions, the next step is to challenge and reframe them. Peer counselors can assist clients in reframing their thoughts in a more balanced and realistic manner. Some effective strategies include:

Evaluating Evidence : Encourage clients to examine the evidence supporting their thoughts. Help them differentiate between facts and interpretations and challenge them to consider alternative explanations.
Considering the Consequences : Explore the potential consequences of holding onto distorted thoughts. Help clients recognize how these thoughts contribute to their distress and hinder their ability to cope effectively.
Reality Testing : Guide clients to test the validity of their thoughts by gathering feedback from others or seeking objective information. This can help them gain a more accurate perspective on the situation.

Building Resilience

In addition to challenging cognitive distortions, it's essential to help clients develop resilience skills to cope with negative thoughts and emotions effectively. Peer counselors can teach clients various coping strategies, such as:

Mindfulness and Meditation : Encourage clients to practice mindfulness techniques to cultivate awareness of their thoughts and emotions without judgment. This can help reduce the intensity of negative thoughts and promote emotional regulation.
Cognitive Behavioral Techniques : Teach clients cognitive-behavioral skills, such as problem-solving, assertiveness training, and relaxation techniques. These strategies empower clients to manage stressors and cope adaptively with challenging situations.
Self-Compassion : Foster self-compassion by encouraging clients to treat themselves with kindness and understanding. Help them challenge self-critical thoughts and develop a more compassionate and nurturing inner dialogue.

Conclusion

As peer counselors, our role in helping clients identify and address cognitive distortions is invaluable in promoting mental well-being and resilience. By raising awareness, challenging distorted thoughts, and building coping skills, we empower our clients to break free from negative thinking patterns and lead more fulfilling lives. Through patience, empathy, and skillful guidance, we can make a meaningful difference in the lives of those we support.

To learn more about our complete self-paced, engaging peer support training, where we cover identifying and breaking negative thought patterns and more, visit our peer support training page .

Peer Support: The Importance of Self-Awareness

Tue, 12 Mar 2024 19:33:17 GMT

Self-awareness is becoming aware of our thoughts and feelings. By understanding ourselves, we are better positioned to understand others and help them in their healing journey.

As peer supporters, self-awareness is essential to preparing to encounter those we support, their families, and the system. While we have many encounters, we must be aware of our biases to practice equity and fairness. Self-awareness allows us to create better emotional intelligence and support our peers in the reentry.

What is the Importance of Self-Awareness as a Peer Supporter?

It is a powerful tool.

Self-awareness, or the understanding of one's knowledge, attitudes, and opinions, is a powerful tool. When done regularly, it can do more good for the peers you support than anything else you share with them To make real, impactful, lasting change, it is helpful for people to look inward and become familiar with that internal environment.

It is a top priority.

Building self-awareness should be a top priority for our clients. For example, you can support someone with bad habits and give them 1,000 ways to break them. Still, if they don't understand why they tend towards these bad habits, they might never break those habits or they will quit for a while and pick up where they left off when things get tough.

It helps the peer supporter.

Self-awareness will help the caring peer supporter avoid getting too wrapped up in their peer's problems or seeing them through their skewed lens. To truly help someone, it's essential to see things from their perspective, and that requires being self-aware enough to put our thoughts and feelings aside sometimes.

Self-awareness is the ability to see yourself clearly and objectively through reflection and introspection. Self-awareness is an understanding of oneself, including one's knowledge, attitudes, and opinions. Being self-aware is important for making changes in one's life. We can begin to heal by understanding how we think, feel, and behave, our strengths and weaknesses, and the memories that haunt us. Knowing oneself is the start of the healing process. With self-observation, we encounter discrepancies between our ideal selves and our lives.

Habits of People Who Are Self-Aware

Self-aware people listen more than they talk.

Some people believe that you can self-reflect your way into self-awareness. In other words, if you think hard enough about yourself, you'll understand yourself deeper. But that's not necessarily the case. Accurate self-awareness comes from genuine interaction with other people in conversation. Conversation is where communication happens on a deep, meaningful level. To get there, you need to be able to listen. To really listen. And real listening can be a surprisingly tricky thing to accomplish, much less make into a habit.

The key to gaining meaningful self-awareness through listening is to manage your thoughts during a conversation. It's hard to truly listen when formulating your ideas and only halfway paying attention to what the other person is saying. That means building the habit of being a good listener is mostly about learning to undo unhelpful habits. Suppose you can practice not listening to yourself and your ideas in conversations and turning your attention toward the other person. In that case, you're far more likely to stumble on something useful about yourself and improve your self-awareness.

Self-aware people are curious about their minds.

Self-aware people make a habit of thinking about their patterns of thought. Self-aware people are curious about their minds and inner work, just like a good scientist is curious about making observations, forming theories, and conducting experiments. Curious people notice patterns of thinking, like when they think more pessimistically and when they tend to think more optimistically. They wonder about the overarching beliefs that motivate their behaviors.

When you're curious, you begin to see patterns, and when you see patterns, you begin to understand, and once you know, it is possible to build lasting change. Remember that curiosity about oneself can be cultivated with time and practice. Avoid suppressing your curiosity by competing habits of self-criticism. It's hard to be curious about yourself when constantly judging yourself. Allow your natural curiosity to rise up. Watch your self-talk habits, and practice re-framing how you talk to yourself in more compassionate terms.

Self-aware people look for their emotional blind spots.

Self-aware people understand their emotional blind spots. We all have emotional blind spots. We've often ignored them for so long that we don't even know they're blind spots. Simon, for example, went to a counselor because he thought he would get fired. Over time, it became clear that Simon was experiencing a lot of anger and frustration at work, but he wasn't aware of it. He also discussed that growing up, he had an alcoholic father who used to rage and become violent when he was drinking. After a few difficult conversations on the topic, Simon began to see that, because he was afraid of turning out like his dad, he had built up the habit of buying his anger--sometimes with sarcasm and humor, sometimes with distractions, and often by simply calling it by a different name like "stress" or "annoyed."

Once Simon realized this connection—that avoiding anger was a leftover coping mechanism from childhood that was severely impacting his life—he began making major changes. For example, anytime he caught himself describing how he felt "annoyed" or "stressed," he used that as a cue to ask whether there wasn't really some stronger anger behind those descriptions. This process helped Simon at work and in other areas of his life.

Self-aware people ask for feedback and take it well.

Self-aware people ask for feedback. Genuinely self-aware people understand that they can't always see themselves objectively and that, often, the best way to be more objective about yourself is through the lens of other people. The trick is that there is no trick. You must ask if you want to see yourself through other people's eyes. It's that simple.

What gets in the way of most of us asking for good feedback is that we're afraid of getting uncomfortable news. Getting criticism always hurts. Anytime we get hurt, we tend to do one of two things: fight or flee. We try to overwhelm our painful thinking by making the other person look bad in some way (fight), or we dismiss their feedback as invalid (flee). To sum up, one of the best ways to learn more about yourself and improve self-awareness is to get objective feedback from others. But to do this, you must be willing to tolerate the discomfort of receiving criticism and work to avoid defensiveness at all costs. However, your self-awareness will increase dramatically if you are willing to ask for feedback and take it well.

Self-aware people take time to reflect on their values.

Reflect on your values. Get clear about your values--what's most important to you--and learn how to go after them. Highly self-aware people have a habit of regularly reflecting on and considering their values. While they're always trying to be aware of what they might be unconsciously avoiding, they're also striving to be clear about what they want in their lives. It's essential to clarify what we're chasing after in life regularly. Highly self-aware people typically have some mechanism for doing this consistently.

Fostering Self-Awareness in Peer Support

Peer supporters are encouraged to develop a keen sense of self-awareness and an understanding of the impact of attitudes and beliefs on the support relationship. Monitoring one's own reactions during peer support services (self-awareness/self-monitoring) heightens interpersonal skills such as empathy, making peer support more effective.

Dowden and colleagues (2014) suggest three tiers of self-awareness that peer supporters can use to monitor their reactions during the support process. The key questions involve asking yourself, "What are you thinking and feeling during and after you are engaged in peer support?" Your responses to such self-reflections will help you be a better peer supporter.

Three Tiers of Fostering Self-Awareness

Tier 1: Self-Check

In Tier 1 of the Dowden et al. (2014) model, supporters are encouraged to conduct self-checks. Self-checks are brief opportunities to stop and check on oneself by thinking about one's emotional well-being. Peer supporters might be especially vulnerable to stress; therefore, it is essential that they find small incremental periods throughout each day to engage in thinking critically about things so that they can increase awareness and reduce stress. It is suggested that they do hourly self-checks throughout the peer support day.

Questions : Participate in ongoing self-checks by asking yourself the following questions after each support session:

How do I feel at this moment as a result of what occurred?
What steps can I take to remove or reduce these feelings?
How can I prevent these feelings from recurring in similar situations?

Reflection : Imagine you are a peer supporter of Christian, a peer with diabetes. Whenever he comes to you, he appears irritated and aggressive, saying that he has "heard it all before" whenever you discuss his thoughts, feelings, and behavior about his health. His refusal to think about these things is frustrating to you, and you notice yourself becoming stressed and irritated during your peer support sessions, which you think might impact your response to Christian. How would you feel now as a result of what has occurred?

Tier 2: Self-Talk

Tier 2 of the Dowden et al. (2014) model encourages peer supporters to engage in self-talk. Self-talk is an ongoing process used to reduce negative thoughts, emotions, and behaviors and provide oneself with positive verbal feedback. It is helpful for combatting negative thoughts stemming from field experiences. You can do this anytime throughout the day. Self-talk allows us to redirect our negative thoughts, emotions, and behaviors.

Questions : Utilize self-talk to m maintain keen awareness and improved self-care by asking yourself the following questions when you are alone or meditating:

What is it that I feel?
What caused me to feel this way?
What steps can I take to remove or reduce these feelings?

Reflection : Think back to the scenario with Christian. You identified what you were feeling in the last activity. Now, reflect. Whatever your negative thoughts and feelings were in response to your frustration with Christian, ask yourself what might have caused you to feel that way. For example, you might have thought, "If only I were a better peer supporter, I could convince Christian to be more concerned about his health." Or you may have even thought, "I'm not good at this at all." And as a result, you felt anxious whenever Christian came to you with the same story. Why do you think you felt that way? What negative did you engage in, and how could you think about it differently next time Christian comes to you?

Tier 3: Self-Journaling

Self-journaling is really just written communication with yourself. It is an ongoing process to analyze, diffuse, and assess thoughts, emotions, and behaviors. Self-journaling provides an opportunity to reflect as a means of examining thoughts, behaviors, and feelings while learning from those same reactions. Peer supporters are encouraged to develop creative self-journals. These journals can be mental maps, personal logs, and/or letters to oneself. In each case, these self-journals have the potential to bring about cognitive, emotional, and behavioral change.

Questions : Write targeting (themes) journals that highlight stressful events, log the process of removing or reducing the emotion, the timeframe for emotion removal/reduction, lessons learned (new ways of thinking, new strategies for coping), and setbacks. Ask yourself:

What is it that I feel/felt during the day?
What caused me to feel this way?
What steps can I take to remove or reduce these feelings?

Reflection : Think back to the scenario with Christian. You identified what you felt in the first activity and reflected on your thoughts and attitudes in the second activity. Now, journal. Write a brief journal entry about your thoughts, feelings, and behaviors related to your peer support session with Christian.

Conclusion

Self-awareness gives peer supporters the power the influence outcomes. It allows you to communicate with clarity and intention, frees you from assumptions and biases, and helps you understand things from multiple perspectives. Self-awareness enables you to be a better listener and decision-maker in the peer support role.

Self-awareness is a practice, and for many, an overlooked or uncomfortable practice. It takes humility and strength to allow oneself to open up, to dig deep within, and to sit with what you see, feel, and observe. With self-awareness, you can regulate your inner life, which has a ripple effect through your behavior and actions. It is a practice that can challenge your thoughts, behaviors, and sense of self. When you do it consistently, you can better regulate your emotions and responses, recognize where your thoughts and feelings are leading you, and make the necessary changes to serve those you support better.

Are you a peer supporter?

Do you practice self-awareness?

8 tips for writing a strong grant application

Mon, 08 Jan 2024 23:41:31 GMT

Tip #7 might be the most important.

Generally, a grant proposal outlines a project idea, explains why your organization needs grant money, and provides evidence that demonstrates the worthiness of your project.

In grant proposals, you will describe your organization’s mission, describe how you plan to use grant funds, provide program goals and objectives, a timeline for completion of the project, and an expected outcome.

However, a grant proposal must also be written in such a way as to convince potential funders of the value and impact of your project.

At LaBarbera Learning Solutions, we’ve helped our clients write several successful grant proposals. In this guide, we’ll share with you 8 tips we’ve learned about what it takes to create a winning proposal.

8 tips for writing a strong grant application

Start with a strong cover letter
Write a short executive summary
Introduce your organization
Write a direct problem statement
State your goals and objectives
Project design: Discuss your methods and strategies
Evaluation: Discuss how you’ll track success (program evaluation)
Develop a project budget

Tip 1: Start with a strong cover letter

Your cover letter is the perfect opportunity to capture the funder’s attention and get your foot in the door.

The key objective of your cover letter is to compel the reader to get to the rest of the proposal.

Suggestions:

Keep it short . Three to four paragraphs max. Get to the point quickly and state your intentions right away. You don’t need much fluff here.
Say what you need . At the very beginning, mention how much money you need and what you want it for. Don’t be afraid to be direct – you deserve this grant, and you want the reader to know it.
Avoid repeating yourself . You don’t need to recap the proposal in the cover letter. You can go a little off-course and provide something of value here.
Make a clear connection . Show that you understand the funder and make a clear line from their mission and funds to your proposed project. Don’t make the funder guess or make their own connections.

Tip 2: Write your executive summary

Every winning grant should start with a brief executive summary, which is essentially a brief synopsis of the entire proposal. Here, you will introduce your business, the proposal, and your project’s goals – essentially your grant request.

Provide enough detail and specifics. Get to the point quickly and be factual.

Suggestions:

Limit the summary to two pages . Provide just enough information so the reader can read just this part and get a clear idea of who you are and what you need the money for.
Introduce your organization . Although you will go into detail about this later, don’t be afraid to summarize for the reader your organization’s history, mission, and objectives.
Consider answering these questions in your executive summary:
What is your mission and history? What do you do?
What is your project’s name and who is it supposed to help?
What problem are you solving and why should it matter?
What is your end goal and how will you measure whether you achieved it?
Why should you get the funds? What are your competencies?
How much money do you need and how do you plan to finance the project in the future? Do you have other funding sources?

Tip 3: Introduce your organization

Now that you’ve set the stage for the entire proposal, you can share more details here about your infrastructure, history, mission, experience, etc.

Here you include a biography of key staff, your business track record (success stories), company goals, and philosophy. This is where you can highlight your expertise.

Client recommendations, letters of thanks, and feedback from customers or the general public are things you could include in your grant proposal.

It is important to show that your organization has the capacity and the ability to meet all deliverables from an execution perspective and also meet all legal, safety, and quality obligations.

Suggestions:

Be objective. Stay factual here, and avoid patting yourself on the back a little too much.
Provide a backstory . When was the organization started and why? Try to connect your mission to that of the grantmaker as much as possible in a natural way.

Tip 4: Write a direct problem statement

One of the most important parts of the grant proposal structure is the problem statement, also known as the “needs statement.” This is where you explain why your community has a problem and how you or your organization can provide the solution.

In a winning grant proposal, the problem statement will heavily rely on quantitative data and clearly display how your organization answers a need.

Suggestions:

Use comparable data . Grant makers want to see results from other communities that already implemented a solution like yours and got satisfactory outcomes.
Highlight urgency . Underline the importance that this project starts now rather than later.
Focus on the main problem . Try not to get sidetracked by other phenomena that might contribute to the key problem you’re addressing.

Tip 5: State your goals and objectives

Another very important part of the grant proposal process is clearly stating your goals and objectives.

In fact, a significant number of proposals fail because they forget or mishandle this step, so all their hard work goes to waste!

Write details about the desired outcomes of your project and how you will measure success.

(Need help developing and measuring outcomes? The independent evaluators at LaBarbera Learning Solutions are the experts who can help you get the grant and show funders how you’re putting their money to good use.)

This section is key to providing information on the benefits that the grantee, community, government, or client will see for their investment.

Suggestions:

State objectives as outcomes . An objective is something you want to achieve, not do. Many organizations confuse these terms.
Make objectives SMART . Make sure you can track progress by making objectives Specific, Measurable, Attainable, Realistic, and Time-bound.
Connect goals and objectives to the audience . The final result of your project should always be the betterment of your community expressed in a measurable way.

Tip 6: Project design: Methods and strategies

This is where you tell the funding agency how you plan on achieving the goals and objectives you detailed in the previous section.

List what you’ll need (facilities, staff, support services) to deliver the project and achieve the defined measures for success.

Suggestions:

Connect closely to objectives . Your methods and strategies need to be connected to the objected you outlined, as well as the needs statement. Make it very clear how they are all connected.
Provide examples . If possible, share examples of when these same methods worked for previous projects.
Demonstrate cost effectiveness . Make sure the grant maker realizes that your methods are rational, well-researched, and cost-effective.

Tip 7: The evaluation section: tracking success

This section covers program evaluation — how will you track your program’s progress?

It also includes the timeframe needed for program evaluation and who will do the evaluation including the specific skills or products needed and the cost of the evaluation phase of the project.

This is one of the most important steps to writing a grant proposal, as all funders will look for program evaluations.

Many times, funders desire that you hire an independent evaluator—someone who does not work for your company, who can be objective and who is skilled at measuring progress toward desired outcomes.

( Program evaluation is what LaBarbera Learning Solutions does best. Find out more .)

Whether we’re talking about government agencies or private foundations, funders need to know if the program they invested in made a difference and that their money was put to good use.

Evaluations can seem expensive, but this step in the process is absolutely worth it. You can build it into the grant budget, however, so this would not be an out-of-pocket expense.

Suggestions:

Obtain feedback . However you image your evaluation process, it should include feedback from the community taking part in the project. Those who benefit from your services are crucial in the evaluation process.
Decide between internal or external evaluation . One of the most important variables is whether you’ll employ your own staff or hire an external agency to do an independent evaluation. Make sure you know what the funding agency requires. (Many times government grantors require an outside/independent evaluator, or they give “priority funding” to organizations who include an independent evaluator in their proposal).

Tip 8: Outline a project budget

One of the most important grant proposal topics is budgeting. This is the moment when you go into detail about exactly how you’ll be using the resources you’re requesting.

Remember that the project budget section is the true meat of your grant proposal. And remember that you can build the cost of an independent evaluator into the budget.

Suggestions:

Pay attention to detail. Everything needs to be covered. Travel, supplies, advertising, personnel, evaluation—don’t leave anything out. If you forget something, you can’t add it in later or request anything additional.
Double-check . It is easy to leave out a zero or move a decimal point and distort everything by accident. (We recently miscalculated our hourly rate on several line items in a client’s budget, leaving a considerable gap in the bottom line. We had to “eat” the gap in income because of our mistake.)

If you find yourself in need of additional help writing a grant proposal after reading this guide, click here . If you want to learn more about our program evaluation services, click here . Or even if you think you could benefit from another set of eyes to review your grant proposal before pressing “send,” we can help with that too (click here ).

Grant Writing Consulting is just one of the many services we offer.

Belongingness Behind Bars: A Surprising Antidote to Criminal Behavior

Fri, 17 Nov 2023 22:32:11 GMT

In discussions about the roots of criminal behavior, researchers often discuss the concept of belongingness. Decades of research has linked prolonged social exclusion to involvement in criminal behavior ( Liu & Su, 2023 ).

Importance of belongingness

Belonging is defined as a unique and subjective experience that relates to a yearning for connection with others, the need for positive regard and the desire for interpersonal connection (Rogers, 1951).

A sense of belonging has been described as a fundamental human motivation underpinned by an all-encompassing need to belong that we continually seek to find and maintain (Baumeister & Leary, 1995). It is our sense of belonging and its importance to us as a species that shapes the way our relationships with others, groups, and even whole communities function.

An absence of belonging has negative and devastating effects on people, both physically and psychologically.

Human beings are inherently social creatures, and the desire to belong is a fundamental aspect of our nature. When individuals lack a sense of belonging, whether due to social isolation, economic disenfranchisement, or other factors, they may seek solace in unconventional communities, sometimes manifesting in criminal associations. In such instances, criminal behavior can be seen as an attempt to fill the void left by a lack of belongingness.

Belongingness in prison

It may come as a surprise to some, but within the prison system, efforts are being made to harness the power of belongingness to rehabilitate prepare currently incarcerated men and women for reintegration into their communities.

Establishing a sense of community among currently incarcerated men and women has shown positive impacts on behavior, reducing the likelihood of recidivism. Programs focusing on education, vocational training, and therapy create a supportive environment that fosters a shared sense of purpose and mutual respect.

One notable example is the emergence of prison education programs. By offering incarcerated men and women the opportunity to acquire new skills or pursue academic endeavors, these programs not only contribute to rehabilitation, but also create a sense of belonging among participants. The shared pursuit of knowledge and personal development establishes a community within the prison, where individuals support each other in their quest for self-improvement.

The tireless work of Pastor Charles Anderson, through his organization Epihipany Life Change serves as a remarkable example of how a theological education program in prison creates that sense of belonging for the men in Texas prisons he ministers to as he facilitates World Impact’s church-based seminary training behind bars.

The Urban Ministry Institute (TUMI) offers a 16-module curriculum , taught at a seminary level, which was specifically designed to serve as the most essential knowledge and skill learning necessary for effective urban ministry and church leadership. Dedicated partners like Charles take the training to men and women inside prison walls across the country.

The camaraderie built through collaborative learning and Bible knowledge acquisition contributes to a positive atmosphere within the prison community, fostering a sense of belonging and purpose that extends beyond the confines of incarceration.

Class sessions provide a platform for inmates to gain Biblical knowledge and share their experiences, challenges, and aspirations, creating a supportive network that combats the isolation often associated with incarceration. The shared journey towards rehabilitation and self-discovery enhances inmates' self-esteem and instills a sense of belonging that can serve as a powerful deterrent to criminal relapse as they become equipped to share the gospel in their communities.

Educational communities such as those operated by Ephiphany Life Change are therapeutic in nature. They promote a sense of belonging, improve participants’ self-esteem and increase overall well-being, which are central to behavioral change ( Pearce & Pickard, 2013 ).

The intricate link between belongingness and criminal behavior suggests that addressing the fundamental human need for connection can be a key element in the rehabilitation of those who are incarcerated. The positive developments within prison systems, where belongingness is actively cultivated through educational programs offers hope for breaking the cycle of criminality. By recognizing and harnessing the power of belongingness, society can contribute to the transformation of individuals, ultimately fostering a safer and more compassionate community for all.

If such communities can improve the outcomes of incarcerated individuals during their sentence and in the reentry process, in terms of belongingness, overall well-being, and avoiding recidivism, it makes sense that we should have more of them. What do you think?

References

Baumeister, R. F., & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117 (3), 497-529. http://dx.doi.org/10.1037/0033-2909.117.3.497

Rogers, C. R. (1951). Client-centered therapy. Oxford, England: Houghton Mifflin.

How to influence positive outcomes in reentry

Wed, 30 Aug 2023 22:10:57 GMT

The art of listening.

Good conversations generate well-being, feelings of closeness, shared effort, and productivity. And difficult conversations -- when people disagree or disclose something controversial -- can produce similar positive outcomes if they happen under supportive circumstances.

How people talk to one another (i.e., through words and tone of voice) is important in influencing conversation outcomes. But what can the listener do to shape the conversation? Quite a lot, it turns out.

It is easy to picture a good listener. This person may remain quite as their partner speaks; they might wait for the speaker to complete a sentence before contributing their own thoughts.

During the conversation, a good listener avoids looking at their phone, maintains good eye contact, and exhibits facial expressions and a body posture that conveys interest and curiosity. Therefore, the listeners’ attentional attitude creates space in the conversation for speakers to talk.

However, “high-quality” listening involves more than simply being silent and creating space. The listener has power in the conversation and can contribute verbally and non-verbally in ways that actively shape the interaction.

In this article, I will explore the meaning of “high-quality” listening from motivational, social, and psychological perspectives. Furthermore, I will argue that listening supports a speaker's basic psychological needs for autonomy and relatedness. I will also consider the implications of listening and its outcomes in the context of peer support and reentry.

You might also like this blog about peer mentoring.

High-quality listening.

High-quality listeners convey three qualities to their listeners: undivided attention, comprehension, and positive intention.

Listeners show that they are attending to the speaker through various verbal and non-verbal behaviors without interrupting them (i.e., eye contact, open posture, and facial expressions).

High-quality listeners also communicate that they comprehend what the speakers say by paraphrasing conversational content and by asking open-ended and clarifying questions. As they do this, high-quality listeners convey their positive intention by exhibiting a non-judgmental attitude toward the speakers, providing some measure of validation, and through facial expressions that convey a level of interest and curiosity.

It is worth noting that an important part of high-quality listening is that listeners must be truly genuine to be perceived as good listeners. Listening cannot be reduced to simply performing a series of techniques from an automated script; the techniques must be used with genuine interest and care for the speaking individual. Research shows that speakers are adept at detecting when listeners are non-genuine and do not respond well in such circumstances (Tyler, 2011 ).

Learn more about our full training on effective listening (and more) as a peer support specialist here .

High-quality listening promotes well-being.

Self-determination theory (Deci & Ryan, 2000) asserts that people have three basic psychological needs that, when satisfied, encourage motivation, psychological growth, and well-being. These needs can be supported or frustrated as a function of individuals’ social experiences (e.g., conversations).

The first is the need for autonomy, or feeling a sense of volition in one's actions and self-expression, such that one experiences behaviors to come from within the self rather than from external forces or internally imposed judgments and pressures (Ryan, Deci, Grolnick, & La Luardia, 2006 ).

The second need is relatedness, which refers to feeling close or connected to others.

The third is the need for competence, which refers to feeling effective in activities and capable of pursuing and achieving meaningful goals (Deci & Ryan, 2000 ).

When these psychological needs are met, individuals experience well-being (Ryan & Deci, 2017 ), engage with others openly and non-defensively, and pursue activities with energy and perseverance.

It is easy to see how high-quality listening could be an effective strategy in the peer-support relationship in recovery and re-entry as individuals seek to rebuild their lives and make positive life choices.

High-quality listening supports reentry.

High-quality listening is crucial for understanding someone else’s perspective, involving undivided attention and asking open-ended questions. Supporting someone’s values and interests and offering a meaningful rationale also requires high-quality listening to attend to the person’s values and interests and understanding how to supply a meaningful rationale for that person. It seems then that one cannot provide proper support without listening well.

Of the three psychological needs, the most proximal and listening-specific may be autonomy, the sense of feeling make choices, freedom in self-expression, and behaving authentically in line with one’s values, beliefs, and emotions (Deci & Ryan, 2000 ). When individuals feel that there is high-quality listening, they feel understood and that their perspective has been taken. They are also volitional in guiding or co-guiding a conversation with their conversation partner, and they can express themselves authentically without feeling pressured or judged.

In a conversation, speakers can feel understood by sensing that their listeners attended to and comprehended the perspective, idea, or feeling they shared. This positive relational quality of caring for, valuing, or aligning with the speaker (which is likely relationship- or domain-specific) takes understanding to a deeper level to convey that the speakers, not just their views, have been understood.

Both levels (understanding the view and understanding the individual) are likely important, but feeling truly understood and validated by another may be a particularly powerful catalyst for positive experiences and behaviors.

In providing this relational climate, high-quality listening can make speakers feel safe to disclose thoughts, feelings, or personally relevant information (Castro, Kluger, & Itzchakov, 2016 ) that they may not otherwise reveal for fear of rejection, stigmatization, or disagreement that feels threatening.

Alongside autonomy need satisfaction, listening satisfies the need for relatedness. Speakers who feel heard feel that they are connected with their listeners, encouraged and fortified by their listeners, and have a partner in the conversation (Itzchakov et al., 2021 ), all of which promote relational valuing, that is, a sense of closeness and intimacy with the good listener (Deci & Ryan, 2014 ).

Thus, because high-quality listening fosters genuine self-disclosure and sharing in a space free from judgment, this form of listening can create an intimate, close relationship in which the speakers feel close and connected to their listeners.

Providing more direct evidence, early experimental research integrating listening and self-determination theory has found that listening promotes both autonomy and relatedness needs satisfaction. Both offer explanatory power for positive outcomes in the reentry process.

By being consistently available, providing a listening ear, and showing clients that they are worth the effort they invest, peer supporters who are high-quality listeners can be key sources of positive support for formerly incarcerated men and women.

Develop your listening skills and influence positive outcomes in reentry. Try our $25.00 self-paced, on-demand mini-course available at https://labarberalearning.talentlms.com/catalog

About LaBarbera Learning Solutions

LaBarbera Learning Solutions (LLS) is a leading independent evaluation consulting firm that partners with health, education, and human services agencies to improve lives. LLS offers consulting services and solutions that help rehabilitation and re-entry programs promote participant success, improve programs and processes, and optimize community flourishing. Learn more about our services .

References

Castro, D. R., Kluger, A. N., & Itzchakov, G. (2016). Does avoidance-attachment style attenuate the benefits of being listened to? European Journal of Social Psychology, 46, 762–775.

Deci, E. L., & Ryan, R. M. (2000). The” what” and” why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268.

Ryan, R. M., Deci, E. L., Grolnick, W. S., & La Guardia, J. G. (2006). The significance of autonomy and autonomy support in psychological development and psychopathology. John Wiley.

Tyler, J. A. (2011). Reclaiming rare listening as a means of organizational re-enchantment. Journal of Organizational Change Management, 24(1), 143–157.

Reis, H. T., Clark, M. S., & Holmes, J. G. (2004). Perceived partner responsiveness as an organizing construct in the study of intimacy and closeness. In D. J. Mashek & A. P. Aron (Eds.), Handbook of closeness and intimacy (pp. 201–225). Lawrence Erlbaum Associates Publishers.

Four limiting beliefs about program evaluation

Thu, 03 Aug 2023 21:43:15 GMT

Many leaders resistant to program evaluation hold one of these four limiting beliefs. Do you?

Evaluation...what is it?

Evaluation is a process that critically examines a program to collect and analyze information about a program’s activities, characteristics, and outcomes.

We know, however, that evaluation can be somewhat intimidating and confusing for those unfamiliar with its usefulness. Because of the negative stigma sometimes attached to evaluation, we feel it imperative to debunk some common myths associated with program evaluation.

Why should you conduct an evaluation?

Evaluations can help an organization identify areas for improvement and help you realize your goals more efficiently.
The information you collect in an evaluation can allow your organization to communicate your program’s impact to others, which is critical for public relations, staff morale, and for attracting and retaining support from current and potential funders.
The report from an evaluation is useful for marketing and creating program awareness.

Evaluation findings can showcase the effectiveness of a program to funders and the community. An evaluation can demonstrate that a program is worthwhile. Sharing findings with the community can serve as marketing and outreach tools for attracting collaborative partners, recruiting participants and program facilitators, and building trust with stakeholders.

Also, funders often require that a program evaluation be conducted when they agree to fund a program, and some funders will not fund or continue to fund a program until an evaluation has been conducted and outcomes have been demonstrated.

Program evaluation is a valuable tool, critical for securing funding sources and boosting organizational growth. In this article, we address four common concerns program managers and organizational leaders might have regarding an evaluation.

Myth #1 – “Evaluation generates lots of boring data with useless conclusions.

Fact : Quantitative data can be difficult to analyze—statistical analyses are left to the “academics” who understand such data, and they sometimes fail to communicate results in ways that are meaningful and understandable to stakeholders.

Good evaluators, however, draw out implications from the findings from tables of numbers, and they can make substantial use of graphs and other visual aids to share results. An expert evaluator can use the data to develop recommendations that make sense for the program.

Ideally, an evaluation will have provided new insights to program managers who can then make program improvements or capitalize on existing program strengths.

Myth #2 – “Evaluation is all about showing the failure of a program.”

Fact : When you use data to understand what’s not working as intended, you gain the power to change it. This kind of organizational self-awareness and sophistication makes you stand out to funders and accrediting bodies even more.

If you find that some parts of your program are not working, you have a responsibility to your clients and donors to do something about it, and an evaluation will give you the power to do just that. An effective evaluation will permit the program’s staff to decide whether to offer the program again because it is successful, to alter the program in order to make it more useful to participants, or to drop the program because it fails to meet a need.

Staff would not want to devote resources to a program that does not meet the needs of participants; in such a case, something more helpful should be offered instead. If the program is good, you want the evaluation to detect its strengths; where it needs improvement, you want to detect its limitation.

Myth #3 – “Evaluation is too expensive.”

Fact : It is true that organizations can pay a bunch of money for fancy software to collect data, that at the end of the day tells them nothing about how to improve their programming. And while it is also true that evaluation will take some of your program resources up front, what a program can learn from an evaluation can help streamline its resources to focus on “what works” for program participants and improve outcomes.

An independent evaluator or consultant can help develop an evaluation design that is most appropriate for a program’s service delivery, the evaluation questions the program wishes to address, and the program’s resources for conducting an evaluation.

Many evaluators negotiate their fees to accommodate organizational resources. A program evaluation is well worth the initial investment to find out what works and what does not work.

Myth #4: "Evaluation is too complicated, and no one here knows how to do it."

Fact : Many sources of help are available for designing an evaluation. If your organization does not have employees with the necessary skills, find help at a nearby university or from someone related to your program (e.g., a board member, a volunteer, or someone from a partner organization), or look for an independent evaluator.

If you are considering working with an independent evaluator, look for one who has experience with programs in your particular content area. In such situations, the evaluator has a passion for this particular social impact cause and would love working with your team.

RELATED: Download our free Guide to Program Evaluation

Final thoughts.

While conducting an evaluation may seem complicated, expensive, or somewhat overwhelming, it is important to remember that program evaluations serve as tools to improve programs and demonstrate effectiveness to stakeholders. Simply put, program evaluations are conducted to make programs better.

Although evaluation is not without challenges, the information obtained from a program evaluation can help to streamline and target program resources in the most cost-efficient way by focusing time and money on delivering services that benefit program participants. Data on program outcomes can also help secure future funding. Ultimately, an evaluation enables you to demonstrate your program’s impact to others.

Need help finding a reputable program evaluator? LaBarbera Learning Solutions offers a full suite of program evaluation and research expertise to nonprofits, community-based organizations, educational institutions, philanthropies, corporations, and state and federal agencies. Visit us at https://labarberalearning.com to learn more.

How to be a Better Listener

Wed, 02 Aug 2023 18:10:15 GMT

Radically transform your relationships by practicing this one skill.

Listening is not just hearing what the other party in the conversation has to say. Poet Alice Duer Miller said this about listening: “Listening means taking a vigorous, human interest in what is being told us.”

We’ve all experienced conversations where the other person wasn't truly engaged, leaving us feeling annoyed and disrespected. Active listening is the key to overcoming this and creating meaningful connections with others.

The Importance of Active Listening

Experts reveal that 45% of communication is listening, yet the average person only retains half to a quarter of the information they hear. This lack of active listening can lead to missed opportunities for connection and understanding.

Active listening is about more than just hearing words; it involves understanding the speaker's emotions and intentions, paying full attention, and avoiding distractions.

Benefits of Being an Active Listener

Building Connections: Active listening helps others feel comfortable sharing information with you, fostering regular and meaningful communication.
Building Trust: When you give others your full attention without interruptions or judgments, they are more likely to confide in you and trust your support.
Identifying and Solving Problems: Active listening allows you to detect challenges and difficulties others are facing, enabling you to offer timely solutions.
Increasing Understanding: Good listeners are always eager to learn and grow their knowledge base, and active listening aids in retaining valuable information.

Barriers to Active Listening

Several barriers can hinder active listening, such as:

Judging the Speaker or Topic: Personal biases and opinions can distract you from truly listening and understanding the message.
Preparing Replies: Formulating responses while someone is speaking takes your focus away from the speaker and their message.
Distraction or Daydreaming: External distractions or wandering thoughts can divert your attention from the conversation.
Relating to Past Experiences: Drawing parallels with personal experiences may cause you to lose focus on the present conversation.
Preoccupation: When preoccupied with other thoughts or stress, you may struggle to fully engage with what is being said.

Exercises to Practice Active Listening

To enhance active listening skills, consider trying these exercises:

Paraphrasing: Instead of offering unsolicited advice, rephrase what the speaker said to demonstrate understanding.
Avoid Interruptions: Resist the urge to interrupt while the other person is speaking and withhold judgment.
Use Nonverbal Cues: Show attentiveness through facial expressions, eye contact, and positive body language.
Ask Questions: Demonstrate interest by asking open-ended questions to encourage the speaker to share more.
Learn from Others: Observe active listening in action, such as in television interviews, to learn from different conversational styles.

Active listening is a powerful skill that can transform your interactions and relationships. By making a conscious effort to engage with others, you'll create deeper connections, build trust, and gain a better understanding of the world around you.

Embrace the art of active listening and watch as your social interactions flourish and your personal growth accelerates.

Boost your personal and professional success by enrolling in one of our online, self-paced, interactive mini courses like Developing Your Active Listening Skills at LaBarbera Learning Solutions. Click here to learn more.

Breaking the cycle: Empowering formerly incarcerated individuals for successful reentry.

Wed, 05 Jul 2023 18:15:21 GMT

Step by step, they approach the gates of freedom, their hearts heavy with anticipation and trepidation. These individuals, once confined within prison walls, now stand on the precipice of reentry into society. But as they take those first uncertain steps towards a new life, they are confronted with a daunting reality: reentry feels impossible.

The lack of support, legal barriers, stigma, and meager wages create an intricate web of challenges that extend far beyond their sentence. In a system plagued by recidivism, where more than half struggle to find stable employment and two out of three are rearrested, the question is: How can we break this cycle and empower the formerly incarcerated to reintegrate successfully into society?

Re-entry Feels Impossible.

Over 640,000 people return to our communities from prison yearly, and another nine million are released from local jails. However, due to the lack of institutional support, imposed legal barriers, stigma, and low wages, most prison sentences extend far beyond prison walls. Over half of the formerly incarcerated cannot find stable employment within the first year of returning. Two out of three former prisoners are re-arrested and more than 50% are incarcerated again.

The process of previously convicted criminals re-offending and re-entering the prison system is known as recidivism. “Without employment opportunities and bare necessities such as housing, food, or clothing, successful reentry into society seems nearly impossible for former prisoners,” said Liz Benecchi at the Harvard Political Review .

Preparing for Re-entry.

How can we best prepare the formerly incarcerated for reintegration into life outside prison? How can we break the cycle of recidivism? Some experts claim that rehabilitation (rather than punishment) is the answer; others believe that correctional education programs are the best way to end recidivism; and others prioritize mental health and substance abuse treatment for returning citizens. Helping inmates maintain family ties while incarcerated is another way to reduce recidivism, improve an individual’s likelihood of finding a job after prison, and ease the harm to family members separated from their loved ones.

There are many other promising reforms “targeted to address the core behavioral issues that result in criminality, with the goal of reducing the likelihood that inmates reoffend either while incarcerated or after their release” according to the U.S. Department of Justice . All are worthy of consideration.

Peer Support.

One notable effort towards reducing recidivism we’d like to highlight in this article is using peer specialist support teams, in particular, The Mental Health Peer Support Team Re-Entry Pilot project. The project was conceptualized to leverage peer experiences to empower justice-involved persons to transition from jail into communities successfully.

Impact evaluators from the University of Texas in Dallas assessed the impact of the peer support specialist program on project outcomes: reduced re-arrest, decreased symptomology of mental health and substance use problems, and increased life domain functioning, including residential stability, employment, life skills, and self-care.

Some notable findings are worth mentioning here. First, lived experience was valued. Of the peers who supported returning citizens, those with lived experience, or a history of involvement with the criminal justice system, were deemed most helpful.

Lived Experience in Reentry.

Participants believed that a peer’s lived experience is crucial for building rapport, establishing credibility, and and it is necessary for practical experience in addressing client needs, the evaluators said. In response to peers who don’t have similar lived experiences, one participant said, “You have peers that don’t have the experience the client has…they’re like, you just read a book and that’s how you learned that – you don’t even know what I’m talking about.”

Lived experience was considered the most valuable tool in working with clients, more so than any degree, according the participants.

Reducing recidivism.

To reduce recidivism, symptomology of mental health and substance use problems, and increase life domain functioning, peers who regularly use their lived experience to help re-entering citizens address clients’ mental health and substance use, housing, and employment needs appears promising.

Today’s recidivism crisis calls for a paradigm shift from prison as punitive institutions to rehabilitative ones. Implementing rehabilitative practices of prioritizing mental health care, education, and creating a prison-to-work pipeline would lower recidivism rates in the United States. Having lower rates of recidivism does more than reduce crime rates; it also reduces prison populations, saves taxpayers' dollars, and ensures that prisoners are serving their purpose of reform and improvement, according to Harvard Political Review author Liz Benecchi.

Interested in becoming a peer supporter? Learn more here .

Peer mentoring in reentry: Breaking the cycle of recidivism.

Mon, 19 Jun 2023 19:52:52 GMT

Behind the grim statistics lies a hidden struggle that perpetuates a vicious cycle.

Two-thirds of individuals released from state and federal prisons find themselves back behind bars within three years. They face an uphill battle, grappling with discrimination, homelessness, poverty, dysfunctional relationships, substance abuse, and mental and physical health issues.

But amidst the challenges, there is a glimmer of hope – reentry peer support. Discover how this powerful form of support can transform lives, break the cycle of recidivism, and create thriving communities.

Reentry Challenges.

Job market.

Previously convicted individuals face significant challenges when it comes to reentering the labor market. As a result of employers' unwillingness to hire people with criminal records, released prisoners have difficulties finding and maintaining employment after re-entry ( Urban Institute, 2003 ). Many factors contribute to limited employment opportunities, including a criminal record, limited education, the stigma of incarceration, and a lack of employment history, and the COVID-19 Pandemic only made things worse ( Stabley, 2021 ). Most formerly incarcerated individuals find employment and work in low-skilled jobs ( Urban Institute, 2003 ) in food service, wholesale, maintenance, or manufacturing. These employment opportunities provide few benefits and very few opportunities for upward mobility. Furthermore, previously incarcerated individuals who secure employment tend to earn lower wages than they did before incarceration ( Urban Institute, 2003 ). Reentering communities with limited employment opportunities and resources increases the likelihood of reoffending.

Housing.

Re-entering individuals also face difficulties finding and securing housing. As a result of the high risk of residential instability after release, some may experience homelessness ( Fontaine, 2013 ). It is common for individuals to leave prison with limited financial resources to rent an apartment. It is also difficult for these individuals to be considered viable candidates for housing due to strict housing policies--many private market rental housing associations have policies against renting to people with criminal records ( Cortes & Rogers, 2010 ) and individuals with past drug or felony convictions are ineligible for public housing ( Dougherty, 2012 ). Several studies have demonstrated that the first month after release is a vulnerable period during which one is at a high risk of becoming homeless and/or reoffending ( Cortes & Rogers, 2010 ). Access to affordable housing options and lenient policies can facilitate an individual's transition back into their respective communities and play an important role in preventing recidivism.

Accessing public assistance.

It is also difficult for returning individuals to access public assistance. Most states prohibit individuals with felony drug convictions from receiving federally funded public assistance and food stamps ( Bolen, 2021 ). Individuals reentering the community are ineligible even if they have completed their sentence, overcome their addiction, or earned a certificate of rehabilitation ( Bolen, 2021 ). When reentering individuals are denied public assistance, they will have difficulty supporting themselves after leaving the criminal justice system, which increases the likelihood of returning to criminal activity and drug use.

What can we do to address the significant and widespread challenges with navigating reentry?

Reentry Peer Support.

Breaking this cycle is important for not only improving the lives of these individuals, but also bettering society as a whole and improving public safety. Successful reentry programs give formerly incarcerated individuals the opportunity to become productive members of society and make a meaningful difference in the community by providing the support they need to access the tools, resources, and stability to rebuild their lives for the better.

According to research, social support is one essential way to help break the cycle of recidivism. In fact, Kjellstrand et al. (2017) found that social support is important for incarcerated people during the reentry process, not just for finding housing and employment, but also for facilitating an overall sense of wellbeing.

Social support can also buffer the negative effects of everyday stress. Formerly incarcerated adults often don't have a great deal of support, unfortunately.

Social support is divided into four types: companionship, emotional, informational, and instrumental.

Companionship refers to the presence of others with whom to engage in shared activities.
Emotional support describes the support that assists others through shared expressed understanding or otherwise showing that a person is valued.
Information support refers to the offering of facts, advice, or other information.
Instrumental support is the provision of tangible resources or services such as transportation, money, housing, or material goods.

Peer Mentoring.

“Mentoring is one way to provide support, especially for individuals who have become socially isolated from community-based friends and family during incarceration or who need to avoid problematic friends, relatives, or partners who are still involved in risky or criminal behavior, who endorse the commission of harmful behaviors, and/or who are otherwise difficult to be around,” said Kjellstrand et al. in their 2021 article.

In such programs, individuals who return to their communities are paired with a non-familial adult who provides practical assistance and psychological support to help in the reentry process.

Kjellstrand et al. (2021) interviewed 26 people who were recently released from prison and returned to their community to find out what successful reentry means to them, what kind of support they get from their mentors, and what they think mentorship means. Half of the participants participated in a mentorship program, and a control group of equal size was not assigned a mentor. Both groups were residents of a transitional housing program after release.

Mentor/mentee relationships lasted for 6 months, 90 days pre- and 90 days post-release. Mentors/mentees communicated regularly during this period through letter writing and/or phone calls while in prison, and after release, for 4 to 6 hours of in-person contact per month.

Successful Reentry Programs.

In addition to avoiding recidivism, participants identified many other benefits of the mentoring program. In the Kjellstrand et al. study, the four most frequently mentioned were:

Being financially stable and independent,
Maintaining a healthy and prosocial lifestyle,
Contributing positively to family and the broader community, and
Being content.

Overall, participants reported that peer mentorship was extremely helpful, especially in terms of companionship and emotional support.

“Participants enjoyed having a companion with whom to attend events, engage in activities, or simply talk. Emotional support, especially in the form of encouragement around challenging situations or being emotionally available, was also appreciated by the participants. These types of support made the participants feel valued, cared for, and connected to others. The support also seemed to motivate participants to continue to do their best despite challenges as well as make them feel like they mattered to someone,” Kjellstrand said.

Reentry programs that help former offenders rebuild their lives, such as the mentor program in Kjellstrand et al.’s research, are vital for individual and community wellbeing.

Reentry programs that include peer mentorship have countless benefits for the community:

Recidivism reduction, which decreases crime and contributes to safer communities.
They help returning citizens find meaningful work and get back on track.
Individuals with substance abuse problems have access to much-needed support and counseling.

Interested in peer reentry support?

Interested in learning more about becoming an effective peer support specialist? There are many opportunities in the community and many ways to receive training as a peer mentor, depending on where you live or where you want to serve.

Search for "reentry peer support" organizations in your area to serve formerly incarcerated individuals and promote wellbeing and flourishing in your community. We are associated with several reentry support organizations in California ( Testimony Ministries ), Michigan ( Fresh Coast Alliance ), and Washington ( House of Mercy Ministries ), and so many more. Let us know, and we'll make the connection.

LaBarbera Learning Solutions offers a low-cost, online, self-paced, interactive peer support training course. Check it out here .

Using Data to Improve Reentry Programs: Evaluating the Effectiveness of Peer Mentoring

Mon, 12 Jun 2023 20:59:48 GMT

Best practices in reentry

In the United States, there are an estimated 1.2 million people currently incarcerated in state and federal prisons, and more than 650,000 are released from prison every year. Two-thirds of them will likely be re-arrested within three years following their release.

The typical narrative about reentry goes as follows:

In the United States, we have a large prison population, virtually all these prisoners will be released, most are unprepared to integrate back into society, former inmates face increased difficulties at every turn, most will commit additional crimes and be sent back to prison or jail, and the whole process is a huge burden on budgets and society ( Koschmann & Peterson , 2013, p. 189).

Therefore, we must improve our reentry efforts to break this cycle by incorporating programs that are rehabilitative in nature, rather than being concerned primarily with supervision and control.

In the fields of criminal justice and public safety in the U.S., reentry is a prevalent topic of discussion. Helping formerly incarcerated individuals reintegrate into their communities and become productive members of society is of growing interest.

What can be done to help people who are released from prison avoid re-arrest? With few job prospects, very little money, and no place to live, returnees often face the same pressures and temptations that landed them in prison in the first place.

Providing formerly incarcerated men and women with assistance finding and keeping employment, identifying transitional housing, and accessing peer mentoring have been identified as important forms of reentry support in several studies (see Kendall, Redshaw, Ward, Wayland, & Sullivan , 2018 for a systemic review of community reentry programs, for example).

Arguably, one underlying cause of recidivism is being cut off from networks and meaningful relationships that provide the necessary social capital needed for successful reintegration. It therefore makes sense to consider mentoring as a key component of reentry success.

Mentoring in reentry programs

Mentoring provides important links to coordinated services delivery and valuable resources for creating a favorable postrelease environment for successful reentry.

Networks of relationships connect people to opportunities and information they might not otherwise have access to. Unfortunately, many formerly incarcerated men and women have been cut off from these relationships, or they never had the connections to begin with, which makes it incredibly difficult to manage the complexities of postrelease life (Koschmann & Peterson, 2013).

Koschmann and Peterson evaluated one of the few established reentry mentoring programs in the U.S. in their 2013 case study. The FOCUS reentry program was created around the idea of self-empowerment, which is mainly accomplished through motivational interviewing. Motivational interviewing is a counseling approach that develops motivations that facilitate individual change ( Souders , 2019).

“Most commonly used to increase motivation toward behavioral change, motivational interviewing is an evidence-based approach designed to encourage clients to talk themselves into making beneficial changes in their lives” (Souders, 2019). Motivational interviewing encourages clients to think and talk about their reasons for change, ultimately increasing motivation.

Mentors in the FOCUS reentry program offer an invaluable service by providing a first point of contact on release and helping people through the initial transition. Mentors might drive people to appointments or help them manage the overwhelming amount of paperwork and responsibilities necessary to comply with the terms of their release. They might go for meals together, go hiking, go to the library, go shopping, and so on. In this program, mentors and mentees meet weekly for approximately 12 months.

How do you measure reentry success?

If you have incorporated peer mentoring in your reentry programming, for example, how do you know it is achieving its intended results? How do you know if it was effective in meeting the needs of your clients? Are you accomplishing what you set out to accomplish? Is the program worth the resources it costs? What is the “return on investment” for this program or service?

Increasingly, reentry programs and initiatives across the country are partnering with independent evaluators to better understand the effectiveness of their recidivism reduction strategies and identify ways to use data to further refine their practices.

How to conduct a program evaluation.

An independent evaluator often follows four steps in program evaluation in partnership with the non-profit organization. Don’t worry if these steps feel overwhelming or difficult to answer. Your independent evaluator will work closely with your organization to complete these steps.

For each of the four steps, I will provide an example from the peer mentoring/reentry programming field.

One : Establish clear outcomes .

Ensure there are clear outcomes in place that support program goals. In this step, the evaluator and the organization typically review or develop a logic model, which is a visual representation of aligning program activities to the change (outcomes) you want to accomplish.

In the example of peer mentoring in reentry, we might say a program wants to increase the number of people who can identify and achieve beneficial changes in their lives.

Two : Create data collection tools and collect data .

The second step focuses on developing the right data tools and systems to measure and report back on the outcomes determined in Step 1. At LaBarbera Learning Solutions, our evaluators help determine the most appropriate tools to collect, track, and monitor the accomplishment of identified outcomes. That might include participant surveys using established tools or ones we develop specifically for your program, and we typically add qualitative data collection through group or individual interviews.

For a peer mentoring evaluation, we might develop a survey asking participants how useful and applicable the program has been toward achieving their personal goals, we’d measure recidivism statistics to compare treatment and control groups, and we’d conduct semi-structured interviews to understand which components of the program participants perceive as the most important and impactful.

Three : Analyze the data .

The third step is analyzing the data once it has been collected and presenting results in an easily-understood format. Data is used to determine whether program outcomes were met and the extent of change that occurred as a result of program participation.

For a peer mentoring program evaluation, we might have qualitative interview data that, once analyzed, shows how participants experienced the program and their peer-mentor relationship. Or we might discover what participants feel are the most important skills or characteristics for a peer mentor to have. Consultants at LLS would then provide relevant quotes to demonstrate key ideas gleaned through the analysis.
We would also perform statistical calculations on the data gathered through surveys (quantitative) that might show the percentage of participants’ degree of satisfaction with the program, whether the program provided them with the knowledge and skills they need to be successful in reentry, or the extent to which the program equipped them with the self-confidence and motivation to pursue their goals, for example.

Four : Use the data to make informed decisions .

The fourth step is to discuss program evaluation results and help program leaders make informed decisions based on what the data tell us. We compile a summary report and often a slide deck presentation of the data for internal and external stakeholders. A good evaluation often leads to recommendations for improvement and program model changes for future programming.

For example, what if in our evaluation of the peer mentor reentry program, participants told researchers that a history of incarceration and a history of overcoming trauma were the most important characteristics for a peer mentor to have? If the organization had no staff peer mentors with lived experience of incarceration, we’d recommend employing mentors with lived experience in future programming.
As another example, what if we learned through surveys or interviews that motivational interviewing was somewhat helpful for participants, but that their experience of the process was less than stellar. We might recommend another form of counseling that would better meet the needs of program participants

You can use evaluations to determine if your programs are helping the organization fulfill its mission and understand the impact that your programs are having on those whom you serve.

In today’s era of accountability, what gets measured gets done. If you don’t measure results, you can’t tell success from failure, and you won’t have the hard data for your stakeholders that proves your program's effectiveness. LaBarbera Learning Solutions equips non-profits to celebrate their successes and inform opportunities for growth. Contact us today for more information on how LLS can help assess the impact of your organization.

Unlocking Positive Change: The Power of Moral Reconation Therapy (MRT) in Reducing Recidivism Rates

Fri, 26 May 2023 00:43:16 GMT

What is Moral Reconation Therapy?

Behind the grim statistics and the revolving door of recidivism lies a beacon of hope–a transformative approach known as Moral Reconation Therapy (MRT). Welcome to a realm of reentry where change becomes not just a possibility but a reality, where we can see the remarkable effectiveness of MRT in breaking the cycle of crime and reducing recidivism rates.

The National Institute of Justice refers to recidivism as one of the most fundamental concepts in criminal justice, defined as a person’s relapse into criminal behavior. We measure recidivism by the criminal acts that result in rearrest, reconviction, or return to prison during the three-year period following a person’s release from prison ( https://nij.ojp.gov/topics/corrections/recidivism ).

Moral Reconation Therapy (MRT) - is a cognitive-behavioral treatment program for substance abuse and justice-involved populations designed to lower recidivism “for periods as long as 20 years after treatment” according to the founder’s website ( https://www.moral-reconation-therapy.com/ ).

Moral Reconation Therapy shows great potential for fostering positive change among individuals transitioning from incarceration to the community. Reentry providers across the country are using MRT in their programming to impact the community.

Understanding Moral Reconation Therapy (MRT)

In the rehabilitation literature, it is generally understood that cognitive behavioral treatments are best practices for reducing criminal recidivism among justice involved adults (Andrews & Bonta, 2010). Such treatments target criminogenic thinking (i.e., antisocial attitudes, cognitions, and behaviors) and have the most convincing evidence for reducing recidivism risk among various groups of juvenile and adult populations (Feucht & Holt, 2016).

During cognitive behavioral therapy (CBT), participants explore the underlying factors that lead them to perform certain negative behaviors that are responsible for substance abuse. They learn to recognize situations that are likely to make them want to relapse and how to deal with those situations in a positive way.

MRT is a cognitive-behavioral intervention that aims to modify criminogenic thinking among justice-involved individuals to reduce their likelihood of criminal recidivism. Under the guidance of trained facilitators, participants advance through steps by group attendance, homework assignments and exercises between group sessions, and then they present their work to group members at the next session.

Like CBT, MRT seeks to modify though processes. They key difference between the two therapies, however, is that MRT teaches people with addiction to focus on the moral aspects of their behavior. MRT is a cognitive-behavioral treatment system that leads to enhanced moral reasoning, better decision making, and more appropriate behavior ( https://www.moral-reconation-therapy.com/ )

Studies have found the rate of recidivism among participants is reduced compared to control groups (Armstrong, 2003; Ferguson & Wormith, 2013).

Unpacking the Mechanisms of Change in MRT

MRT is a comprehensive program that supports successful reentry by addressing criminogenic needs. Armstrong, in a randomized experiment testing the effect of MRT on the recidivism rates of justice-involved youth described it this way:

The primary goal of MRT is the moral development of the treatment client. The therapy identifies nine stages of moral development and explains that these stages exist in a continuum. These stages are paralleled by a series of treatment steps. It is anticipated that as treatment results in moral development and individuals progress through the treatment steps, they will begin to act in a manner consistent with more sophisticated levels of moral reasoning (2003, p. 670).

To facilitate moral development, participants are given moral dilemmas to consider individually and then discuss in groups. In the context of group discussions, participants are exposed to higher levels of moral reasoning. Written exercises are used to evaluate relationships with peers and with family members, and terminate relationships with unhelpful peers where necessary (Armstrong, 2003).

Limitations of MRT and Future Directions

While MRT has demonstrated effectiveness in reducing recidivism rates and promoting positive change, it is important to acknowledge some limitations associated with its implementation. A few limitations to consider are:

Generalizability : Most studies evaluating the effectiveness of MRT have been conducted within specific populations, such as patients in mental health treatment programs (Blonigen et al., 2022), justice-involved veterans (Blonigen et al., 2021), or among juvenile groups (Armstrong, 2003). It is therefore crucial to recognize that results may not be fully generalizable to other populations. Before a treatment program can be labeled effective and implemented on a large scale, such a limitation should be carefully considered.
Integrity : The successful implementation of MRT relies on trained facilitators who adhere to the program’s principles and guidelines. Variations in facilitator training and fidelity to the program may affect its outcomes. It is crucial to ensure proper training to maintain program integrity and maximize its effectiveness.
Drop-out Rates : Some individuals may not fully engage or complete the MRT program. Factors such as lack of motivation, external challenges, or disinterest can contribute to participant drop-out. This can affect the overall effectiveness of MRT if a significant number of participants do not complete the full program.
Limited Comparative Research : While MRT has shown promise, limited research exists that directly compares MRT to other CBT interventions or alternative treatment approaches. Comparative studies can provide a more comprehensive understanding of MRT’s effectiveness relative to other evidence-based interventions.

Recognizing these limitations is crucial to inform future research and practice. Despite these challenges, MRT remains a valuable tool in addressing criminogenic thinking and promoting positive change among justice-involved individuals.

Conclusion

By targeting criminogenic thinking and equipping individuals with the tools to challenge and transform their cognitive patterns, MRT emerges as a compelling cognitive-behavioral intervention that holds promise in reducing recidivism rates. With its structured approach, guided facilitation, and emphasis on active participation, MRT empowers justice-involved individuals to rewrite their narratives, break free from the cycle of criminality, and embark on a path towards lasting rehabilitation and reintegration into society.

Ensure that your reentry programs and services provide the best outcomes for your clients. Click here to learn more about how we can help you provide the data that proves your program's effectiveness.

References

Andrews, D. A., & Bonta, J. L. (2010). Rehabilitating criminal justice policy and practice. Psychology, Public Policy, and Law, 16, 29-55. https://doi.org/10.1027/a0018362 .

Armstrong, T. A. (2003). The effect of moral reconation therapy on the recidivism of youthful offenders: A randomized experiment. Criminal Justice and Behavior, 30(4), 668-687. https://doi.org/10.1177/0093854803256452.

Blonigen, D. M., Shaffer, P. M., Smith, J. S., Cucciare, M. A., Timko, C., Smelson, D., Blue-Howells, J., Clark, S., Rosenthal, J. (2021). Administration and Policy in Mental Health and Mental Health Services Research, 48(6), 992-1005. https://doi.org/10.1007/s10488-021-0113-x .

Blonigen, D. M., Smith, J. S., Javier, S., Cucciare, M. A., Timko, C., Nevedal, A. L., Filice, N., Rosenthal, J., & Smelson, J. (2022). Psychiatric Services, 73(8), 856-863. https://doi.org/10.1176/appi.ps.202100089 .

Feucht, T., & Holt, T. (2016). Does cognitive behavioral therapy work in criminal justice? A new analysis from CrimeSolutions. National Institute of Justice Journal, 277, 10-17. https://nij.ojp.gov/topics/articles/does-cognitive-behavioral-therapy-work-criminal-justice-new-analysis-crimesolutions .

Ferguson, L. M., & Wormith, J. S. (2013). A meta-analysis of moral reconation therapy. International Journal of Offender Therapy and Comparative Criminology, 57, 1076-1106. https://doi.org/10.1177/0306624X12447771 .

Transformative Redemption: The Impact of Faith-Based Education in Prison

Wed, 12 Apr 2023 15:27:28 GMT

Faith-based education in prison changes lives.

A well-established body of research into what is considered effective treatment for justice-involved persons suggests that the interventions involve educational programs that focus on relevant behavioral, attitudinal, and lifestyle factors which are associated with offending. Therefore this study evaluated the efficacy of a prison-based theological training program called The Urban Ministry Institute (TUMI), and the effect that TUMI had on students' criminogenic thinking and psychological well-being.

Education in prison

Both secular and religious educational programs in prisons can provide participants with the skills necessary to reintegrate into society, and it appears that they do so effectively. Participation in an array of educational programs can be beneficial in correctional settings and it is associated with increased well-being and adherence to prosocial beliefs and behaviors.

Criminogenic factors

Criminogenic needs are the factors in an offender’s life that are most strongly correlated to future criminal behavior. The major criminogenic needs are antisocial personality patterns, criminal attitudes, criminal associates, substance use, poor family/marital relationships, poor school/work performance, and low levels of prosocial recreational activities.

Well-being

Incarcerated individuals often show low levels of psychological well-being. The presence of well-being offers important protective factors in the face of the difficulties encountered upon reentry, whereas research shows that those with lower levels of well-being show greater psychological distress have more presence of negative emotions and maladjusted behavior in prison, and they are less capable of managing their emotions and adopt others’ perspectives effectively.

The Urban Ministry Institute (TUMI)

TUMI was originally established by World Impact in the 1990s as theological training for pastors in communities of poverty, and 15 years ago, the Prison Ministry program was added, where church partners function as TUMI satellites to implement the curriculum in correctional settings. Inside prison walls, the program prepare incarcerated individuals for faith-based employment, community service, and family and social relationships through educational, values-based, Biblically-centered programming.

Findings

The results of this study suggest that participation in TUMI influenced criminogenic thinking and well-being. Arguably, the most important findings of this research stem from the discussion pertaining to criminogenic factors.

We know that the presence of well-being offers important protective factors in the face of the difficulties encountered upon reentry. Whereas most individuals who are incarcerated show low levels of psychological well-being, participants in our evaluation reported remarkably high levels of well-being.

Results from this research indicated that TUMI is effective at addressing criminal thinking and promoting well-being. Exploring how current and former students of a theological training program describe and think of their experiences illuminates how policymakers and practitioners can create meaningful opportunities for rehabilitation for their clients.

Read the full paper : LaBarbera, R. (2023) The transformative effect of prison-based theological education as perceived by current and former students: a pilot evaluation. Journal of Offender Rehabilitation, 62:4, 215-232. https://doi.org/10.1080/10509674.2022.2160039

Ready to learn about how program evaluation can maximize your organization’s community impact? From data collection, to analysis, to communicating findings to a wide audience, we develop insights that drive informed decisions. Get started by emailing robin@labarberalearning.com .

Giving voice to incarcerated men and women

Fri, 31 Mar 2023 15:05:29 GMT

"We cannot keep treating the millions of Americans affected by the criminal justice system as if their lives are meaningless. We cannot continue to leave them without a voice," said Mattie Haag , a Georgetown University student who advocates for criminal justice reform with Georgetown's Prisons and Justice Initiative.

In the post, written in 2017, Haag argued that America's incarceration rate and inhumane treatment of those in prisons and jails "has gone on for too long, affects too many people, and has left the largest blight on our recent history."

We have allowed this violation of human rights to persist, she said, "because it affects the most vulnerable members of society—those who have no voice and whom no lobby, politician, or powerful corporation care about."

It is also the intention of the American Prison Writing Archive at Hamilton College to give voice to those with lived experience and who know jails and prisons best by publishing the non-fiction writings of those currently incarcerated.

In 2022, the archives moved to Johns Hopkins , where they established a more comprehensive mission. Vesla Weaver, professor of political science and sociology, said that "Our broader ambition is that no person or organization that writes, teaches, or otherwise presumes to offer information about prisons or imprisoned people will be able to do so credibly without attending to the knowledge, insight, and experience of incarcerated people."

Giving voice to the incarcerated is the mission of several organizations, and it is one of my goals as well. It was the impetus behind my recent year-long research project. I interviewed 109 currently and formerly incarcerated men and women who participated in a theological education program behind bars, and I administered surveys to 157 individuals.

I published the pilot study recently in the Journal of Offender Rehabilitation , and I have two more articles under peer review based on the complete project with interviews and surveys administered to currently and formerly incarcerated program participants.

With this research project, I explored the strengths and weaknesses of a prison-based theological education program called TUMI, based on the theory that providing currently incarcerated men and women with educational opportunities facilitates change and transforms lives.

The project's goal was to give voice to those with lived experience. Exploring the experience of those currently and formerly incarcerated is vital for understanding the lived experiences of individuals who participated in the faith-based program. Findings indicated that The Urban Ministry Institute (TUMI) was positively associated with positive changes in participants' thinking and behavior.

Results of the evaluation project suggested that more than purely an academic program, TUMI equips men and women for leadership and service, creates psychological well-being, promotes healthy thinking patterns, brings self-awareness and self-respect to its participants, enables positive interpersonal relationships inside and outside prison walls, and equips participants with problem-solving skills, impulse control, and ability to manage negative emotions.

My intention with this research project was not to highlight the abysmal conditions of America's prisons, although that is truly a worthy cause. Instead, I promote rehabilitation opportunities for those incarcerated (over punishment/retribution).

The chief aim of my research was to advocate for prison-based educational opportunities. This study sought to understand the impact of TUMI on participants, particularly on how they perceive overall program quality, areas for improvement, self-rated psychological well-being, and evaluation of prosocial thinking, behavior, and relationships—factors associated with reduced recidivism.

Regardless of the primary goal behind projects like The Georgetown University Prisons and Justice Initiative, the American Prison Writing Archive, or research I've just completed, we share a common purpose to advocate for criminal justice reform.

I hope, along with my colleagues, to inform and inspire criminal justice change advocates that rehabilitation in prison is possible, giving voice to those who have experienced positive growth while incarcerated and after release.

Unlocking Potential: The Transformative Power of Education in Prisons

Thu, 16 Mar 2023 18:27:47 GMT

Almost everyone who is locked up now is going to be set free one day.

I’ve just started to read Christopher Zoukis’ 2014 book, College for convicts: The case for higher education in American prisons , and I felt compelled to quote something from his introduction. Reading this quote stopped me in my tracks because his argument is spot on. I’ve written articles that make a case for higher education in prison, which I will get to in a minute. But the point Zoukis made here deserves to be highlighted.

In his introduction, he shared that although numerous studies have been undertaken, the results of which confirm the significant benefits to be gained by providing educational opportunities inside our prisons, the public continues to resist.

People ask why Americans should pay to provide a college education to those in prison when so many law-abiding citizens struggle to send their children to school. Why should those in prison get it for free? Moreover, if we provide a learning environment for those in prison, prison will seem “less terrible and serve as a less effective deterrent to crime.”

So why, then, should we care about providing an education to prisoners who didn’t care about the victims they hurt and the society they endangered? Here’s why according to Zoukis:

We care, very simply, because they get out. Almost everyone who is locked up now is going to be set free one day. If we treat prisoners like animals the whole time they are locked up, that’s what we’ll get when they’re back on the streets: wild, dangerous animals. But if we educate these people, give them positive reinforcement, and introduce the idea that they will have something to offer society when they return to their communities, that’s what we’ll get when they are free: people who have something to offer society.

The man who entered prison.

Donald Aldrich, the so called “ringleader” was executed in 2004 for “the abduction and gay-bashing murder of an East Texas man,” according to a 2004 Houston Chronicle article, and accomplice Henry Dunn was put to death in February 2003. The third member, David McMillan, was convicted of aggravated kidnapping and aggravated robbery and received a life prison term.

The man I met had changed.

I met David McMillan, one of the three, who was 17 at the time of the crime and now well into his 29 ^th year of a life sentence during a group interview as part of my research into the effectiveness of a theological training program in prison in which McMillan was a student. At the time of the three-hour group interview and casual interactions afterwards with this group of men, most of whom were serving life sentences for various crimes, I had no idea why any of the men were currently imprisoned. It was only later, when I read a 2014 Vanity Fair article about McMillan and his partners in crime, that I learned of the gruesome details of McMillan’s crime.

The 2014 Vanity Fair article portrayed McMillian and his partners as cold-blooded killers, and it was no doubt an accurate description of the young man who began his prison sentence at the age of 17. The man I met, 29 years into his sentence and eligible for a parole hearing in nine months, was nowhere near the same person who entered prison 29 years ago.

I was there in this Texas prison for both quantitative and qualitative research to evaluate the TUMI program. In response to one open-ended question, “Tell us about the kind of person you were before going to prison and who you are now that you have been a part of the TUMI prison training?" participants who completed the survey and those who were interviewed in focus groups credit TUMI for strengthening and deepening their faith, stating, “My incarceration led me back to the Lord and TUMI played a huge part in strengthening and deepening my faith and in preparing me to succeed upon release.”

The case for higher education in prison.

Other participants indicated how their lives had changed with statements such as, “I used to be a speed addict alcoholic wife-beater. Now I’m a worship leader ministering man of God—Amen!” One participant said, “I was immature, frozen by insecurities, and had no faith in anything when I went to prison. God, through TUMI, the church, and others He placed in my path, gave me a new identity.”

Another participant reflected, “I had absolutely destroyed my life and the lives of my loved ones. TUMI guided me on a path to examining my behavior and lining it up with Jesus.” Finally, through the curriculum, participants indicated they had "grown and matured as a Christ-centered man and learned my gifting and calling,” and “It’s like night and day. I am now much more disciplined in everything I do.”

David McMillan summed it up quite well. I asked participants to tell me how being a part of TUMI had made a difference in their lives. David said, “It’s changed what I’m livin’ for!”

It struck me, as I interviewed these men, that it was like having a conversation with a group of long-time friends. Participants reflected that before TUMI, they had poor quality family relationships and associations with peers who were also involved in criminal activity. A big component of the TUMI program, which goes beyond the typical correspondence courses that are highly available in prison, is the relationships that are formed during class interactions and beyond. “It’s the community, the relationships, the camaraderie. These guys right here in this room (referring to the TUMI participants around the table), this is my family, and I love them very much!”

McMillan, in particular, shared how being a part of TUMI “gives a man hope.” He said, “You have to give the people hope. Because if people have no hope, then it’s ‘get up in the morning and have no kind of guidance.’ They look up to the toughest dudes and try to imitate them. But when you have people like the men in this classroom, who are walking and shedding light everywhere they go, then they have something positive to follow. There’s a better way to live, and it’s like this.” He added that, “You gotta rehabilitate yourself. We’re gonna be in this program, and we got to set the example and break the cycle and break the chains.” TUMI breaks the cycle, “it gives a man hope” he said.

McMillan also talked about the fears he had about being released and returning to the community after 30 years in prison. Would he be able to pick out toothpaste from the rows and rows of options available at the local drug store (options at the prison “store” were limited to two)? Would he over-react one night if his future wife went to touch him tenderly in the night (if someone touches you in prison while you’re sleeping, it’s definitely not a good thing)? Would he panic at the DMV while getting his identification in order (when a lot of people are milling about near you in prison, it’s also not a good thing, and you must keep your guard up at all times, fully prepared to defend yourself)? With someone who possessed this level of self-awareness and thoughtfulness, I wondered…was I sitting two feet away from the same man in the article? Most certainly I was not.

"The benefits of educating prisoners are numerous. For example, education can aid prisoners’ personal development and improve their sense of well-being, thereby contributing to an improved prison environment for prisoners and staff alike. In addition, it can help to reduce the financial cost of re-offending and the number of victims of crime, thus helping prisoners with their successful re-integration back into society” ( Klementowski, 2020 ).

I believe the evidence is clear: TUMI is responsible for the drastic change I observed in people like David McMillan.

So, yes, we should provide educational opportunities to those who are incarcerated!

Untreated mental health in prison has considerable consequences

Tue, 21 Feb 2023 21:15:52 GMT

Being in prison affects your mental health.

Recently I shared an article on LinkedIn titled “How Being in Prison Might Affect Your Mental Health” from the VerywellMind website. In the post, I quoted the second paragraph, which said:

"Being in prison can take a serious toll on an individual’s psychological well-being. New conditions often develop, and pre-existing conditions may worsen. Sadly, many justice-involved individuals are released back into the community without ever receiving any type of treatment."

The article continued by stating the toll that prison takes on psychological well-being, including a perceived lack of purpose in life, the loss of sense of self, separation from loved ones, a stressful physical environment, exposure to violence, and the effects of solitary confinement (e.g., anxiety, insomnia, paranoia, aggression, and depression).

“About 37 percent of people in prison have a history of mental health problems, according to a 2017 report from the U.S. Department of Justice. More than 24 percent have been previously diagnosed with major depressive order, 17 percent with bipolar disorder, 13 percent with a personality disorder and 12 percent with post-traumatic stress disorder. The numbers are even higher for people in jail, where one-third have been previously diagnosed with major depressive disorder and almost one-quarter with bipolar disorder,” according to the American Psychological Association .

Given the complexity of the reentry process (returning to the community following a period of incarceration), one's health status, both in and out of prison, likely influences additional aspects of reentry, such as abstaining from crime or adhering to parole terms.

Comments about the prison mental health post.

My post on LinkedIn got 2,764 impressions, 13 comments, and 17 reposts. Of those 13 comments, most were from those with lived experience of incarceration or from advocates who thanked me for sharing and advocating to the public about such concerns. One comment was from a gentleman advocating for the occupational stress and fatigue that corrections staff experience (rightly so…I know how stressful it can be for corrections staff who also receive so little pay for the essential work they do.)

One sarcastic comment from a director at the Department of Corrections, however, touched on something I’ve seen several times in various social commentaries, which is something along the lines of “why should we be concerned about the mental health of criminals?” and “they should just rot in jail to pay for what they did to another human being.” Indeed, this viewpoint has validity – we must consider the needs of the victims and their families in our discussions about the criminal justice system.

I am not saying we should fail to consider the mental health of victims and their families. No one would reasonably argue that people who are found guilty do not deserve prison time (even many of the offenders I interviewed in my year-long research project would agree). Instead, I’m saying that addressing the mental health of the person convicted of a crime is also important. In addition to our concerns for victims and families, I also advocate for the rehabilitation of those who are incarcerated.

Many times, those who experience incarceration are released back into the community with their mental health issues never identified or treated in any way, which results in the person re-offending and returning to prison.

Untreated mental health.

The problem with untreated mental health conditions among the prison population is that it takes a toll not only on the affected individual, but on society, in the form of taxpayer’s money. People who have mental health and well-being concerns may have higher rates of unemployment and/or live on social assistance, they may struggle financially, live in conditions of poverty, and have problems coping with day-to-day life. These problems may lead to conflict with the law and re-arrest or re-incarceration, or additional costs to process an individual through the criminal justice system. Every time an individual enters the criminal justice system, it costs taxpayers an average of $39,000 per inmate annually . In California , with the largest state prison system in the country, it costs $106,131 per individual annually to incarcerate an inmate in prison.

Recidivism is the rate at which individuals return to prison after release from former incarceration. If we fail to provide adequate mental health services, people with mental illness will have a high rate of recidivism when they are released.

Studies show that people who serve time in prison tend to commit more and increasingly severe crimes when they get out. Locking low-level offenders in with hardened career criminals tends to result in more hardened criminals who have been “taught” more tricks of the criminal trade. As those low-level offenders are released with their newly learned “skills,” they are too often alienated and unable to secure honest work and many will return to a life of crime.

It is worth considering the impact incarceration has on the whole family, not just the person convicted. Marriages become strained, households lose the breadwinner, and children lose their parents to the penal system, often for years. Incarceration is a tremendous cost to taxpayers, family members, and communities.

Rehabilitation: Addressing mental health.

In a 2020 study involving a large, multi-state sample of formerly incarcerated males who were followed from prison to release into the community, researchers found that better mental health decreases the likelihood of recidivating. “For formerly incarcerated individuals, maintaining good mental health while in the community is a critical component of avoiding reincarceration” (Wallace & Wang, 2020, p. 9).

Rehabilitation programs benefit budgets and public safety. More than 95 percent (link: https://bjs.ojp.gov/content/pub/pdf/reentry.pdf) of those who go to prison will someday return to their communities. Yes, imprisoning an offender removes the person from the community for a short time, but eventually they’ll be back, making it imperative that they leave prison better people—not worse—than when they were imprisoned. Unfortunately, it seems that prison generally has the opposite effect.

Reducing recidivism by addressing mental health contributes to stabilizing the lives of formerly incarcerated people and their families, lowering costs associated with incarceration, and reducing crime rates. It also saves taxpayers money, and it results in safer communities.

“Incarceration is not meant to be fun, of course. But a combination of strict sentencing guidelines, budget shortfalls and a punitive philosophy of corrections has made today's prisons much more unpleasant--and much less likely to rehabilitate their inhabitants--than in the past, many researchers say,” according to the American Psychological Association. (link: https://www.apa.org/monitor/julaug03/rehab )

Rehabilitation programs, especially those that focus on mental health and well-being, help break this vicious cycle.

Preventing further criminal behavior should have a higher priority than exacting retribution.

What do you think?

Can a prison-based educational program change lives?

Fri, 27 Jan 2023 14:48:19 GMT

New research says education changes lives.

Can a prison-based theological education program prepare men and women for ministry leadership, increase the health and well-being of incarcerated individuals, improve prison culture, and assist in reentry and recidivism prevention? The purpose of this evaluation project is to provide an answer to this question.

The problem with incarceration

Approximately 2.2 million men and women are held in prisons and jails across the United States on any given day, and more than 95% of these men and women will eventually be released back to their communities: That’s more than 626,000 people who are released from state and federal prisons annually, and more than 11 million people cycle through local jails each year.

Recidivism is the tendency of a convicted criminal to repeat or reoffend after serving their sentence. In the U.S., nearly 44% of those released will return to prison before the first year out of prison, about 68% will be arrested for a new crime within three years, and 77% will be arrested within five years (World Population Review, 2022).

The solution to changing the lives of incarcerated individuals

A variety of educational programs are available in the United States prison system. Research has shown that both secular and faith-based educational programs in prisons can reduce recidivism rates and provide students with the skills necessary to reintegrate into society and with opportunities for career advancement (Courtney, 2019; Dewey et al., 2020; Esperian, 2010; Nally et al., 2012; Pompoco et al., 2017; Reese, 2019). Such programs are intended to “educate, empower and transform the lives of incarcerated individuals” (Reese, 2019, p. 687), and it appears that they do so effectively.

World Impact’s Prison Ministry program—The Urban Ministry Institute (TUMI)—is a faith-based correctional education program currently operating in 43 state and federal prisons in the United States. This evaluation is designed to assess the TUMI prison-based theological training program.

Prison research project

I interviewed 74 incarcerated men and women in jails and prisons throughout Kansas and Texas, 40 formerly incarcerated program graduates (some in California), and with the help of partners, we administered quantitative and qualitative surveys to 157 currently and formerly incarcerated participants across the U.S.

I asked participants to rate their experience with TUMI in areas that are shown in the research literature to promote successful re-entry:

Well-being
Program quality
Program impact

Currently and formerly Incarcerated men and women were invited to discuss how participation in TUMI has impacted them in semi-structured group interviews and through surveys that contained both quantitative and qualitative questions.

Virtually all of the currently and formerly incarcerated TUMI participants with whom I spoke reported that participating in prison higher education had significant transformational effects on their lives, both inside and outside of prison, and on their communities.

Four key findings from our research

Results indicate that, far more than a seminary education, TUMI is equipping men and women for Christian leadership and service, it is creating psychological well-being, it is creating healthy thinking patterns, it is bringing self-awareness and self-respect to its participants, it is creating positive interpersonal relationships inside and outside prison walls, and it is equipping participants with problem-solving skills, impulse control, the ability to manage negative emotions, and freedom from substance use disorders.

1. Well-being

That TUMI participants evaluated themselves so highly in terms of well-being is remarkable. It is well known that the psychological well-being of prisoners is poorer than other groups, which puts them at risk of re-offending while in prison and as well as when they return to their community after serving their sentence. An emerging body of research demonstrates that prison rehabilitation programs that show the greatest potential for reducing recidivism are those that address mental health and well-being as well as providing some kind of education. Given that participants in this evaluation reported exceptionally high levels of well-being, especially given their circumstances, it appears that TUMI shows great promise for preparing prisoners to transition back to the community following release.

2. Healthy thinking patterns

Participants felt that the TUMI program empowered them to take on leadership roles and to serve as role-models in their communities inside prison and upon release. Another theme that emerged from the open-ended responses and interviews suggests that the TUMI program positively impacted the way they view themselves—it brought on a new kind of self-respect, a new identity. And many felt that TUMI empowered them as learners and built their confidence and academic self-efficacy well beyond their imaginations.

3. Interpersonal impact

TUMI participants reported different kinds of growth related to their interpersonal relationships, which they described as being a direct result of incarceration and participation in TUMI. They experienced newfound compassion for others, a sense of responsibility to act in ways that benefit society, a desire to establish positive relationships with others, an overwhelming desire to associate in positive ways with their community, and an intentional renunciation of gang affiliations and activities.

Participants described how they are more authentic in their relationships and feel a sense of responsibility to be better fathers, husbands, wives, partners, and community members than they were before TUMI. They have more social awareness, empathy, compassion, and healthy social interactions than ever before.

4. Healthy coping strategies

A theme that captured the experience of participants in this study was effective coping, which refers to one’s emotional management and self-regulation capabilities. Participants describe situations where they effectively and constructively managed negative emotions, tolerated stress, controlled their impulses, and solved problems of a personal and interpersonal nature in ways they had not been able before being a part of the TUMI program. A number of participants described increases in self-regulation, especially related to drug and alcohol intake.

Conclusions

Interview and survey results suggest that individuals who have participated in TUMI prison-based seminary training believe their education provided long-term improvements in outcomes for them, for their families, and for the correctional administration as a whole.

In summary, positive changes can occur during periods of incarceration, as evidenced by the qualitative and quantitative evidence gathered throughout this research project. The men and women I interviewed and surveyed undoubtedly sought out ways to redeem themselves and to achieve growth with extraordinary agency and motivation in what many would consider extremely arduous circumstances.

Positive growth in prison seems unattainable to most, but the men and women who participated in TUMI succeeded in achieving positive transformation in the context of imprisonment.

What I’ve learned over the past year is that TUMI is providing so much more than a seminary education. It is creating healthy thinking patterns, it is bringing self-awareness and self-respect to its participants, it is creating positive interpersonal relationships inside and outside prison walls, and it is equipping participants with problem-solving skills, impulse control, the ability to manage negative emotions, and freedom from substance use disorders.

The men and women who participated in TUMI have undergone tremendous transformation. Being a part of TUMI, according to the 74 currently incarcerated men and women and 40 formerly incarcerated program graduates, and the 157 survey respondents who were a part of this year-long impact evaluation, results in significant cognitive, intrapersonal, interpersonal, and emotional shifts.

In the words of one participant, “It’s changed what I’m living for!”

Changing lives: Theological education behind prison walls (Part 3).

183:864308092 (Robin LaBarbera) — Thu, 29 Dec 2022 21:19:22 GMT

Part 3 of a three-part series.

In Changing Lives Part 1 of this three-part series, I provided background about an accessible, affordable seminary training program offered in jails and prisons across the U.S. called The Urban Ministry Institute (TUMI). I also highlighted participants’ qualitative comments that fell into the “healthy thinking/intrapersonal intelligence” category. I pointed out that a person with a high degree of intrapersonal intelligence (self-awareness, emotional regulation, self-regard, and the ability to strive to achieve personal goals and actualize one’s potential) is less likely to recidivate.

In Changing Lives Part 2 , I shared the changes participants had experienced related to interpersonal relationships. Participants described how they were more authentic in their relationships and felt a sense of responsibility to be better fathers, husbands, wives, partners, and community members than they were before experiencing TUMI. They reported greater social awareness, empathy, compassion, and healthy social interactions than ever before.

In this article, Part 3, I will describe how participants experienced changes in their coping strategies: how they cope with stress, manage impulses, problem solve, manage negative emotions, and self-regulate.

Impact Evaluation

I mentioned in previous articles that I have been engaged in a program evaluation project with TUMI’s prison-based theological training. I was granted the rare opportunity to go inside jails and prisons across the U.S. and meet face-to-face with incarcerated men and women, many who were serving life or multiple life sentences.

I interviewed 74 currently incarcerated men and women and 40 formerly incarcerated program graduates. With the help of partners, we distributed quantitative and qualitative surveys to 157 currently and formerly incarcerated participants across the U.S.

I asked participants to rate their experience with TUMI, to self-evaluate their well-being (shown to be a key contributor to success in re-entry), and to discuss how participation in TUMI has impacted them. In semi-structured group interviews, I asked participants to “Describe the kind of person you were before going to prison/jail and who you are now that you have been a part of the TUMI prison training,” among other questions.

Effective Coping Strategies

One theme that captured the experiences of currently and formerly incarcerated TUMI participants was effective coping strategies. Effective coping refers to one’s emotional management and self-regulation capabilities. It is those “adaptive behavioral and psychological efforts taken to manage and reduce internal/external stressors in ways that are not harmful in the short or long term” (Pettus-Davis et al., 2021, p. 438). (Stressors are those demands that cause mental tension).

People who employ effective coping strategies can effectively and constructively manage negative emotions, tolerate stress, and control impulses. They can objectively validate their feelings and thinking with external reality, adapt and adjust their feelings and thinking to new situations, and they can effectively solve problems of a personal and interpersonal nature.

Effective coping also refers to a general mood of optimism and happiness. To be positive and look at the brighter side of life, and to feel content with oneself, others, and life in general is effective coping.

Pettus-Davis et al. (2021) , in their Well-Being Development Model, asserted that, “developing and strengthening coping strategies allows individuals to respond to stress, disappointment, anger, and periods of crisis using positive social supports and other healthy coping skills rather than reacting to these situations using violence, drugs, alcohol, or other negative or avoidant coping strategies” (p. 441-442). Therapeutic communities that are designed to improve healthy coping tend to reduce criminogenic risk significantly and improve psychological well-being.

Moreover, effective coping strategies are a key ingredient in almost all evidence-driven treatments for problematic substance use and mental health disorders” (Pettus-Davis et al., 2021, p. 442). It is easy to see how healthy, problem-focus coping is positively associated with well-being and overall health in people from all walks of life, especially those who are impacted by the justice system.

When asked about the personal experiences with the prison based TUMI program, one participant summed up his experience this way:

It’s helping me think about life and people in general a lot more, helped me react to certain situations differently.

Participants frequently described increased in self-regulation, especially related to regulating drug and alcohol intake, as a result of participating in TUMI. One participant said:

Before TUMI, I was in active addiction, which led me to do bad things. I was angry and bitter, which led me to make more mistakes. I was on a one-way track to hell. Now, I can turn to Christ now for answers and solutions to life’s issues.

Another participant discussed how his drug and alcohol addiction continued in prison:

I had a very bad addiction with alcohol, even in prison. And I became what we call a hooch master – I would make my own liquor, and I drank a lot. I drank a whole lot. And the more I drank, the angrier I got because I was dealing with a whole lot of emotional problems. I almost killed myself with alcohol by making a bad batch. I ended up getting eight years in segregation. Some people told me about TUMI, asking if I was ‘ready to get real with it.’ I wanted what they had. I wanted to live a life without all this anger, frustration, agitation, aggravation, all that. TUMI was what changed all that.

Several participants reported the ability to better manage difficult emotions. One participant described his experience in response to questions about how TUMI has changed him by saying:

Before prison it was about self, running from death with emotions that I didn’t know how to balance. Anger was an emotion I felt comfortable with. Now anger is still a part of me but it fuels my search for understanding conflict. Now my focus is on establishing my foundation on Scripture, a proven method of wisdom, love, and success.

Conclusions

In summary, positive changes can occur during periods of incarceration, as evidenced by the qualitative and quantitative evidence gathered throughout this research project.

The men and women I interviewed and surveyed undoubtedly sought out ways to redeem themselves and to achieve growth with extraordinary agency and motivation in what many would consider extremely arduous circumstances.

Positive growth in prison seems unattainable to most, but the men and women who participated in TUMI succeeded in achieving positive transformation in the context of imprisonment.

In the words of one participant, “It’s changed what I’m living for!”

Changing lives: Theological education behind prison walls (Part 2).

183:864308092 (Robin LaBarbera) — Wed, 14 Dec 2022 18:22:33 GMT

Part two of a three-part series

In Part 1 of this series, I provided background about an accessible, affordable seminary training program offered in jails and prisons across the U.S. called The Urban Ministry Institute (TUMI).

In the first article, I also highlighted participants’ qualitative comments that fell into the “healthy thinking/intrapersonal intelligence” category. I pointed out that a person with a high degree of intrapersonal intelligence (self-awareness, emotional regulation, self-regard, and the ability to strive to achieve personal goals and actualize one’s potential) is less likely to recidivate.

In this article, Part 2, I discuss interpersonal intelligence and its potential impact on participation in criminal activities.

TUMI Background

World Impact’s TUMI program offers Bible, theology, and leadership training with the goal of identifying, empowering, and releasing laborers who can both display and declare God’s kingdom reign among their neighbors, where they live.

TUMI’s prison-based program does just that. Across the country in 68 correctional facilities and growing, men and women are being equipped with leadership and theological principles to impact their neighbors, even if those “neighbors” are right there in the prison or jail where they live. TUMI is changing lives and communities impacted by the criminal justice system and we have the qualitative and quantitative evidence to prove it.

I mentioned in part 1 that I have been engaged in a year-long program evaluation with TUMI’s prison program. What I’ve learned in the process is that TUMI is providing much more than just a seminary education. It is creating healthy thinking patterns, it is bringing self-awareness and self-respect to its participants, it is creating positive interpersonal relationships inside and outside prison walls, and it is equipping participants with problem-solving skills, impulse control, the ability to manage negative emotions, and freedom from substance use disorders.

The Importance of Well-Being

Psychosocial well-being is defined as “a state of satisfying and productive engagement with one’s life and the realization of one’s full psychological, social, and occupational potential” (Pettus et al., 2021, p. 414).

Well-being is thought to be one of the most important contributors to positive behavior and is of particular relevance to incarcerated individuals and those leaving incarceration, because it affords important protective factors in the face of stress and difficulty (Pettus et al. 2021).

The presence of well-being supports “incarcerated and formerly incarcerated individuals’ capacity to reach their full potential while addressing common problems and barriers that often compromise their best efforts to achieve success” (Pettus et al., 2021, p. 414).

Current Research Project

Recently, I completed a year-long impact evaluation. I was granted the rare opportunity to go inside jails and prisons across the U.S. and meet face-to-face with incarcerated men and women, many who were serving life or multiple life sentences.

In this series of articles, I report the qualitative results of my evaluation that fell into three main themes: Intrapersonal intelligence/healthy thinking skills, interpersonal intelligence/social skills, and effective coping strategies.

Interpersonal Intelligence/Social Skills

One theme that captured the experiences of currently and formerly incarcerated TUMI participants in the program evaluation was interpersonal intelligence/social skills.

This category is based on the thinking of Pettus et al. (2021) and Bar-On (2006). Interpersonal Intelligence includes social competency skills like social awareness, the presence of empathy, social responsibility, healthy family and other relationships, and positive social engagement (social experiences that involve others, engaged in during discretionary time, and that promote greater societal good and foster connection).

Interpersonal intelligence is the ability to understand and interact effectively with others. With interpersonal intelligence, one is able to create positive relationships with others, resolve conflicts, establish meaningful relationships, develop a stronger awareness of others, and put that awareness to work in daily interactions and communications. It involves verbal and non-verbal communication, an awareness and sensitivity to the moods and temperaments of others, and the presence of empathy and compassion.

Participants frequently described increases in interpersonal intelligence. Participants used examples of compassion, social responsibility, restored relationships with family members, and association with positive social groups/fellowship/community connectedness related to this theme.

Fellowship/sense of community

When asked to describe how their interpersonal interactions were different after participation in TUMI, one participant discussed his experiences of fellowship and community support:

TUMI has allowed me to change my perspective and my respect for others. There are guys that are lifelong friends for me in here. And I think we’re lifelong friends because of TUMI, because without it, I would still be stuck doing the same thing with people who aren’t good for me.

Another man described how the members of their class come together in ways they wouldn’t have before TUMI.

Even outside the classroom and the curriculum, we can come together as a body and bear each other’s burdens and lift each other up, praying for each other. TUMI brings us together. Before, we had a lot of rough relationships. TUMI made us color blind.

One other man said:

When I think of TUMI, I think of the camaraderie, the brotherhood of us gentlemen coming together to learn about the Word in a comfortable setting where it means something to each and every one of us. So, when we leave this place, we’ll remember each other, those who we walked this journey with.

Another man described the bond created with the TUMI community:

Overall, the core of this group has continued to grow and get stronger and stronger and stronger. So, I think as we overcome all these obstacles, we’re gonna be a very tight-knit group by the end of the program. I’m so thankful to be here and a part of this – if it wasn’t for these brothers, I would never have gotten a chance to fulfill the need I didn’t even understand I had.

Another participant discussed the encouragement he’s received from members of his class that has helped him be successful in the harsh prison environment:

And the encouragement, on the days when you are like, “man, I really don’t wanna get up today,” that’s what’s important. Some tatted up guy that looks rough, like he might wanna stab you, walks up to your bunk, and instead of saying something rude, he’s gonna be like, “I noticed you look like you’re a little but down today…is there anything I could do to help?” That would not be the response you would expect. That’s a great thing, and it’s beyond sometimes what I can even find the words to express.

Social responsibility

Participants frequently described increases in social responsibility as a result of participation in TUMI. Social responsibility refers to an ethical framework in which an individual senses an obligation to work and cooperate with other individuals for the benefit of the community. Participants used examples of trying to be a positive influence, being a servant to others, and even starting business outside prison walls, once released, that benefit society.

One formerly incarcerated participant described a business he’s starting that benefits families who want to visit their loved ones in prison but don’t have a means of transportation to get there:

I have a few jobs, working full time as a welder, and part time as a warehouse manager, and another part time job as a property manager. I’m also finished setting up my own business, a transportation shuttle, taking families to see their families inside of prison, like a chauffeur service. I’ll have a 15-passenger van with wi-fi connection, TV’s for entertainment, snacks for the kids, all that. Once I get the funding, I’m ready to go.

Another participant described his passion for spreading God’s Word to others and ensuring their salvation:

Because of TUMI I now have the desire to live like Christ, lead by example, and help others come to know Christ the way I do now. When I leave this world I only want people to remember the Christ in me and desire to follow only Him. I need to help others like me.

Another participant discussed how TUMI has changed his heart:

My soul is forever seeking lost souls. TUMI opened my eyes to the faith and how to walk with others. It also taught me to teach others more effectively. I was a worldly, selfish person who was not educated on the Word and how to apply it to my life. Now I am enjoying sharing the Word with others, thanks to TUMI. TUMI has helped me use my outgoing personality to spread the Word.

When asked to share how TUMI has changed him, another participant said:

Since TUMI, now I can now speak freely about my faith. Now I tell everyone about the life transforming power of the Gospel, helping others find eternal life, RIGHT HERE where I am, be it officer, inmate, or family by phone…my daily life is now a living sacrifice for others, wherever God plants me. Lord willing, one day I will get the chance to share God’s Word outside these walls to help others who might have struggled as I have.

Compassion

A number of participants shared that since they’ve participated in TUMI, they now have an empathic understanding of others’ feelings and desire to act on their behalf. They discussed how they relate to others’ situation and want to help ease their suffering.

One participant described how he’s more concerned about others since being a part of TUMI:

Becoming a disciple of Christ has made me new! A taker was transformed into a giver. I genuinely care about the eternal destiny of others now. As a result, I am not only surviving prison, I am thriving in prison. TUMI is an integral part of that process.

A formerly incarcerated participant discussed how he and his wife have changed since he was a part of TUMI:

Prior to TUMI, we could care less. Now, I see people on the street, and I say, “Man, I gotta feed them. I must do something to serve them, and I must help them.” TUMI made that very clear. I’m only making $11.00 an hour, but we feed people and it’s incredible. I see people on the street and start crying. My wife is like, “What’s wrong with you?” And I say, I don’t know, I just gotta feed them.

Another formerly incarcerated participant shared how he had compassion for a man who had stolen some cookies from a convenience store:

I saw him tearing up those cookies, tryin’ to eat them all before he got out the door. He’s eating them, he’s walking out, the clerk is tryin’ to catch him, and I’m like, “I’ll pay for those cookies.” Then I went outside and told the man, “no need to rush, Those are your cookies, man, I took care of it.” And then I got sad thinking, “shoot, I shoulda bought him some milk to go with them cookies.”

Strengthened family relationships

Several participants described how relationships with their family have been restored since they’ve been a part of TUMI.

One participant shared how his relationship with his mother had changed:

TUMI helped me relate to people. I used to be very harsh towards people, very bitter, very angry about my current situation, and that used to affect people around me, making them angry and bitter also. TUMI allowed me to change my life, to change a lot of things. I’ve seen relationships mended with not only friends here in prison, by with my mother and stuff like that. That was a big deal and without TUMI, none of that was possible.

Another participant described his family relationships have transformed:

Before prison, I was hell, I couldn’t care less about anything or anyone, I just lived my life for me and whatever I wanted, always a good time, and lost. Now I have grown into the man that my family and loved ones respect. I am a great father and husband to my wife and kids, and a leader to the people God places in my life.

The Impact: Changed Lives

TUMI participants reported different kinds of growth related to their interpersonal relationships, which they described as being a direct result of incarceration and participation in TUMI. They experienced newfound compassion for others, a responsibility to actively engage with the world in positive ways, a desire to establish positive relationships with others, an overwhelming desire to associate in positive ways with the community, turning away from gang affiliations and activities towards activities that benefit society.

Results from this evaluation thus far suggest that TUMI is positively impacting the lives of justice-involved individuals and their communities.

In Part 1, I discussed how participants have changed in terms of healthy thinking patterns and intrapersonal skills. Here, in Part 2, I shared the changes participants had experienced related to interpersonal relationships.

In a subsequent article, I will describe how participants experienced changes in their coping strategies: how they cope with stress, manage impulses, problem solve, manage negative emotions, self-regulate.

Participation in TUMI is truly changing the lives of currently and formerly incarcerated men and women across the country.

Changing lives: Theological education behind prison walls (Part 1).

183:864308092 (Robin LaBarbera) — Wed, 07 Dec 2022 17:32:41 GMT

Seminary-level theological training for pastors. Such opportunities are rare for people in communities of poverty who might not qualify for admittance into a graduate program, and they might not have funds available to cover the steep tuition even if they were accepted into a program.

Accessible, Affordable Seminary Training

Enter World Impact, Inc., an organization that offers The Urban Ministry Institute (TUMI), a Bible, theology and leadership training curriculum for the urban church, especially among the poor, in order to advance the Kingdom of God.

The goal is to help evangelize, disciple, plant, and pastor churches in unreached urban neighborhoods. TUMI’s passion is to identify, empower, and release laborers who can both display and declare God’s kingdom reign among their neighbors, where they live.

Seminaries in Correctional Facilities?

Yes, TUMI operates inside prison walls, too. The program, which is voluntary, prepares incarcerated men and women for faith-based employment, community service, and healthy family and social relationships through educational, values-based, Biblically centered programming.

TUMI was recognized as an official program by the U.S. Federal Bureau of Prisons in 2015, and it currently operates in over 68 correctional facilities in nine states across the U.S., serving 902 incarcerated men and women (with 699 cumulative graduates).

Need for Rehabilitation

Recidivism is the tendency of a convicted criminal to repeat or reoffend after serving their sentence. In the U.S., nearly 44% of those released will return before the first year out of prison, about 68% will be arrested for a new crime within three years, and 77% will be arrested within five years ( World Population Review ). TUMI is changing that trajectory.

Research from Inside Prison Walls

Across the country, men and women are being equipped with leadership and theological principles to impact their neighbors, even if those “neighbors” are with them in the prison or jail where they live. TUMI is changing lives and communities impacted by the criminal justice system and we have the qualitative and quantitative evidence to prove it.

Recently, I completed a year-long program evaluation to answer the question – “What is TUMI’s impact?” I was granted the rare opportunity to go inside prison walls and meet face-to-face with incarcerated men and women, many who were serving life or multiple life sentences.

TUMI is Changing Lives

What I learned is that TUMI is truly changing lives. TUMI is equipping men and women for Christian leadership and service, it is creating healthy thinking patterns, it is bringing self-awareness and self-respect to its participants, it is creating positive interpersonal relationships inside and outside prison walls, and it is equipping participants with problem-solving skills, impulse control, the ability to manage negative emotions, and freedom from substance use disorders.

In the words of one participant, who was on year 29 of a 30-year sentence for a well-publicized crime: “It’s changed what I’m living for!”

In a series of articles, I will detail the results of my research. Each article will focus on one of the above-mentioned categories. Today, I highlight participant comments that fell into the “healthy thinking skills” category.

How to Facilitate Successful Re-entry

Promising treatment models for successful reentry focus on outcomes other than recidivism, according to research (See Pettus, Veeh, Renn, & Kennedy, 2021 , for example for a detailed explanation). Specifically, programs that address employment, problematic substance use, mental health systems, and trauma systems are the most successful and are more likely to be effective rehabilitation for an individual released from prison (Pettus et al., 2021).

Pettus et al., creators of the Well-Being Development Model, advocate for a focus on psychosocial well-being, and they define well-being as “a state of satisfying and productive engagement with one’s life and the realization of one’s full psychological, social, and occupational potential” (2021, p. 430).

Psychological well-being builds an individual’s capacity to “see and accept their own strengths and weaknesses, have positive feelings about their lives thus far, and pursue a state of continued development and growth, using talents and potential to have close connections with others, manage demands of daily life, and have strength to follow personal conviction” (Pettus et al., 2021, p. 434).

Pettus and colleagues outlined five key facilitators of well-being development, including healthy thinking patterns, meaningful work trajectories, effective coping strategies, positive social engagement, and positive interpersonal relationships.

The Bar-On Model of Emotional-Social Intelligence has also been utilized in research with justice-involved individuals. The model is comprised of a number of intrapersonal and interpersonal competencies, skills, and facilitators that combine to determine effective human behavior (Bar-On, 2006).

Healthy Thinking Patterns

To define this category – healthy thinking patterns – I relied upon the thinking of both Pettus et al. (2021) and Bar-On (2006) to arrive at a definition of healthy thinking patterns or intrapersonal skills. This category includes one’s ability to be aware of oneself, to understand one’s strengths and weaknesses, to understand and relate well with others, and to successfully cope with daily demands, challenges and pressures. In other words, a person with a high degree of self-awareness, emotional regulation, self-regard, and the ability to strive to achieve personal goals and actualize one’s potential is less likely to recidivate.

Pettus et al. contend that “strengthening healthy thinking patterns allows individuals leaving incarceration to develop and improve problem-solving and communication styles and refine their decision-making skills while thinking about and caring for others as part of that process” (2021, p. 439).

Empowered

While participants listed a combination of factors that influenced healthy thinking patterns, a majority cited the improvement of their sense of empowerment as one of the greatest impacts of the program. They felt empowered to turn from a life that lacked direction or purpose to one that is marked by purposeful engagement in ministry to others in their community and live out their faith. (See figure “Selected Comments on Empowerment” below.)

Leadership/role models:

Participants felt that the TUMI program empowered them to take on leadership roles and to serve as role-models in their communities inside prison and upon release. One participant said: “TUMI brought a leadership quality out of myself that I didn’t know existed.”

Others thought of themselves as responsible for being a positive role model to other inmates. One said: “I’m called to be more active and make a difference wherever I’m at, be available to them. People are watching what you do and the way you do it, and they’re like, ‘there’s something different about him.’ And just like that, you're bearing witness by your action in your life.”

Several formerly incarcerated participants talked about how TUMI empowered them to start ministries, start a business, take leadership roles at work when given the opportunity, or provide Godly leadership to their families.

Service:

Many students felt that TUMI provided them with the tools they needed for roles in service to benefit others. This sense of empowerment has enabled students to envision building up their communities through ministry, motivational speaking, drug and alcohol counseling, volunteering in prison, higher educational pursuits, providing for their families, and more. Participants thought of TUMI as: “More than a class…it’s a lifestyle. I know I’m impacting where I live, those guys in my unit, and the rest of the prison as well.”

Self-respect

Another theme that emerged from the open-ended responses and interviews related to healthy thinking patterns suggests that the TUMI program positively impacted the way they view themselves—it brought on a new kind of self-respect, a new identity. (See figure “Selected Comments on Self-Respect” below.)

Identity:

Over and over again, participants said TUMI impacted the way they define themselves, and they believed that definition shaped their behavior. Before TUMI, participants saw themselves as selfish, immature, manipulative, destructive, inconsiderate, and arrogant. One participant described his former self this way: “I’m the only one in my family who’s gone to prison—I’m the black sheep of the family.”

After TUMI, participants saw themselves in an entirely different light. One participant said she’d gone from seeing herself as: “A very mean and hateful person, especially towards myself” to “I am the person I now love more than I did before I came to jail, so I’m kinda glad that I did come to jail; I praise God for placing me in jail.”

Another said, “Before prison, I was living for the world and doing me and living for me. If I wanted something, I went out and got it, period. Now I live for Jesus Christ and daily want to do His will in and through my life.”

Self-efficacy as a learner:

Many participants felt that TUMI impacted their beliefs about their capabilities as a learner. They indicated that before TUMI, they considered themselves incapable of learning at such a high level. They were concerned about TUMI’s “college level” curriculum, given that many had “barely graduated high school” or did not excel academically.

When he heard about the academic level of TUMI, one participant thought: “Oh no, that’s not for me. I don’t have the ability or the confidence to complete a college course.”

Many felt that TUMI empowered them as learners and built their confidence and academic self-efficacy well beyond their imaginations.

Final Thoughts

Results from this evaluation thus far suggest that TUMI is positively impacting the lives of justice-involved individuals and their communities.

With Pettus et al., I advocate that, “Improving well-being may ultimately improve reentry outcomes and decrease return to incarceration” (2021, p. 448).

By focusing on the key factors of well-being development and social-emotional intelligence, we can guide the next generation of reentry-service approaches focused on the promotion of protective factors and positive behaviors among justice-involved individuals.

Exploring how participants and graduates of the TUMI theological training program describe and think of their experiences illuminates how policymakers and practitioners can create meaningful opportunities for rehabilitation for their clients.

In the coming weeks, I will share articles reporting more of the findings from this program evaluation. See Part 2 here.

"It's changed what I'm living for." Reflections from justice involved men and women

183:864308092 (Robin LaBarbera) — Thu, 03 Nov 2022 03:40:17 GMT

I’m involved in a program evaluation for a prison-based theological training program called The Urban Ministry Institute, or TUMI.

I’ve collected over 40 hours of interview data from 109 justice-involved men and women and survey data from 157. One of the questions I asked during interviews and on the survey was, “tell us about the kind of person you were before you came to prison and how you are different now that you’re a TUMI participant.”

So far, just based on the analysis of the qualitative data from the surveys, I’ve determined that TUMI has truly, and I quote, “changed what I’m living for.”

Taking a deductive approach to data analysis, I’ve come up with a group of codes to analyze the data with respect to well-being based on the professional literature. Rather than measuring recidivism, which is a negative construct that considers only when participants ‘mess up’ or reoffend, I looked at well-being, which has been shown to be a significant predictor of reentry success and reduced likelihood of reoffending.

The four codes that have been important in my analysis are adapted from Pettus et al.’s (2021) 5 keys to well-being development. They are:

Healthy thinking patterns: Internalizing the values that promote prosocial behavior, problem solving, communication style, decision-making
Effective coping strategies: Behaviors that include self-management and avoiding engaging in behaviors that put others at risk.
Positive relationships: Contributing to the well-being of others; serving others; engaged in activities that promote social good.
Self-esteem: Having a sense of competence, meaning, and purpose in life, optimism, hope.

Initial analysis of qualitative data revealed the following:

44% of participants' responses indicate they believe that being in TUMI has changed their thinking, their values. One participant said, “I was 18 with no direction in life, I was in a gang and involved with drugs. I had nothing but anger and despair in my heart. God rescued me from all that and eventually led me to TUMI. Through this class I have learned to experience the Word of God in a new way, and it has made me aware of my responsibility as a Christian to actively engage with the world around me to direct it towards the will of God.”

20% of participants' responses indicate TUMI has changed their behavior and it’s helped them avoid behaviors that put others at risk. One participant said, “I was all kinds of an addict, I stole, I used people, and I was selfish. I did most of that in prison. However since TUMI I've been serving God, and I love it so much, that I want to do it for the rest of my life. But I also want to tell people about this joy also with a deeper understanding.

16% of participants' responses indicate they believe it has caused their interpersonal relationships to be more positive – they contribute more to the well-being of others and serve others to a greater extent. One participant said, “I was on the streets and I was a drug addict. Now I can help others and help them to know the love of Jesus and allowing God/Jesus into my life. It transformed me and I see a light like no others. God has really blessed me through this class and it helps me to do Bible studies back on the dorm with the other ladies I live with.”

20% of participants' responses indicate they believe TUMI has increased their sense of competence, purpose, hope, and self-esteem. One participant said, “I was lost, not knowing who I was or what my purpose was; there was no direction or purpose. Since I never seemed to be good at anything and people were telling me I would never amount to anything, I quit trying and lived by the expectation. Now, I have learned how to truly be a servant. I live for the Kingdom not seeking my own acclaim. I can lead people effectively because I am not worried about self, which makes others comfortable around me.” Another said, “I was a liar and a thief and an adulteress. I didn't respect myself or my mom or my husband. I am now working my way back into a God-led life. My mother loves and is proud of me again. My ex-husband respects me again, and most importantly, I respect myself. TUMI has changed me completely.” And one other said, “Well, the person I was before I did not like myself at all, but the person I am now I love more than I did before I came to jail. So I'm kinda glad that I did come to jail.”

My initial conclusion, based on my analysis of qualitative data from 266 justice-impacted men and women: TUMI changes what people are living for.

References:

Pettus, C., Veeh, C. A., Renn, T. R., & Kennedy, S. C. (2021). The well-being development model: A theoretical model to improve outcomes among criminal justice system-involved individuals. Social Service Review, 95(3), 413-468. https://doi.org/10.1086/715852 .

Why providing educational opportunities to incarcerated students is a good idea

183:864308092 (Robin LaBarbera) — Mon, 10 Oct 2022 17:00:23 GMT

And why we should help them pay for it.

The Federal Pell Grant Program provides need-based grants to low-income undergraduate and some post-baccalaureate students to promote access to postsecondary education for those who might not otherwise have such access. Pell grants are not loans—they do not need to be paid back. Until recently, Pell Grants were not available to incarcerated students.

There are upwards of 1.5 million people in state and federal prisons in the United States. Very few of them get a chance to earn a bachelor’s degree, due to a decades-old ban on the use of federal money to help people in prison pay for college classes.

But that’s about to change, starting with the 2023-2024 school year. The U.S. Department of Education will soon lift the ban on Pell Grants for incarcerated students, in a move that could increase access to college education in federal and state prisons.

Higher education for incarcerated students.

“Prison education programs lower recidivism rates and increase employment opportunities post-release,” says Sarah Wood, author of a 2022 article in U.S. News. Postsecondary education programs come in a variety of forms, ranging from non-credit workshops taught by volunteers to full degree-granting programs. One program called TUMI, short for The Urban Ministry Institute, offered by World Impact, offers a four-year seminary level education intended to equip men and women for service in the ministry field who might not otherwise be able to afford a seminary degree. It was during my research—interviewing incarcerated men and women who were students in the program—that I learned how much of an impact prison education can make.

The killing trial.

In 1993, at a noted after-dark meeting place for homosexuals in East Texas, a group of three men, one aged 29, the “ringleader,” and two others, aged 19 and 17, abducted a 23-year-old man named Nicholas West from the park and drove him down a rural road in their pickup. After forcing West to remove his clothes, and several minutes of untold torture, the three men shot West to death. West was abducted from a park in Tyler, Texas, taken to a gravel pit outside of town, shot nine times, and left to die (UPI, 2003). The three were arrested shortly after the incident, and they were sentenced to life in prison.

Donald Aldrich, the so called “ringleader” was executed in 2004 for “the abduction and gay-bashing murder of an East Texas man,” according to a 2004 Houston Chronicle article, and accomplis Henry Dunn was put to death in February, 2003. The third member, David McMillan, was convicted of aggravated kidnapping and aggravated robbery and received a life prison term.

I met David McMillan, one of the three, who was 17 at the time of the crime and now well into his 29 ^th year of a life sentence, during a group interview as part of my research into the effectiveness of a theological training program in prison in which McMillan was a student. At the time of the three-hour group interview and casual interactions afterwards with this group of men, most of whom were serving life sentences for various crimes, I had no idea why any of the men were currently imprisoned. It was only later, when our videographer/photographer Jay Keywood shared with me a 2014 Vanity Fair article about McMillan and his partners in crime, did I learn of the gruesome details of McMillan’s story.

Education facilitates transformation.

Visiting three prisons in the Houston, Texas area, a part of the Texas Department of Criminal Justice, I was there to engage in research asking this group of 18 men what they thought of TUMI and how it has impacted them. TUMI, an acronym for The Urban Ministry Institute, was originally established by World Impact in the 1990s as theological training for pastors in communities of poverty, and 15 years ago, the Prison Ministry program was added in, where church partners function as TUMI satellites to implement the curriculum in correctional settings. Epiphany Life Change, headed by Charles Anderson, was the partner who help our research team gain access to the Texas prisons for our interviews and videography.

Inside prison walls, the TUMI program, which is voluntary, attempts to prepare incarcerated individuals for faith-based employment, community service, and family and social relationships through educational, values-based, Biblically centered programming (World Impact, 2021). TUMI satellite operations first began in the Kansas prison system, and they now operate in 68 correctional facilities in nine states across the U.S. with 9 partners, serving 902 incarcerated men and women (with 699 cumulative graduates). TUMI was recognized as an official program by the U.S. Federal Bureau of Prisons in 2015 (World Impact, 2021). Participants proceed through the 16 modules, each of which comes with a student workbook, required supplemental textbooks, and four hours of video (two DVDs). Typically, inmates complete the entire program in four years.

I was there for both quantitative and qualitative research. In response to one open-ended question, “Tell us about the kind of person you were before going to prison and who you are now that you have been a part of the TUMI prison training?’ participants who completed the survey and those who were interviewed in focus groups credit TUMI for strengthening and deepening their faith, stating, “My incarceration led me back to the Lord and TUMI played a huge part in strengthening and deepening my faith and in preparing me to succeed upon release.”

Other participants indicated how their lives had changed with statements such as, ‘I used to be a speed addict alcoholic wife-beater. Now I’m a worship leader message ministering man of God—Amen!’ One participant said, ‘I was immature, frozen by insecurities, and had no faith in anything when I went to prison. God, through TUMI, the church, and others He placed in my path, gave me a new identity.’ Another participant reflected, ‘I had absolutely destroyed my life and the lives of my loved ones. TUMI guided me on a path to examining my behavior and lining it up with Jesus.’ Finally, through the curriculum, participants indicated they had ‘grown and matured as a Christ-centered man and learned my gifting and calling,’ and ‘It’s like night and day. I am now much more disciplined in everything I do.’ Another reflected on how TUMI changed his self-perspective, stating, ‘I didn’t think I had the abilities or the confidence to complete a college course, let alone an entire 4-year program.’

Conversations with friends.

It struck me, as I interviewed these men, that it was like having a conversation with a group of long-time friends. Participants reflected that before TUMI, they had poor quality family relationships and associations with peers who were also involved in criminal activity. A big component of the TUMI program, which goes beyond the typical ‘correspondence courses’ that are highly available in prison, is the relationships that are formed during class interactions and beyond. ‘It’s the community, the relationships, the camaraderie. These guys right here in this room (referring to the TUMI participants around the table), this is my family, and I love them very much!’ Another said, ‘It’s a beautiful thing, this friendship, this bond we have with one another.’

McMillan, in particular, shared how being a part of TUMI “gives a man hope.” He said, “You have to give the people hope. Because if people have no hope, then it’s ‘get up in the morning and have no kind of guidance.’ They look up to the toughest dudes and try to imitate them. But when you have people like the men in this classroom, who are walking and shedding light everywhere they go, then they have something positive to follow. There’s a better way to live, and it’s like this.” He added that, “you gotta rehabilitate yourself. We’re gonna be in this program, and we got to set the example and break the cycle and break the chains.” TUMI breaks the cycle, “it gives a man hope” he said.

Not the same man.

McMillan also talked about the fears he had about being released and returning to the community after 30 years in prison. Would he be able to pick out toothpaste from the rows and rows of options available at the local drug store (options in at the prison “store” were limited to two)? Would he over-react one night if his future wife went to touch him tenderly in the night (if someone touches you in prison while you’re sleeping, it’s definitely not a good thing)? Would he panic at the DMV while getting his identification in order (when a lot of people are milling about near you in prison, it’s also not a good thing, and you must keep your guard up at all times, fully prepared to defend yourself)? With someone who possessed this level of self-awareness and thoughtfulness, I wondered…was I sitting two feet away from the same man in the article? Most certainly I was not.

Should we educate prisoners?

I believe the evidence is clear: TUMI is responsible for the drastic change I observed in people like David McMillan. So, yes, we should provide educational opportunities to those who are incarcerated!

References

Bissinger, B. (2014). The killing trial. Vanity Fair. Retrieved from https://www.vanityfair.com/news/1995/02/texas-murder-199502

Epiphany Life Change. https://www.epiphanylifechange.org/

Klementowski, S.A. (2020). Should we educate prisoners? Open Learn (on Medium). Retrieved from https://openlearn.medium.com/should-we-educate-prisoners-1b6465ae7388

Houston Chronicle. (2004, Oct. 13). Second man executed for gay-bashing murder. Retrieved from https://www.chron.com/news/houston-texas/article/Second-man-executed-for-gay-bashing-murder-1962403.php

UPI. (2003, Feb. 6). Killer in gay-bashing murder executed. Retrieved from https://www.upi.com/Top_News/2003/02/06/Killer-in-gay-bashing-murder-executed/83291044581381/#:~:text=Dunn%2C%20Donald%20Aldrich%20and%20David,to%20die%2C%20according%20to%20prosecutors .

Wood, S. (2022, Mar. 8). Prison education programs: What to know. U.S. News and World Report. Retrived from https://www.usnews.com/education/articles/prison-education-programs-what-to-know

World Impact. (2021). Prison ministry. https://worldimpact.org/programs/prison-ministry .

Why you need peer support to flourish upon re-entry from prison

183:864308092 (Robin LaBarbera) — Fri, 07 Oct 2022 17:26:53 GMT

Serve current and formerly incarcerated individuals to promote wellbeing and flourishing in their community.

In an era of mass incarceration with more and more people being released to communities that are ill equipped to reintegrate them, formerly incarcerated men and women can find comfort and hope in the ability to turn toward one another for mutual support. With our peer support specialist training, you can serve as a valuable role model and peer counselor for those walking the road to well-being. https://www.labarberalearning.com/peer-support-specialist-training

The story of David McMillan.

In 1993, at a noted after-dark meeting place for homosexuals in East Texas, a group of three men, one aged 29, the "ringleader," and two others, ages 19 and 17, abducted a 23-year-old man named Nicholas West from the park and drove him down a rural road in their pickup.

After forcing West to remove his clothes, and several minutes of untold torture, the three men shot West to death. West was abducted from a park in Tyler, Texas, taken to a gravel pit outside of town, shot nine times, and left to die (UPI, 2003). The three were arrested shortly after the incident and sentenced to life in prison.

I met David McMillan, one of the three, who was 17 at the time he was convicted, and he was now well into his 29th year of a life sentence. I talked with him during a group interview in July when I was there researching the effectiveness of The Urban Ministry Institute (TUMI), a prison-based theological training program in which McMillan was a student.

A 2014 Vanity Fair article portrayed McMillian and his partners as cold-blooded killers, which was likely an accurate description of the young man who began his prison sentence at 17. The man I met, 29 years into his sentence and eligible for a parole hearing in a few short months, was nowhere near the same person who entered prison 29 years ago.

He has experienced an incredible transformation due to his participation in TUMI, but was he ready to re-enter the community he lived in before his incarceration?

Is he ready for re-entry?

McMillan shared his fears about being released and returning to the community after 30 years in prison. Would he be able to pick out toothpaste from the rows and rows of options available at the local drug store (options at the prison "store" were limited to two)? Would he overreact one night if his future wife touched him tenderly in the night (if someone touches you in prison while you're sleeping, it's definitely not a good thing)?

Would he panic at the DMV while getting his identification in order (when a lot of people are milling about near you in prison, it's also not a good thing, and you must keep your guard up at all times, fully prepared to defend yourself)?

With someone who possessed this level of self-awareness and thoughtfulness, I wondered…was I sitting two feet away from the same man in the article? Most certainly, I was not. Still, was he ready for re-entry?

The challenges of re-entry.

Over 10,000 ex-prisoners are released from America's state and federal prisons every week and arrive on the doorsteps of our nation's communities. More than 650,000 ex-offenders are released from prison every year, and an estimated 9 million are released from jail. Studies show that approximately two-thirds will likely be rearrested within three years of release, according to the United States Department of Justice (2022).

"Once released, formerly incarcerated people face a myriad of barriers to successfully re-entering society. They are not allowed to vote, have little access to education, face scant job opportunities, and are ineligible for public benefits, public housing, and student loans. These obstacles have profoundly negative effects on millions of American families and make it practically impossible for millions of people who are returning home to be the engaged, responsible citizens we say we want them to be" (The Leadership Conference, 2017).

What can be done to help people who are released from prison keep from being rearrested? With no job, no money, and no place to live, returnees often find themselves facing the same pressures and temptations that landed them in prison in the first place.

Assisting ex-prisoners in finding and keeping employment, identifying transitional housing, and receiving mentoring are three key elements of successful re-entry into our communities," stated the DOJ (2022).

How peer mentoring changes the trajectory of those returning from prison.

Research also says those who are less likely to recidivate are those who have a community support system. Individuals returning from incarceration to their communities are more likely to succeed if they have a support system, especially from peers with lived experience.

Peer support is a concept where people with similar experiences help each other from a place of shared understanding. Common lived experience is critical to making peer support effective.

Heidemann and colleagues (2014), for example, stressed that in an era of mass incarceration with more and more people being released to communities that are ill equipped to reintegrate them, formerly incarcerated men and women can find comfort and hope in the ability to turn toward one another for mutual support.

Much research demonstrates that their peers who are further along in the re-entry process are yearning to help. Those released should seek out their peers who are learning to live successful lives in the community.

More recently, Gonzales et al. (2019) investigated the use of peers who applied their lived experiences to assist clients in seeking treatment for substance use and mental health conditions in addition to helping them locate housing and employment.

If you want to help change a life and facilitate successful re-entry, where can you go to receive training?

Peer support training.

Several organizations train peer support workers in the field of re-entry. Via Hope is one such organization in Texas that offers re-entry peer specialist certification, helping others use their lived experiences to provide support and hope to other people who may be trying to find their way through re-entry. Via Hope offers several different modules available for online training at a variety of price points.

Whereas Via Hope offers training at specified intervals over a few days during the calendar year, LaBarbera Learning Solutions provides a self-paced online training format that you can complete anytime.

We offer a 15-module digital learning solution to equip you with the specialized skills you need to transform your experiences into practical, supportive services that help others forge their path to well-being.

For just $250 for the complete series of courses, or $89 for individual levels, you can start anytime and learn at your own pace on any device, such as a desktop, laptop, tablet, or phone.

A professor and researcher with two doctoral degrees wrote our curriculum.

Our training provides content listed under the core competencies by the Substance Abuse and Mental Health Services Administration (SAHMSA).

Each course has a participant workbook to guide users through the basic concepts of effective listening, the cognitive behavioral approach to counseling, and motivational interviewing. Each chapter includes key takeaways from the online curriculum, pages for notetaking, and activities not found in the online curriculum to help users deepen their learning.

Participants who desire the complete certification will complete the online training, engage in fieldwork or internship practices under supervision, reflect on their internship experiences, and take a final exam to earn their certification.

With our peer support specialist training, you can serve as a valuable role model and peer counselor for those walking the road to well-being. Be a part of the solution.

Find out how to get started with your peer support training today by clicking here .

References

Gonzales, J. M. R., Rana, R. E., Jetelina, K. J., & Roberts, M. H. (2019). The value of lived experience with the criminal justice system: a qualitative study of peer re-entry specialists. International Journal of Offender Therapy and Comparative Criminology. https://doi.org/10.1177/0306624X19830596

The Leadership Conference. (2017). Factsheet - barriers to successful re-entry of formerly incarcerated people. http://civilrightsdocs.info/pdf/criminal-justice/Re-Entry-Fact-Sheet.pdf

The United States Department of Justice. (2022). Prisoners and prisoner re-entry. https://www.justice.gov/archive/fbci/progmenu_reentry.html#:~:text=Over%2010%2C000%20ex%2Dprisoners%20are,within%20three%20years%20of%20release

Should we educate those in prison?

183:864308092 (Robin LaBarbera) — Sat, 24 Sep 2022 23:02:17 GMT

Prison education programs lower recidivism rates and increase employment opportunities post-release.

“Prison education programs lower recidivism rates and increase employment opportunities post-release,” says Sarah Wood, author of a 2022 article in U.S. News and World Report. Postsecondary education programs come in a variety of forms, ranging from non-credit workshops taught by volunteers to full degree-granting programs. One program called TUMI, short for The Urban Ministry Institute, offered by World Impact, offers a four-year seminary level education intended to equip men and women for service in the ministry field who might not otherwise be able to afford a seminary degree. It was during my research interviewing incarcerated men and women who were students in the program that I learned how much of an impact prison education can make.

The killing trial

In 1993, at a noted after-dark meeting place for homosexuals in East Texas, a group of three men, one aged 29, the “ringleader,” and two others, aged 19 and 17, abducted a 23-year-old man named Nicholas West from the park and drove him down a rural road in their pickup. After forcing West to remove his clothes, and several minutes of untold torture, the three men shot West to death. West was abducted from a park in Tyler, Texas, taken to a gravel pit outside of town, shot nine times, and left to die (UPI, 2003). The three were arrested shortly after the incident, and they were sentenced to life in prison.

Donald Aldrich, the so called “ringleader” was executed in 2004 for “the abduction and gay-bashing murder of an East Texas man,” according to a 2004 Houston Chronicle article, and accomplice Henry Dunn was put to death in February, 2003. The third member, David McMillan, was convicted of aggravated kidnapping and aggravated robbery and received a life prison term.

At the time of the three-hour group interview and casual interactions afterwards with this group of men, most of whom were serving life sentences for various crimes, I had no idea why any of the men were currently imprisoned. It was only later, when our videographer/photographer Jay Keywood shared with me a 2014 Vanity Fair article about McMillan and his partners in crime, did I learn of the gruesome details of McMillan’s story.

Breaking the cycle of recidivism

Visiting three prisons in the Houston, Texas area, a part of the Texas Department of Criminal Justice, I was there to engage in research asking this group of men what they thought of TUMI and how it has impacted them. TUMI was originally established by World Impact in the 1990s as theological training for pastors in communities of poverty, and 15 years ago, the Prison Ministry program was added in, where church partners function as TUMI satellites to implement the curriculum in correctional settings. Epiphany Life Change, headed by Charles Anderson, was the partner who helped our research team gain access to the Texas prisons for our interviews and videography.

I was there for both quantitative and qualitative research. In response to one open-ended question, "Tell us about the kind of person you were before going to prison and who you are now that you have been a part of the TUMI prison training," participants credited TUMI for strengthening and deepening their faith. They said, “My incarceration led me back to the Lord and TUMI played a huge part in strengthening and deepening my faith and in preparing me to succeed upon release.”

Other participants indicated how their lives had changed with statements such as, "I used to be a speed addict alcoholic wife-beater. Now I’m a worship leader message ministering man of God—Amen!" One participant said, "I was immature, frozen by insecurities, and had no faith in anything when I went to prison. God, through TUMI, the church, and others He placed in my path, gave me a new identity."

Another participant reflected, "I had absolutely destroyed my life and the lives of my loved ones. TUMI guided me on a path to examining my behavior and lining it up with Jesus."

Finally, through the curriculum, participants indicated they had "grown and matured as a Christ-centered man and learned my gifting and calling," and "It’s like night and day. I am now much more disciplined in everything I do." Another reflected on how TUMI changed his self-perspective, stating, "I didn’t think I had the abilities or the confidence to complete a college course, let alone an entire 4-year program."

Like talking with life-long friends

It struck me, as I interviewed these men, that it was like having a conversation with a group of long-time friends. I was that comfortable being with them.

Participants reflected that before TUMI, they had poor quality family relationships and associations with peers who were also involved in criminal activity.

A big component of the TUMI program, which goes beyond the typical correspondence courses that are highly available in prison, is the relationships that are formed during class interactions and beyond. "It’s the community, the relationships, the camaraderie. These guys right here in this room (referring to the TUMI participants around the table), this is my family, and I love them very much!" Another said, "It’s a beautiful thing, this friendship, this bond we have with one another."

He added that, “you gotta rehabilitate yourself. We’re gonna be in this program, and we got to set the example and break the cycle and break the chains.” TUMI breaks the cycle; “It gives a man hope,” he said.

Not the same man

With someone who possessed this level of self-awareness and thoughtfulness, I wondered…was I sitting two feet away from the same man in the article? Most certainly, I was not.

Should we educate prisoners?

I believe the evidence is clear: TUMI is responsible for the drastic change I observed in people like David McMillan. So, yes, we should educate prisoners!

References

Bissinger, B. (2014). The killing trial. Vanity Fair. Retrieved from https://www.vanityfair.com/news/1995/02/texas-murder-199502

Epiphany Life Change. https://www.epiphanylifechange.org/

Klementowski, S.A. (2020). Should we educate prisoners? Open Learn (on Medium) . Retrieved from https://openlearn.medium.com/should-we-educate-prisoners-1b6465ae7388

Houston Chronicle. (2004, Oct. 13). Second man executed for gay-bashing murder . Retrieved from https://www.chron.com/news/houston-texas/article/Second-man-executed-for-gay-bashing-murder-1962403.php

UPI. (2003, Feb. 6). Killer in gay-bashing murder executed . Retrieved from https://www.upi.com/Top_News/2003/02/06/Killer-in-gay-bashing-murder-executed/83291044581381/#:~:text=Dunn%2C%20Donald%20Aldrich%20and%20David,to%20die%2C%20according%20to%20prosecutors .

Wood, S. (2022, Mar. 8). Prison education programs: What to know. U.S. News and World Report. Retrieved from https://www.usnews.com/education/articles/prison-education-programs-what-to-know

World Impact. (2021). Prison ministry . https://worldimpact.org/programs/prison-ministry .

Everyone needs a community: 12 experts share their thoughts.

183:864308092 (Robin LaBarbera) — Wed, 03 Aug 2022 20:08:25 GMT

Did you know that your network of social supports serves as the most profound predictor of your health and well-being?

The power of a strong, supportive community, where people pitch in and help each other practically, emotionally and socially, also enables vulnerable individuals and the entire community to respond better, and adapt and recover from adverse events.

Everyone needs community. Everyone needs to be connected. I think it is safe to say that people simply will not—cannot—grow outside of community ( Sikora ).

So what do the experts have to say about the importance of community? We asked the experts to define community, and to weigh in on the benefits of being a part of a community, and the associated risk factors of not having a community. Here's what they said:

How would you define community?

Lowe : A community is a group of people who share an identity-forming narrative. This means, a group of people who share a story that is so important to them that it defines an aspect of who they are.
Zamor : A community is a familiar thread used to bring people together to advocate and support each other in the fight to overcome those threats. As human beings, we need a sense of belonging, and that sense of belonging is what connects us to the many relationships we develop.

What are the benefits of being a part of a community?

Romer : Being a part of a community makes us feel as though we are a part of something greater than ourselves. It gives us opportunities to connect with people, to reach for our goals, to make us feel safe and secure. A true community is about being connected and responsible for what happens. Not just watching, but actively participating and making a difference through their actions.

With community, you get:

A sense of belonging.

Wooll : Strong communities are critical because they’re often an important source of social connection and a sense of belonging. Participating in a community bonded by attitudes, values, and goals is an essential ingredient to enjoying a fulfilling life.
Brower : When we are part of a thriving community, we feel a sense of kinship, camaraderie and connectedness. There is a place and a role for each person, and group members feel they can bring all of themselves to their work and their team. There are high levels of trust and psychological safety in which people know others will have their backs and will give them not only the benefit of the doubt, but the space to apply their talents and develop new ones. Within a strong community, people feel valued.
Pettes : It allows us to support one another, interact, share experiences and our modern life struggles. Having this open bond with others is what builds valuable relationships, and gives us a deeper sense of belonging.

The ability to cope with difficult challenges.

Wooll : Ultimately, communities give people a supportive group to help them cope with difficult challenges, band together to solve problems, and celebrate life’s lighter moments.

The feeling of being understood.

Oguchi : Have you ever been interested in something so weird to the point of obsession sometimes? Of course, you have. Everyone has something they could go on about in a heartbeat. It could be politics, food, gardening, your kids. And if you don’t, you’re missing out. There’s something so special about being immersed in an interest. It’s fun to watch your passion run wild. I remember when I started watching Game of Thrones. I love that show so much by the way. When I met fellow fans, it was amazing. I could spend hours talking about the details. And this says a lot because I am not one to like small talk. I go online and comment on the fan pages. Whenever I see anything GOT related, I click like automatically. And there are millions of people like me who are fans of this show.

Self development.

Oguchi : Most communities have people in different stages. Some people are way ahead of you or maybe still coming behind. This mix of people can challenge you to grow and see things differently. It can also help you to learn empathy, and provide you with the opportunity to help people who are coming behind. You can enjoy mentorship from people that have already gone ahead of you. Sometimes just interacting in a community can help you find the consistency to achieve the goals you set out to. You get inspired by everyone around you that you are able to stay your course and grow as a person.
Sikora : Community helps to shape the individual into that which is valued in the society, whether that society is the family, the church, the town, or the nation. Beyond the basic economic and structural aspects of community, there is a far deeper purpose for people to interact with one another. In community, our strengths and weaknesses are reflected in the eyes of others and, as a result, healthy people change and become better. When community works well, these changes are influenced primarily by love and mutual respect.

What are some additional other benefits of being a part of a community?

Clarabut :

Support

Being part of a community enables us to give support to other members. Being supportive of others will help them to feel good and better about themselves. With so much stress in the busy world we live in, there’s never been a more important time to help others struggling with their mental and physical wellbeing.

Influence

With community participation comes empowerment. When people feel empowered, they feel a sense of control enabling them to influence positive change. It is about making a difference to a group that matters to its members.

Sharing

Stimulates innovation and growth. Ideas breed new ideas. Apart from having personal benefits of gaining knowledge and insight, sharing also contributes to the community’s greater worth.

Reinforcement

Can be an effective learning tool to encourage desirable behaviors and provide motivation. A strong community will go beyond the immediate, basic needs and ensure that fulfillment is a positive experience. By doing so, it builds positive rewards and reinforcement for an enjoyable sense of togetherness.

Passion

Having an outlet for passions gives people the opportunity to share a subject they’re passionate about. This helps to spread confidence and encouragement to create new things that they can share with others.

What can happen when we don't have community?

Without community, we experience loneliness, and loneliness can wreak havoc on an individual’s physical, mental and cognitive health. Research shows that the magnitude of risk presented by social isolation is very similar in magnitude to that of obesity, smoking, lack of access to care and physical inactivity.

Wooll : The absence of social connections can have profound effects on our overall health. An early study on the psychological impact of the COVID-19 pandemic showed that loneliness was one of the factors with the greatest psychological impact on people’s health.
Novotney : There is evidence linking perceived social isolation with adverse health consequences including depression, poor sleep quality, impaired executive function, accelerated cognitive decline, poor cardiovascular function and impaired immunity at every stage of life.
Valorta : The American Cancer Society study is the largest to date on all races and genders, but previous research has provided glimpses into the harmful effects of social isolation and loneliness. Our 2016 study linked loneliness to a 30 percent increase in risk of stroke or the development of coronary heart disease. "Lacking encouragement from family or friends, those who are lonely may slide into unhealthy habits," Valtorta says. "In addition, loneliness has been found to raise levels of stress, impede sleep and, in turn, harm the body. Loneliness can also augment depression or anxiety."
Dixon : We are relational beings in nature, and when we’re isolated or detached from a community, our health and mental health can quickly take a toll. Life is hard enough on its own. We’re not meant to go about it alone.

In summary, why are communities so important? Strong communities are critical because they're often an important source of social connection and a sense of belonging. Participating in a community bonded by attitudes, values, and goals is an essential ingredient to enjoying a fulfilling life ( Wooll ).

To learn more about the importance of community and the risks associated with not being a part of a community, check out the links to each expert mentioned in this article.

What should I wear to prison? Does it matter?

183:864308092 (Robin LaBarbera) — Tue, 02 Aug 2022 18:27:28 GMT

I spent a lot of time thinking about what I should wear to prison.

I’d just been granted the rare opportunity to visit six prisons throughout the U.S. to interview participants of an educational program as part of a program evaluation I was conducting for a non-profit I’ve worked with for a number of years. A camera crew would join me to document the interviews that I was recording on my hand-held device.

The organization, World Impact, Inc., offers a 4-year theological training program (called The Urban Ministry Institute, or TUMI) that equips men and women to be pastors in their community—men and women who might not otherwise be able to complete a college seminary degree due to financial, time, or entrance constraints. In addition to offering the training program to men and women in communities of poverty, TUMI is also available inside 68 correctional facilities throughout the United States.

I had been given access to a place where few people are allowed to go, and I didn’t want to blow the opportunity. I’d traveled over 1500 miles, filled out the necessary paperwork, and had been granted clearance to enter three prisons in the Houston, Texas area and three near Wichita, Kansas. There wouldn’t be another chance to get this right.

A lot was riding on my appearance.

I had an unspoken goal to be the one person who’d been granted access inside prison walls with whom they felt comfortable enough to bare their souls, and I didn’t want my choice of clothing to be the thing that stood in the way.

I wanted to appear professional but not so professional that inmates would perceive me as unapproachable. I wanted to appear polished but not too “put together” in a way that prohibited participants from speaking honestly. I wanted to look attractive and likable but not so much that I would seem seductive.

I desperately wanted to avoid coming across as too professional for fear they wouldn’t feel comfortable opening up to me. I was terrified that they’d judge me as "unsafe," and I'd stand there, asking questions of an audience who would respond with silence and cold stares. I also wanted to appear calm, cool, and collected. Nothing must stand in the way of my goal.

They had to find me trustworthy, capable, attentive, responsive, and relatable if I wanted to gather meaningful data. And they’d probably form their impressions of me in the first few seconds based on how I dressed and the way I carried myself. Nobody talks about prison life with someone they feel is unapproachable.

So, I put together the perfect outfit and I walked into the Houston area prisons we were set to access. I wore baggy pants (sweat-wicking, because the air conditioning might not be working, and we were in Texas, in July!), and a loose fitting collared linen shirt with the sleeves rolled up so not to show too much skin or the outlines of my body.

And I’m terrified because, in this group of men, most of them were serving life sentences for horrific crimes.

Appearances matter.

Judging another person based on appearance seems to be part of human nature. We all do it to varying degrees, and I am no different.

What I saw in that prison interview room was no less than 20 men at a time who wore white jumpsuits, menacing looks, and formidable statures. Needless to say, I was intimidated.

I saw Black, Brown, and White men, most heavily tattooed, some small in stature, others as large as the actor Michael Clarke Duncan who portrayed 6 ft. 8 in. powerfully built John Coffey in The Green Mile.

I asked several of them, “how are you doing today?” and one jovial looking, curly haired guy said, “I’m blessed and living victoriously!” I later found out he was convicted of the capital murder of four victims who he’d bound, gagged, and shot in the face execution style.

I met a tall, heavy-set, intimidating-looking man who, at the age of 17, was found guilty of shooting a homosexual young man who he and his friend had lured into their pickup on false pretenses (his story was highlighted in a 1995 Vanity Fair article).

I met two other men, both polar opposites in appearance: one was a slight statured, shaved-head man tattooed with the word “Shutzstaffel,” German for “protective echelon” (the political soldiers of the Nazi Party), which ran the length of his shoulder to his wrist, indicating his affiliation with the White Supremacists. The other man was a very muscular, tall, Black man who called himself a “fighter,” who admitted that he initiated no less than 8 fights the first couple of days in prison.

I met a 30-year-old man serving time for manslaughter (aggravated assault with a deadly weapon) who talked about his face, neck, arm, and torso tattoos covering most of his body that boldly proclaimed his gang affiliation. He later told me the only way to get out of the gang was to have your tattoos cut off, which in his case and many others would mean he’d have no skin left. I’m not sure that qualifies as “getting out of the gang.”

I met an athletic young man convicted of child endangerment when the 3-year-old child entrusted to his care suffered significant damage to her brain such that she faces lifelong weakness on the right side of her body, she lost her peripheral vision, and she will never be able to drive a vehicle.

Alex Lickerman wrote about our tendency to judge a book by its cover:

“Our expectations of others are triggered by not only how they look but how they present themselves overall (what clothes they're wearing, whether they're clean-shaven, their accent, and so on). This wouldn't be a problem by itself, however, if it weren't also true that we're so often more influenced by our own biases than we are by actual evidence. When we have a powerfully positive or negative emotional reaction to someone upon first meeting them—often due to their overall presentation—it powerfully affects our reaction to the "content" we find inside, meaning their personality and character.”

I think it’s fair to say that I had initially judged the books by their cover and that my observations were accurate. However, once I got to the business of “reading the books,” or talking to these men, I understood that I had gotten it all wrong.

Stories of transformation.

My research challenged my preconceived notions about those who are incarcerated and about their potential for rehabilitation.

Recently, I read this personal account of transformation from someone I’m connected with on LinkedIn, Richard Mireles. He had a lot to say, and I would be remiss to omit anything from the quote. He said:

“I'm a formerly incarcerated person who was sentenced to 25 years to life & served 21 years in the California prison system. I took full & complete responsibility for all of my past decisions & the harm I caused, the ripple effects of my actions, was able to make amends to the person I harmed & was set free after my first board hearing. I never had a disciplinary write up in all of my term, stopped using alcohol & drugs over 22 years ago (never to use again), earned an AA degree with a 4.0, graduated cum laude with a Bachelor of Science degree & left prison 4 classes shy of an MBA. I earned a CADAC II with 6,000 hours as an AOD counselor on the inside, was certified as a Transformational Life Coach and trained over 60 three-day workshops, and I earned over 400 certificates of completion. I said all that to say this: I'm not a sub-human being that needs to be judged for the worst decision I made in my life nearly 25 years ago. I am a transformed man of God who made a series of new choices, transformed my thinking and beliefs about myself & others and now live to be of service to a multitude of communities as a natural expression of who I am!”

What I learned in my research was that Richard’s story is not the exception. One hundred percent of the men I interviewed had shown me they’d undergone remarkable transformation—a transformation that could only be explained by the power of God working in the hearts of men who, for all intents and purposes, had been “written off” by society.

I witnessed a former White Supremacist, heavily tattooed with various signs of his former life, hug a muscular Black man, a self-proclaimed “fighter” serving a life sentence, saying “I love you.” “I love you too, man,” the Black man said in return.

I should also add that the “fighter,” in a separate conversation after my group interview, said that he’s never felt more freedom than he does right now. Here is a man imprisoned, serving at least one life sentence (maybe two; I didn’t get everyone’s full story of how they got there), saying he feels free. His freedom has been taken away by incarceration, yet he proclaims to be no longer bound by his crimes. The “fighter” has found freedom in the Christian life—in prison. Let that sink in.

I met two men who’d earned their Bachelor’s degree in Biblical Studies while incarcerated, who now teach theological classes in prison and mentor a significant number of young men in their unit. One of them (Jason, serving a life sentence for aggravated robbery), co-authored the book, “Exiles: A Prisoner’s Daily Devotion,” and the other (Jesse, sentenced to life in prison for murder) is successfully parenting his son while imprisoned. I, along with others (including his wife) encouraged him to write a book about godly parenting from prison. I hope to read his book one day.

The men I met hugged one another, they prayed together, they wrestled together with difficult concepts that followers of Jesus have considered, like, “How do you know Jesus is real,” “If God is so loving, why does He allow suffering,” and, “Why does evil exist?”

I saw the men I met lead worship in the prison church service we attended. They played important roles in church, from playing drums, to leading the choir, to writing and performing Christian rap songs, to organizing the church service, to preaching sermons. And outside of church, they lead Bible studies, they mentor other inmates, and they serve their fellow prisoners every way possible.

Many of the men I met want to start a ministry when they get out, and most are already engaged in ministry inside prison walls, spreading the hope and light they’ve found through participation in TUMI.

What I learned from participants.

While I was so concerned with what to wear to prison, these men taught me that you shouldn’t judge a book by its cover. Judging the worth or value of someone by outward appearances (or by where they currently live, a.k.a. prison), or what the tattoos of their former life reveal, is just plain foolish.

We all carry around with us conclusions we've drawn about other people through which we filter everything they say and do, often thinking they are worse than they actually are. But I would argue that forming a real opinion involves more cognitive work.

If we really want to understand our fellow human beings accurately, we must allow them to surprise us, to contradict what we think we know about them. We must go to scary places like prisons and allow our hearts to be changed by what we see.

I met people who are still serving time, but they are working toward a better future. These men are rewriting the book of their lives. Had I not looked past the “cover” of the book I saw when I first met them, I might have never heard the amazing stories of transformation.

I learned that day that reading the book matters. It matters far more than just looking at the cover (the tattoos, the white jumpsuit, the menacing looks, the athletic build, the crimes they committed that landed them in prison years ago) while consciously neglecting to look inside. Outward appearance doesn’t reflect inner beauty.

It took a trip to prison for me to realize that what you’re wearing doesn’t matter.

I believe in second chances.

183:864308092 (Robin LaBarbera) — Tue, 05 Jul 2022 19:21:38 GMT

Prison opportunities for rehabilitation

For example, in this post , I shared a report from Justia Law , and I quoted one line that seemed to strike a nerve with some readers: “Prisons are criminogenic because scarcity demands illicit behavior and rewards violence.”

“Give me a break!” one particularly opposing comment began. He went on to say, “the inmates in this country are overfed with food that is better than any school cafeteria or nursing home,” and “if our country spent half as much time and money on our elderly and our children, the world would be an amazing place.” The final comment he made: “Get real…criminals remain criminals because they refuse to change their behavior, thoughts, and actions.”

Another commented, “prisons are indeed criminogenic given the amount of criminals one is apt to find within them,” and “BTW, the job of prisons is not to change criminals into law-abiding citizens. That mission was shoved down the throat of corrections by a group of religious zealots more than 220 years ago…”.

And this post , which had 25,725 impressions, 64 comments, and 609 likes on LinkedIn, clearly stirred up the proverbial pot about the merits of prison education.

I shared statistics related to prison-based education, when I said: “Research shows that providing educational opportunities to people in prison is the single most effective way to reduce recidivism. When incarcerated people take some college classes, they are 43% less likely to be re-incarcerated than those who do not. People in prison who earn an associate’s degree are around 85% less likely to return to prison, while those who receive a bachelor’s degree are more than 95% less likely.”

The overwhelming majority of the post’s comments were supportive, especially those from the formerly incarcerated individuals who had, in fact, turned their lives around through engaging in educational opportunities offered to them while imprisoned.

One of my favorites: “I am a five-time convicted felon who in my last incarceration made up my mind to stay out of prison. I went on to get three higher education degrees, ending with a double-masters. I’ve been out of prison over 25 years, and I’ve opened my own business helping former offenders find a productive pass back home.”

I won’t share the worst of the comments I received related to that article.

Suffice it to say, several of the negative comments from posts like these got me riled up. Sure, many individuals who enter the criminal justice system do, in fact, make choices to continue engaging in unlawful behaviors. But there is a significant number of incarcerated individuals who desire change and transformation. They long for opportunities to rehabilitate, and to change the way they think about themselves, others, and their future.

I believe that good quality prison education is crucial for providing those who are incarcerated with opportunities to turn their lives around. Growth and transformation are possible, but, indeed, nearly impossible without opportunities to do so.

Stories of hope, change, and transformation

A 2016 qualitative study with 26 participants who had completed a prison educational program concluded that “individuals who have participated in a prison higher education program believe their education provided long-term improvements in outcomes for them, as well as for their families and the correctional administration as a whole.”

Participants in the study believed that the educational program affected their self-identity, their mental health, and their social and familial relationships. They also credited the program for helping to prevent recidivism.

Recently, NPR reported on a program from Pitzer College that allows participants to earn a bachelor’s degree while incarcerated. The interviewee first visited juvenile hall when he was 11 years old, he spent his 20’s selling drugs and rising to gang leadership, and he received a 15-year prison sentence at age 32. He started earning his degree from Pitzer while incarcerated and finished his degree on the outside as a part of a special program offered to those who are incarcerated. He credits the higher education opportunity as instrumental for changing “my whole mind frame about life in general.”

Improved recidivism rates

“The Bureau of Justice Statistics studies have found high rates of recidivism among released prisoners. One study, which tracked 404,638 prisoners in 30 states after their release from prison, found that about 2/3 (67.8%) of released prisoners were rearrested within 3 years of release and more than 3/4 (76.6%) were rearrested within 5 years. More than half (56.7%) of these rearrests were in the first year after release. However, there is a 43% reduction in recidivism rates for those prisoners who participate in prison education programs. Indeed, the higher the degree, the lower the recidivism rate is: 14% for those who obtain an associate degree, 5.6% for those who obtain a bachelor’s degree, and 0% for those who obtain a master’s degree.” This was quoted in a post by the Northwestern Prison Education Program .

Cost effective rehabilitation

Prison education is also cost effective, according to Northwestern . "Prison education is a highly cost-effective investment. A study by the Department of Policy Studies at the University of California at Los Angeles, for instance, found that “a $1 million investment in incarceration will prevent about 350 crimes, while that same investment in [prison] education will prevent more than 600 crimes. [Prison] education is almost twice as cost effective as incarceration.” Another study found that for every $1 invested in prison education, taxpayers save $4-$5 in re-incarceration costs during the first three years post-release."

There are countless untold stories such as these that show the benefits of prison educational opportunities.

Current prison education research project

A recent pilot evaluation of a prison-based theological training program explored the strengths and weaknesses of The Urban Ministry Institute (TUMI) offered by World Impact, Inc. Initial quantitative and qualitative findings from 50 surveys and 15 focus group interviews show that the program has great promise for reducing recidivism and facilitating successful reentry. Much of the qualitative data has revealed that the program positively transforms how students think about themselves, their relationships with others, and their futures. Findings have recently been submitted to a peer-reviewed journal for publication.

Fighting the good fight

So, why do I continue advocating for educational opportunities in prison? Why do I pursue this work and endure the critical feedback that “riles me up?”

Jennifer Matthews at Prison Fellowship said it best: “People ask me, ‘Why do you go into prisons?’ I go into prisons because, even if just one person is saved or one family is restored, then this world is better. It’s why I believe in fighting for and sitting with the marginalized and overlooked. Every life matters, and I’ll serve until I take my last breath."

You can read more blog post like these on my website at www.labarberalearning.com

Or, follow me on linked in to join in the conversation at https://www.linkedin.com/in/robinlabarbera/

About LaBarbera Learning Solutions

Part Three: Justice Involved Individuals’ Perceptions of a Prison Theological Education Program

183:864308092 (Robin LaBarbera) — Tue, 10 May 2022 00:34:40 GMT

Can a training program delivered behind prison walls really make a difference? Preliminary findings from a current research project point to a resounding, “YES.”

I am engaged in a research project to evaluate a program of World Impact called The Urban Ministry Institute (TUMI). TUMI’s graduate seminary-level training, delivered behind prison walls (and in urban classrooms outside prison walls), is equipping men and women for leadership roles in ministry around the world.

Based on a pilot study of 15 focus group interviews and 31 quantitative and qualitative survey results, we have been able to draw some initial conclusions about how TUMI fares in terms of Kirkpatrick’s evaluation model (explained below).

In other articles, we have discussed participant Reactions, Learning, Behavior, and Results to some degree. More will follow as we complete the evaluation with current participants and with those who have graduated.

In one article , we looked at criminogenic factors, factors that increase the risk of returning to prison once released. In a second article , we looked at how TUMI is working behind bars to combat those criminogenic factors and build protective factors to achieve positive outcomes.

In this report, I want to share what I’ve learned so far about what participants said in response to one question: “What do you like about TUMI?” by applying the Kirkpatrick Model of program evaluation.

The Kirkpatrick Model of program evaluation.

The Kirkpatrick Model of program evaluation is a globally recognized model for evaluating the results of training and learning programs like onboarding, product and program launches, leadership development, safety, security, and more. The Model is applicable to almost every program you can think of evaluating: “We have not encountered an industry or program where the model will not work,” it says on their website.

According to Kirkpatrick’s Model, we assess the following four areas:

Level 1: Reaction – The degree to which participants find the training favorable, engaging, and relevant.
Level 2: Learning – The degree to which participants acquire the intended knowledge, skills, attitude, confidence, and commitment based on their participation in the training.
Level 3: Behavior – The degree to which participants apply what they learned during training to their everyday work.
Level 4: Results – The degree to which targeted outcomes occur as a result of the training.

Given that the Kirkpatrick Model is suitable for use “anywhere,” and given that I have been charged with evaluating a prison theological education program, I applied the Kirkpatrick Model to my work on this project.

What do you like about TUMI?

I’d like to discuss responses to the question, “What do you like about TUMI?” through the Kirkpatrick Model lens. I’ll share a few representative responses, and then I’ll highlight my initial conclusions.

Representative responses to “What do you like about TUMI?”

“I believe the curriculum has done an excellent job of narrowing down the church, the history, and the personal relationship that a person can have with God.”
“One of the most beautiful things about TUMI was the unconditional love that I felt when I became a TUMI student.”
“You can be from this church or that church or another church, but what I like about the curriculum is that it we come together for the same purpose: the name of Jesus.”
“What was distinct about TUMI wasn’t necessarily the content, but the purpose. Any other correspondence course you can do in prison, you finish and that’s it. The program is over. TUMI not only brought course content, they brought relationships. With other courses, you would be no closer to being prepared to be a ministry leader and impact the community like you do with TUMI.”
“The TUMI certificate has some kind of power or something. My attorney showed my certificate to the DA at my parole hearing. This DA is a smart woman, known to be one of the most hard-nosed around. That DA looked that certificate over, turning it this way and that, holding it up, and you know, she didn’t oppose my hearing. That speaks about the integrity of the program.”
“TUMI allows my life to be different. I know what the Bible says, and because the Holy Spirit lives in me…everything is different, everything is different!”
“Yeah, yeah, I think you hit the nail on the head. It’s meant to change lives and it’s doing that.”
“I was incarcerated 20 years. I got an AA degree, and I’ve taken every substance abuse program, every other “program” available (and there are hundreds, if not thousands) – no one has more certificates than I do. I have a folder of certificates. I can look at all the certificates and everything, but what I’ve learned in TUMI is that it changed me more than anything, and that’s the truth.”
“What do I like about it? The cognitive impact it had on my daily living patters.”
“The curriculum was very helpful and challenging. I also love the volunteers who came and taught it, who came in and prayed with me. They brought out critical thinking skills with how to apply the Word of God.”
“I thought I was walking into TUMI to learn the Bible. I didn’t know it was going to do so much more. It changed and deepened my faith in ways I never knew it would. It was like God rolled a giant mirror in front of myself and I learned about God residing IN me, and I have learned I have leadership qualities and critical thinking I never would have known if not for TUMI.”
“TUMI is bringing hope to inmates.”

Evaluating Reaction, Learning, Behavior, and Results

Through these few comments from the preliminary study, we can start to see how TUMI participants find the training to be “favorable, engaging, and relevant.”

We see how they are acquiring the intended knowledge and attitudes.

We see how participants are equipped to apply what they learned during training to their everyday life and work.

We see how targeted outcomes are being met through the training.

World Impact/TUMI seeks to equip men and women as leaders who are transformed and who can transform their communities, whether that is within prison walls or the communities to which they return following incarceration.

Using Kirkpatrick’s Model to evaluate TUMI’s prison theological training program, although we’ve only touched the surface of what participants have to say, we can see an overwhelmingly positive evaluation result emerging from the data.

TUMI is bringing hope to those who are incarcerated, it is changing lives, and it is transforming communities.

Part Two: What works to reduce recidivism

183:864308092 (Robin LaBarbera) — Mon, 02 May 2022 21:23:45 GMT

In part one of this series, I outlined the concept of criminogenic factors – the factors most strongly correlated to criminal behavior and that are the best predictors of recidivism.

Those eight factors include antisocial cognition, personality, and peers/associates; family disfunction; substance abuse; school/work issues; and antisocial leisure/recreational activities.

In this second installment, I’d like to talk about an organization that is working behind bars to combat those criminogenic factors, and how they are achieving incredibly positive outcomes.

TUMI Prison Theological Training

I am currently engaged in a research project to evaluate the effectiveness of a prison theological training program called “TUMI” or The Urban Ministry Institute, a program of World Impact. World Impact’s passion is equipping men and women leaders who can transform their communities through Gospel-focused ministry, and that includes those who are currently serving time inside prison walls.

Preliminary findings from that research, based on two focus group interviews of 15 formerly incarcerated individuals (graduates of the TUMI prison training program), together with the administration of 31 surveys so far has convinced me that TUMI is doing “what works” to reduce recidivism.

My initial conclusion: The TUMI program is tackling those eight criminogenic factors and transforming the lives of those who participate.

What TUMI Participants Said

I asked participants to share how, in their opinion, participation in TUMI has made a difference in their lives – how it has changed the kind of person they are. And then I listened.

Later, as I transcribed the data and reviewed the audio recordings, and as I poured over the transcripts to identify the relevant themes, it became very clear to me that our conversations had focused on the criminogenic factors identified in the literature.

Beyond providing a seminary-level education and creating opportunities for meaningful employment, which TUMI does well, here’s what this group of graduates (formerly incarcerated men) said about how TUMI is breaking the cycle of crime, changing lives, and transforming communities :

Education : TUMI provides a doctrinally sound seminary-level education to those who might otherwise be unable to access seminary training, and participants are prepared and equipped to pursue further higher education. "I'm in a graduate program pursuing a counseling degree," said one participant.
Employment : TUMI equips leaders for employment as pastors and church or ministry leaders, and it prepares them for other meaningful work. The majority of participants are leaders in their church and ministering to returning citizens, one is a licensed real estate agent, another has a small business making skateboards, and another is engaged in work to provide meals for those experiencing homelessness, for example.
Prosocial Cognition : Participants have learned and demonstrated self-awareness, self-discipline, self-confidence, self-acceptance, self-management, and the development of healthy thinking patterns after participating in TUMI while incarcerated. “I realized I had creativity that I never knew about. I had skills, but I used them to harm myself and others and I made a lot of bad choices. Now I use my creativity for good. I have a skateboard company and I design graphics with a Gospel message,” one participant said.
Prosocial Behavior : Participants described how they moved from their former lifestyle of robbing houses, selling drugs, wielding guns, and committing violent crimes against people and property, to pursuing higher education, gaining stable employment, providing meals to people who are unhoused, and actively engaging in serving those who are marginalized and underserved. “I went from robbing houses to selling houses,” said one participant who recently earned his real estate license.
Prosocial Personality : Whereas participants formerly displayed patterns of impulsive, manipulative, and exploitive behaviors (“I only cared about getting whatever I wanted, whenever I wanted it, from whoever I wanted it from, by any means possible…I didn’t care about anyone but myself.”), they are now able to control their impulses and they are highly motivated to serve others. One participant described how he couldn’t even walk down the street without crying now, because he sees people in need and wants to help. Another talked about how he used to steal whatever he wanted from the convenience store. Then he described a recent scenario where he witnessed a man who appeared to be homeless steal some cookies from that store. The TUMI grad paid for the cookies, and then later chastised himself for not also getting the guy some milk to wash down the cookies. “I shoulda done more for that man.”
Prosocial Relationships : Before TUMI, participants recounted poor quality family relationships or association with peers who were also involved in criminal activity. A big component of the TUMI program, which goes beyond the typical “correspondence courses” that are highly available in prison, is the relationships that are formed during class interactions and beyond. “It’s the community, the relationships, the camaraderie. These guys right here in this room (referring to the TUMI graduates around the table), this is my family, and I love them very much!” Another said, “It’s a beautiful thing, this friendship, this bond we have with one another.” Another said, “I was the mischievous kid, running around and turning everyone and everything over. Now, my family comes to me for support, prayer, leadership…I’m like the pastor of the family.” They know that strong, prosocial relationships are associated with a decline in criminal behavior, and they are changing their communities.

“What has changed about you as a person?” participants in the focus groups were asked. An overwhelming 100% said, “Everything!”

There are many more powerful stories representing how lives have been changed for the better. Stay tuned for more.

Read part three here .

Part One: Criminogenic Risk Factors

183:864308092 (Robin LaBarbera) — Mon, 02 May 2022 21:14:23 GMT

Recidivism has long plagued America's prison system.

A ten-year study from the Department of Justice in 2018 found that two thirds (66%) of prisoners released were arrested within three years and four out of five were arrested within ten.

Incarceration

The U.S. has the highest incarceration rate in the world. “At the end of 2019, there were just under 2.1 million people behind bars in the U.S., including 1.43 million under the jurisdiction of federal and state prisons and roughly 735,000 in the custody of locally run jails. That amounts to a nationwide incarceration rate of 810 prison or jail inmates for every 100,000 adult residents ages 18 and older,” say the experts at Pew Research Center .

A large body of research has shown that “punishment, incarceration, and other sanctions do not reduce recidivism and, in fact, increase offender recidivism slightly” ( GEO Reentry Services ).

Re-entry

Recently the federal government announced an initiative that allocates $145 million to developing "reentry plans" for incarcerated persons, which would connect them to resources, such as jobs, housing, and loans upon being released.

Indeed, people who get out of prison need jobs and housing. Education is another important component of promoting successful re-entry.

In fact, research shows that providing educational opportunities to prisoners could be the most effective way to reduce recidivism. When prisoners take some college classes, they are 43% less likely to be re-incarcerated than those who do not. Prisoners who earn an Associate’s degree are around 85% less likely to return to prison, while those who receive a Bachelor’s degree are more than 95% less likely.

Criminogenic Factors

The factors that are most strongly correlated to criminal behavior and are the best predictors of recidivism are called criminogenic risks . Research around criminogenic risks has identified eight factors most strongly correlated with future criminal behavior, such as:

Antisocial Cognition : The values, beliefs, feelings, and cognitions that contribute to personal identity that favor and reinforce criminal behaviors. Cognitive thinking errors like self-interest, minimization of prosocial activities, denial of responsibility for behavior, and deviant thoughts about criminal activity are included.
Antisocial Personality : These are patterns of impulsive sensation-seeking behaviors, risk-taking, manipulation, exploitation, low self-control, easily persuaded by environmental or situational factors, and little constraint from risky or criminal behavior. These people can be habitually deceitful, irresponsible, aggressive, violent, impulsive, and have little remorse for their mistreatment of others.
Antisocial Peers/Associates : Preferences for association with pro-criminal peers.
Antisocial Behavior : Exhibits behaviors that are explosive, aggressive, or harmful behaviors towards others.
Family Disfunction : Family conflicts, stressors, and displays of antisocial values in the family can contribute to an individual’s negative and harmful ways of thinking and acting.
Substance Abuse : Use and abuse of alcohol and/or drugs.
School/Work Issues : Poor performance in school and limited engagement, and a lack of employment stability/achievement.
Antisocial Leisure/Recreation : Lack of prosocial leisure activities.

So, what is the answer to the problem of recidivism? “What works” to break the cycle of repeat offending? I believe many currently existing second chance programs are good, but only when they are combined with addressing the cognitive and emotional factors that lead to criminal behavior in the first place and that encourage individual behavior changes.

What Works for Recidivism

One could reason that programs that are designed to target more than one of the factors on the above list would be most likely to reduce recidivism.

GEO Reentry Services explained in their “ What Works ” publication that, of the eight listed above, the three that have the most significant impact on future recidivism are antisocial cognition , antisocial personality , and antisocial associates ; these should be considered the primary intervention targets. Because family factors can also be considered a major influence, especially for juvenile offenders, together these are considered The Big Four -- the four most influential criminogenic factors. The next four needs (substance abuse, employment, education, and leisure) are also important, but should generally be considered the secondary targets for intervention, according to GEO Reentry Services.

In the next segment of this series, we’ll talk about how an organization that is working behind bars to combat criminogenic factors is finding success among participants in their program.

Read part two here .

The higher the degree, the lower the recidivism rate

183:864308092 (Robin LaBarbera) — Mon, 18 Apr 2022 22:14:48 GMT

Successful re-entry depends on it.

A 2011 report from the Institute for Higher Education Policy (IHEP) reported that nearly 7 in 10 people who are formerly incarcerated will commit a new crime, and half will end up back in prison within three years. “Given that about 95 out of every 100 incarcerated people eventually rejoin society, it is crucial that we develop programs and tools to effectively reduce recidivism” ( Prison Studies Project).

Studies conducted over the last two decades indicate that higher education in prison programs reduce recidivism and translate into reductions in crime, savings to taxpayers, and long-term contributions to the safety and well-being of the communities to which formerly incarcerated people return (Prison Studies Project).

A recent blog post by Blackwell and Hacheney (April 11, 2022) in The Progressive Magazine caught my eye. It was titled, “When you learn, you don’t return: How education in prison reduces recidivism.” In it, one of the authors discusses how, after being sentenced to 45 years in prison, he thought “all I would ever be is a prisoner whom no one cared about.”

However, after some 10 years into his prison sentence, he discovered a program that allows incarcerated people to take college classes for credit. Too intimidated to join at first, given his difficulty in school when he was younger, eventually he considered he had nothing to lose, and with the encouragement of a friend he met in prison, started learning that he was “capable of achieving things I never thought were possible and that I was a lot smarter than I had ever given myself credit for.”

He found that, “a little support and the right influence can make anything possible.”

Higher education in prison.

Research shows that providing educational opportunities to people in prison is the single most effective way to reduce recidivism. When incarcerated people take some college classes, they are 43% less likely to be re-incarcerated than those who do not. People in prison who earn an associate’s degree are around 85% less likely to return to prison, while those who receive a bachelor’s degree are more than 95% less likely .

A federal program that began in 2015 under the Obama administration offers classes from 131 colleges to incarcerated students in 42 states. The federal government plans to add another 69 schools, according to a recent Chalkbeat article.

Such programs offer significant social benefits.

Georgetown University

Recently in the news, Georgetown University announced the offering of a bachelor’s degree to incarcerated students under its Prisons and Justice Initiative.

Georgetown University launched its new degree program in partnership with the Maryland Department of Public Safety and Correctional Services where students can earn a Bachelor of Liberal Arts while incarcerated.

Their 120-credit program is modeled after degree offerings on Georgetown’s main campus, allowing students to choose from three majors – cultural humanities, interdisciplinary social science, and global intellectual history. For most students, the degree program will take around five years to complete.

“This degree program is a model for how universities can bring transformative education opportunities into prison and support second chances,” said director of Georgetown Prisons and Justice Initiative Marc Howard.

California State University, Los Angeles

Cal State LA’s Bachelor’s degree initiative is the first in California to offer an in-person degree completion program for students who are incarcerated. Tenured and tenure-track faculty from the university teach the same classes in prison that they would teach on campus.

When they started the program, more than 80% of the students had received sentences of life without the possibility of parole—they never thought they’d ever get out of prison, said Tiffany Lim, Executive Director of the Cal State LA Center for Engagement, Service, and the Public Good. Since participating in the program, the governor of California has commuted the life sentence of several students in the program because of their progress in rehabilitation.

“I really think the bachelor’s degree program is changing lives at the prison, and it’s not just the students themselves, but it’s the yard, it’s the entire prison, it’s their friends and their family that are being impacted as well,” said Lim.

Watch Cal State LA’s powerful video on Vimeo telling the story of several students who benefitted from their prison graduation initiative here . You will be moved.

“It’s another hope of light to those inside prison,” said one participant.

Professor Bidhan Chandra Roy, who teaches in the program, said that Cal State LA’s prison education program is a way of “giving someone an opportunity to transform their life, to change the way they think, to change the way they see the world, to change their relationship with others, and gives people a way out of the behaviors that got them into prison in the first place.”

Education is the key to preparing returning citizens to contribute positively to their communities in the future. Successful reentry depends on it.

References/Links:

Cal State LA Center for Engagement, Service, and the Public Good: https://www.calstatela.edu/engagement/prison-graduation-initiative
Cal State LA video (Prison BA Graduation Initiative): https://vimeo.com/580950448
Chalkbeat: https://co-chalkbeat-org.cdn.ampproject.org/c/s/co.chalkbeat.org/platform/amp/2022/2/18/22940028/federal-second-chance-pell-colorado-prison-college-classes-incarcerated-students
Georgetown University Prisons and Justice Initiative: https://prisonsandjustice.georgetown.edu/news/georgetown-begins-bachelors-degree-program-at-maryland-prison/
Institute for Higher Education Policy: https://www.ihep.org/
Prison Studies Project: https://prisonstudiesproject.org/why-prison-education-programs/
The Progressive Magazine: https://progressive.org/latest/when-you-learn-you-dont-return-education-prison-recidivism-blackwell-220411/

The stress of reentry for incarcerated individuals: The urgent need for social support

183:864308092 (Robin LaBarbera) — Tue, 22 Mar 2022 15:42:57 GMT

We all experience stress from time to time. It is a natural response to life experiences for everyone. Daily responsibilities, like family or work, or a difficult health diagnosis, or even more serious news can trigger stress.

One group identified in the literature as experiencing a high degree of stress is family members/supporters of individuals returning to their communities following incarceration.

Researchers Suzanne Grieb and colleagues, in a 2014 article about stress and community reentry after incarceration, discussed the difficult role of family members as supporters during an individual’s reentry. They acknowledged that incarceration and community reentry after incarceration has been studied extensively for individual and community health, but agreed that little attention has been given to the experiences of individuals who provide support to those in reentry.

“The role of incarceration, reentry, and recidivism—the so-called revolving door phenomenon—has been studied extensively regarding individual health and well-being, community health, and public health more generally. However, with the exception of spouses, children, mothers, and general family units of incarcerated individuals, little attention has been given to the experiences of individuals in those communities who are not directly experiencing incarceration and/or reentry but instead support those who are" the researchers declared.

Families of returning citizens shoulder much of the support duties. Individuals in reentry rely heavily on family members for housing as well as financial and emotional support, and for assistance navigating employment.

Studies suggest that incarceration of a friend or relative was positively correlated with worse physical and mental health. Family members experience greater financial strain and anxiety with the individual’s release.

Stress of supporting reentry.

In a series of focus group interviews, researchers Grieb and colleagues (2014) asked 39 community members to discuss their experiences supporting spouses/significant others during their reentry. Support of family members included employment-seeking support, transportation, providing money or material items, childcare, and talking/giving advice.

Almost two-thirds (62%) found this supportive role to be stressful, one third had had in-person arguments or fights with the family member in reentry in the past month, and 10% of the participants had gotten into a physical altercation with this family member in the past month.

The reentry process created great stress for the family members. All participants described the challenges faced while providing support as “exhausting” or “draining.” The stress endured was understood by the participants to have a negative impact on their health and well-being.

One family member reported that the stress of supporting her family member caused her blood pressure to skyrocket and resulting in a slight stroke brought on by the extreme stress.

Coping with reentry stress.

Advice from researchers, bloggers, and mental health professionals tells us to exercise, reframe our thoughts so that we can relax our minds, write in a journal, watch a funny movie, laugh, or listen to music to de-stress. All these practices are worth trying, so that we find the release we’re looking for. But is it enough for those who are supporting returning citizens?

Participants in Grieb’s research (2014) reported the strategies they use to cope with the stress of supporting a family re-entering the community following incarceration. Some reported talking to friends, thinking by themselves, meditating, or breathing as a way to reduce stress. Some focused on the need to talk about their problems with others.

Most participants reported the likelihood of holding stress in, “exploding,” and/or crying. Holding the stress in often lead participants to lash out on others.

Others said they drank or used legal and illegal medications to cope with stress. “Stress causes me to drink. Stress causes me to do drugs…we can’t all afford to go talk to a counselor,” one participant said.

Supporting successful reentry.

Most participants in Grieb’s research talked about the lack of support available to them as they help their family member in reentry. “Not a single participant was able to name a program or support system available to the family members of individuals in reentry,” the researchers said. The formal support participants could think of were considered completely inadequate.

With a background in educational psychology, special education, and social work, I’ve spent my entire career helping people from all walks of life manage their stress. In fact, recent research with nearly 1,000 mothers who are raising children with autism spectrum disorders – arguably one of the most stressed groups imaginable – shows that the best strategies for coping with stress and building resilience is social support.

I wondered about the powerful effects of social support with family members who are supporting their loved ones’ reentry.

Participants in Grieb’s research expressed a strong desire for support programs that assist family members, citing the need for more meetings and “social support.” Counseling, couples therapy, help hotlines, classes on how to stop enabling family members, and the development of a national organization for family members of people incarcerated and/or in reentry were needs expressed by participants.

An overwhelming number of participants expressed the desire for support groups from people with lived experience.

What is social support?

Social support, sometimes called peer support , has been identified as the network of family and friends that you can turn to in time of need. Social support builds us up in times of stress and often gives us the strength to carry on, even thrive, during the difficult times in our lives. When you spend time with the people you care about, these relationships play a critical role in how you function in your day-to-day life, and they promote psychological resilience.

Informal support networks, which includes family, friends, and affinity groups of like-minded individuals, play an important role in helping reduce the effects of stress.

“It is important to consider acute and chronic stress in contextualizing the responses of participants, as their personal history and/or environmental stressors of the community likely weigh heavily on them, leaving them ill- equipped to adjust to new changes such as supporting a family member in reentry,” said Glieb and colleagues in their 2014 article.

Experts agree that positive coping strategies among different groups is associated with the presence of adequate social support. Finding comfort, strength, and guidance through social support networks contributes to resilience.

Findings from Glieb’s research demonstrate that “support services must be extended to community members indirectly affected by a family member’s incarceration, and community members, researchers, and policymakers must more critically examine the far-reaching impact that the U.S. criminal justice system has on community health and health disparities.”

Get involved with peer reentry support.

Interested in learning more about becoming an effective peer support specialist? We equip you to serve current and formerly incarcerated individuals to promote wellbeing and flourishing in the community. Individuals completing their sentences and transitioning to the community are often facing significant challenges, and peer support provides assistance in navigating the system. Learn more here .

Dr. LaBarbera is a professor, researcher, and published author. She regularly conducts research on stress, resilience, mental health and well-being, and her work has been featured in academic journals, blogs, and popular media. She is passionate about creating content that informs, inspires, and empowers individuals to achieve their greatest potential.

Why is peer support in reentry such a big deal?

183:864308092 (Robin LaBarbera) — Mon, 21 Mar 2022 23:44:41 GMT

Breaking the cycle of recidivism.

Every year, more than 650,000 men and women are release from state and federal prisons, two-thirds of which are likely to be rearrested within three years following their release.

After release, many reentering individuals face similar struggles and problems that they faced before incarceration, including discrimination, homelessness, poverty, dysfunctional relationships, substance abuse, and mental and physical health problems.

Having a felony conviction record creates an additional challenge in terms of locating affordable housing, securing employment, and experiencing other overt or covert discrimination.

Faced with finding a job, earning income, finding suitable housing, and more, reentry can be a significant challenge. “Most of these individuals lack the support system and guidance that they need to avoid returning to a life of crime” said Lauren Usrey in a 2020 blog on the Pieces website.

Peer support in reentry.

“Breaking this cycle is important for not only improving the lives of these individuals, but also bettering society as a whole and improving public safety. Successful reentry programs give former offenders the opportunity to become productive members of society and make a meaningful difference in the community. They provide the tools, resources, and stability formerly incarcerated people need to rebuild their lives for the better,” Usrey said.

Research tends to support the idea that to break the cycle of recidivism, social support is essential. Social support appears to be important for improving outcomes for incarcerated individuals during the reentry process not only in terms of general wellbeing but also in gaining employment and avoiding recidivism ( Kjellstrand et al., 2021 ).

Social support has also been found to buffer the harmful impact of everyday stressors. Unfortunately, many formerly incarcerated adults find themselves with little or no support.

Social support is commonly divided into four types: companionship, emotional, informational, and instrumental.

Companionship refers to the presence of others with whom to engage in shared activities.
Emotional support describes support that assists others through shared expressed understanding or otherwise showing that a person is valued.
Information support refers to the offering of facts, advice, or other information.
Instrumental support is the provision of tangible resources or services such as transportation, money, housing, or material goods.

Peer mentoring support.

In such a program, reentering individuals are paired with a non-familial adult who provides practical assistance and psychological support.

Kjellstrand et al. (2021) conducted qualitative interviews with 26 individuals who recently reentered their community following release from prison to explore how reentering individuals define successful reentry, the different types of social support they received from their mentors, and their perceptions of the value of their mentorship. Half of the participants participated in a mentorship program, and a control group of equal size was not assigned a mentor. Both groups were residents of a transitional housing program after release.

Mentor/mentee relationships were expected to last for 6 months, 90 days pre- and 90 days post-release. Mentors/mentees communicated regularly during this period letter writing and/or phone calls while in prison, and after release, for 4 to 6 hours of in-person contact per month.

Successful reentry programs.

While avoiding recidivism is one aspect of being successful during reentry, participants identified many other outcomes of the mentoring program. The four most frequently mentioned in the Kjellstrand et al. sample were:

(1) being financially stable and independent,

(2) maintaining prosocial and healthy living,

(3) contributing positive to family and the broader community, and

(4) being content.

Overall, participants reported that such support was helpful, especially in terms of companionship and emotional support.

Reentry programs that help former offenders rebuild their lives, such as the mentor program in Kjellstrand et al.’s research, are vital for individual and community wellbeing.

Reentry programs can help reduce recidivism, which decreases crime and makes communities safer. They help returning citizens find meaningful employment and follow a path to a better life. They provide support and counseling to individuals faced with substance abuse challenges by providing much needed care after release.

“Solving social issues and breaking down barriers to a successful reentry to society is key to reducing recidivism risk. Reentry programs help break the cycle that many ex-prisoners find themselves in,” Usrey added.

Get involved with peer reentry support.

Individuals completing their sentences and transitioning to the community are often facing significant challenges, and peer support provides assistance in navigating the system. Learn more here .

Social connection increases your lifespan. Here’s how.

183:864308092 (Robin LaBarbera) — Mon, 21 Mar 2022 16:44:47 GMT

“Humans are wired to connect, and this connection affects our health,” doctors Martino, Pegg, and Frates said in their article in The American Journal of Lifestyle Medicine . They went on to say this about social connection:

“There is significant evidence that social support and feeling connected can help people maintain a healthy body mass index, control blood sugars, improve cancer survival, decrease cardiovascular mortality, decrease depressive symptoms, mitigate posttraumatic stress disorder symptoms, and improve overall mental health.”

The opposite of connection, or social isolation, can have a negative effect on those same symptoms.

It seems that social connections can add years to your life and your health and well-being during the time you have left on this earth. Fostering these connections is critical to health and wellness, according to Drs. Martino et al., and they cite decades of research to support their claims.

Social connection defined.

Psychiatrist Edward Hallowell , in 1999, published the book, Connect, which focuses on our need for social connection. He defined connection as “feeling a part of something larger than yourself, feeling close to another person or group, feeling welcomed, and understood.”

Not only do social connections benefit physiological conditions such as body mass index, diabetes, cancer, and cardiovascular disease, but impacts our psychological health as well. Numerous studies have proven that socially connected people are at lesser risk for accidents and suicide, depressive symptoms, and posttraumatic stress disorder. Connection is like medicine that helps posttraumatic stress patients escape the grips of fear and anxiety, Drs. Martino et al. said.

Research supports the benefits of social connections.

A meta-analysis of 148 studies involving 308,849 participants ( Holt-Lunstad, Smith, & Layton, 2010 ), for example, reported that human interaction improves our mortality. Their report said that low social interaction is the equivalent of smoking 15 cigarettes a day and being an alcoholic, more harmful than not exercising, and twice as harmful as obesity.

And a landmark study in 1979 from researchers Berkman and Syme , based on a random sample of 6928 adults in California over nine years showed that people with strong social ties were three times less likely to die than those who were less connected to others.

The social connection prescription.

Martino and colleagues propose a “connection prescription” using the mnemonic “FITT.” FITT refers to the frequency (F) of social interactions; the intensity (I) (are they close ties, new connections, family interactions, friends that are positive or negative influences, deep or superficial conversations, feeling of closeness?); the time (T) or duration of the interaction; and the type (T) of interactions (are they experiences with strangers, family gatherings, get-togethers with friends, religious services?).

Experiencing a sense of belonging is powerful, and this critical experience is not possible in isolation. Dr. Martino and colleagues said this about the need for social connection:

“Just as we need vitamin C each day, we also need a dose of the human moment—positive contact with other people.”

Social connection is a vital human need.

“In today’s age, we live busy lives, trying to strike a balance between work, school, hobbies, self-care and more. Often, our social connections fall by the wayside, according to an article from the Canadian Mental Health Association . By neglecting our need to connect, we put our health at risk, they said.

It seems that social connections can add years to your life and your health and well-being during the time you have left on this earth. Fostering these connections is critical to health and wellness, and there's decades of research to support these claims.

What about your social connections? What are you doing to care for yourself? If you’re not intentional about social connection, your long-term health and well-being are at stake.

Two ways peer reentry specialists promote human flourishing.

183:864308092 (Robin LaBarbera) — Fri, 18 Mar 2022 16:46:18 GMT

Research suggests that lived experience is key.

Over 600,000 people are released from state and federal prisons each year in the United States (Brown-Graham et al., 2022). Two-thirds are rearrested within three years of their release, and nearly 50% are reincarcerated.

Planning for reentry and community reintegration requires that formerly incarcerated adults take responsibility for finding stable housing and employment, mental health and substance use treatment, and transportation. “The majority of incarcerated adults are unsuccessful at connecting to such services” say researchers Gonzalez et al., (2019).

This leads to a high degree of instability, frequent relapse on illicit drugs, increased mortality from drug overdose and other causes, homelessness, and high recidivism rates.

2 ways peer support helps with reentry success

Human service providers are looking for practical ways to build practices that improve participant outcomes, and many recognize the value of “social capital,” or the value that arises from relationships with supportive others.

Social connection is powerful.

“Developing trusting peer relationships based on shared experiences can be empowering and help to build social capital” (Brown-Graham et al., 2022).

“When these relationships do exist, they can be very valuable in helping individuals prepare for and succeed in reentry, such as through reducing their risk of recidivism and poverty and improving their well-being and employment prospects, leading to healthier, safer, and more productive communities” (ASPE, 2020, p. 1).

Two major ways that peer support can help with reentry include:

Finding stable housing and employment
(Accessing mental health and substance use treatment

Together, these supports ultimately contribute to well-being and impact recidivism rates.

When supports like assistance with housing and employment and accessing mental health and substance use treatment are in place, we are more likely to see human flourishing among returning citizens.

Unfortunately, incarcerated and reentering populations frequently lack the strong, positive relationships that can facilitate successful reentry.

Human Flourishing

Peer reentry support has been shown to be successful in the research literature. There is evidence that formerly incarcerated individuals experienced lower recidivism rates post-release and increased likelihood of adhering to recovery principles when they participated in programs involving peer services (Gonzalez et al., 2019).

Peer reentry support has also been associated with improvement in noncriminal attitudes, satisfaction with life, and decreased likelihood of rearrest in the three years following release (Gonzalez et al., 2019).

“Trusting relationships create a support structure and provide opportunities to grow and improve our circumstances" (Brown-Graham et al., 2022, p. 4). There is evidence that reentry programs that include peer support builds social capital and that peer supports are associated with improvements in psychological well-being and resilience. They are also connected to preventing recidivism and reducing or preventing harmful activities.

“Peer supports may both serve as a source of healing for the trauma participants have faced and work to build the social capital that will help participants succeed once they have completed their programs” (Brown-Graham et al., 2022, p. 5).

Peer support is a widely accepted intervention in several areas including reentry services, but relatively few comprehensive evaluations have been implemented to test their effectiveness.

An evaluation of peer support services.

Gonzalez and colleagues evaluated the effectiveness of a re-entry support in Texas in decreasing recidivism, promoting community tenure, and encourage recovery of people in jail.

Their qualitative research presented the lived experiences of peers on their impact on recidivism rates, mental health and substance use treatment utilization, employment and housing acquisition, social support, and self-care.

Peer specialists in the Texas program provided prerelease in-reach, discharge planning, needs assessment, and long-term relationship management. Services included building a relationship based on mutuality and unconditional regard, guiding the individual to identify strengths and priorities for needed services, and working with the individual to reduce barriers to support successful reentry into appropriate community-based services.

The Texas program of peer specialist training consisted of 20 modules and a written certification exam. To qualify for training, individuals must have had a mental health diagnosis, current or previous use of health services, and a willingness to use their experiences to help others recover (Gonzalez et al., 2019). Peer specialists reported caseloads of three to 16 clients.

In-depth interviews were conducted with all peers and clients who participated in the program. All participants indicated that lived experience was essential for allowing peers to do their job of promoting recovery and successful reentry.

Participants felt that addressing housing needs was the first priority. Given that housing and criminal offending are intrinsically connected, and homeless adults are more likely to return to jail after release from incarceration when compared to housed adults, “it is not surprising that peers immediately worked to address client housing needs” (Gonzalez et al., 2019, p. 1872).

“In conclusion, results from this study suggest that peer reentry specialists have the capacity to affect widespread recidivism reduction by easing the reentry process. Peers leveraged their lived experiences with the criminal justice system to engage and motivate clients to seek treatment and locate housing and employment to address the problems that lead to crime and rearrest among clients,” the researchers said.

Get involved with peer reentry support.

Individuals completing their sentences and transitioning to the community are often facing significant challenges, and peer support provides assistance in navigating the system. Learn more here .

References

Office of the Assistant Secretary for Planning and Evaluation (ASPE). (2020). Strengthening the social capital of incarcerated and reentering individuals: Six considerations: Issue Brief. Office of Human Services. https://aspe.hhs.gov/sites/default/files/private/aspe-files/262741/social-capital-incarcerated-reentering-individuals.pdf
Brown-Graham, A., Graham, P. W., Erickson, L., Martinez, S., Lawrence, S., Berner, M., & Spinks, S. (2022). Peer support as a social capital strategy for programs serving individuals reentering from incarceration and survivors of intimate partner violence or human sex trafficking: Report. Assistant Secretary for Planning and Evaluation, U.S. Department of Health and Human Services. https://aspe.hhs.gov/reports/peer-support-social-capital-development
Gonzalez, J. M., Rana, R. E., Jetelina, K. K., & Roberts, M. (2019). The value of lived experience with the criminal justice system: A qualitative study of peer re-entry specialists. International Journal of Offender Therapy and Comparative Criminology, 63 (10), 1861-1875. DOI: 10.1177/0306624X1983059

Help or hindrance: Do peers raise or lower the odds of reoffending?

183:864308092 (Robin LaBarbera) — Mon, 14 Mar 2022 17:37:19 GMT

According to the prison reentry research, "it depends."

The United States houses twenty-five percent of the world’s incarcerated population (Taylor & Becker, 2015). To address the scale of mass incarceration, the criminal justice literature has attempted to understand the challenges and methods of assisting recently released offenders to help re-integrate released offenders back into the community.

What is recidivism?

Recidivism, or the tendency of a convicted criminal to reoffend, "is one of the most fundamental concepts in criminal justice" ( National Institute of Justice ). It is measured by criminal acts that result in rearrest, reconviction, or return to prison in the three-year period following the person's release.

Given the high recidivism rates and harsh struggles that offenders face while reentering the community, research aimed at predicting which factors are related to successful prisoner reentry is in high demand. How to reduce recidivism is an important topic of consideration for policy makers and practitioners, and much more so for the communities to which prisoners return upon release.

Social support may be one of the key influences on recidivism according to several researchers. Peer support and recidivism are connected, for better or worse.

Less likely to recidivate.

In 2014, Cochran examined the relationship between in-prison visitation and recidivism, and found that prisoners who were visited early in their prison term were significantly less likely to recidivate in reentry than those who were never visited.

RELATED: How to prevent recidivism .

Warner-Robbins and Parsons (2010) conducted research on 315 women recently released from jail or prison who participated in a reentry program that focused on peer support through peer mentors, case managers, peer leaders, and prison chaplains. Women in this program had notably low rates of drug use and criminal justice system involvement.

Other research has found that social support is related to a variety of positive outcomes, such a reduction in depression and anxiety (Iwamoto, Gordon, & Oliveros, 2012) and increases in psychological well-being (Listwan, Colvin, Hanle, & Flannery, 2010).

More likely to recidivate.

It should come as no surprise that peers in reentry can also have a negative influence, especially when these relationships are with criminal peers. Cobbina, Huebner, and Berg (2012) concluded that men with criminal peers were more at risk of recidivism when they associated with others who engaged in criminal activity.

No effect on recidivism.

Given that social support is believed to be a critical component in research surrounding health and psychological wellbeing, crime and recidivism, and drug and alcohol abuse, Taylor and Becker (2015) used a data set from the Serious and Violent Reentry Initiative (SVORI) to measure the effect of peer support on recidivism in reentry. They investigated peer instrumental support, which refers to the scope to which peers can provide or help with finding a place to live, transportation, jobs, and substance abuse treatment (Taylor & Becker, 2015).

Taylor and Becker predicted that individuals with higher levels of peer support would be less likely to have committed any crime or be arrested post release. They determined that peer support had very little effect on recidivism.

However, they did find that frequency of victimization was associated with a 51-70% increase in likelihood of reoffending and a 23-43% increase in likelihood of re-arrest. Similarly, the need for alcohol and drug treatment increased the likelihood of arrest in the three to nine month period post release.

It is worth noting that Taylor and Becker studied instrumental support (as defined above). They suggested that future research should aim to measure social support through an emotional lens (e.g., emotional support ). “If more research on emotional peer support is conducted, then more specific causes of recidivism can be narrowed down,” they noted.

More and less likely to recidivate.

More recently, Mowen and Boman (2018) studied the same data set (SVORI) to examine whether higher levels of peer criminality were related to higher levels of offending and substance use during reentry, and how peer support was related to committing less crime and substance use during reentry.

Peer crime and peer support were both related to criminal offending and substance use. Peer crime was associated with increased odds of recidivism, and peer support was related to significantly lower odds of recidivism.

It depends.

To answer the question of whether peers influence recidivism in positive or negative ways within the context of reentry, we find that “it depends.”

Peer criminality is significantly related to increased likelihood of substance use and offending due to association with criminally inclined peers, and social support from peers protects from crime.

It depends on the type of friends one associates with in reentry. It could also be the case that criminal and supportive influences are stemming from the same peers, Mowen and Boman said.

If the very same peers who are influencing crime are also providing support, policy implications are therefore complicated.

“If it is the same peer who is providing both supportive and criminal influences, the policy recommendation that contact with criminal peers should be avoided is not a sufficient response. From this standpoint, cutting off contact with the criminal peer would also remove the much-needed influence of social support” (Mowen & Boman, 2018).

It makes sense, then, to highlight the utility of pursuing programs that aim to help returning citizens identify people who could be supportive. “With a focus on building life skills and relationships skills, classes designed to help returning citizens develop, bolster, and maintain healthy relationships may be empirically justified to the extent to which they build supportive relationships” (Mowen & Boman, 2018).

Be a part of the solution: Get trained as a peer supporter.

Have you overcome a behavioral or mental/emotional challenge or lived through an adverse experience? When you understand first-hand how important it is to have a good support system, it's natural to want to help others facing the same problems. The courses at LaBarbera Learning Solutions will equip you to become a role model for others and show them that it is possible to achieve recovery, build resilience, and thrive!

LaBarbera Learning Solutions offers a 15-module digital learning solution to help you transform your lived experience into practical, supportive services that help others forge their own path to well-being.

At just $250 for the complete course (Three levels: Fundamentals, Intermediate Skills, and Advanced Skills), or $89 for individual levels, you can start anytime and l earn at your own pace on any device (desktop, laptop, tablet, or phone). Check it out here .

That is the power of social connection.

References

Cobbina, J.E., Huebner, B.M., & Berg, M.T. (2012). Men, women, and postrelease offending: An examination of the nature of the link between relational ties and recidivism. Crime and Delinquency, 58, 331-61.
Cochran, J.C. (2014). Breaches in the wall: Imprisonment, social support, and recidivism. Journal of Research in Crime and Delinquency, 51 , 200-229.
Iwamoto, D. K., Gordon, D., & Oliveros, A. (2012). The role of masculine norms, informal support on depression and anxiety among incarcerated men. Psychology of Men & Masculinity, 13 (3), 283-293.
Listwan, S. J., Colvin, M., Hanley, D., & Flannery, D. (2010). Victimization, social support, and psychological well-being: A study of recently released prisoners. Criminal Justice and Behavior, 37 , 1140–1159.
Mowen, T., & Boman, J. H. (2018). The duality of the peer effect: The interplay between peer support and peer crimiality on offending and substance use during reentry. Crime & Delinquency, 64 (8), 1094-1116.
Taylor, C., & Becker, P. (2015). Are your friends crucial or trivial? Peer support’s effect on recidivism. Justice Policy Journal, 12 (1), 1-20.
Warner-Robbins, C. & Parsons, M.L. (2010). Developing peer leaders and reducing recidivism through long-term participation in a faith-based program: The story of Welcome Home Ministries. Alcoholism Treatment Quarterly, 28 , 293-305.

Ex-inmate wants to keep families connected.

183:864308092 (Robin LaBarbera) — Wed, 09 Mar 2022 20:33:18 GMT

Previously, in our article, Is social support the cure for recidivism , we discussed the importance of social connections for ex-offenders when they re-enter their community. We cited evidence to support the claims that social support from loved ones post-incarceration significantly reduces the likelihood of re-incarceration. Social support increase well-being, resilience, and flourishing.

It is well known that over 50% of released prisoners are re-incarcerated within three years of their release (Pettus-Davis et al., 2017). In the last article, we shared what one group of researchers found related to an intervention designed to increase social support for ex-prisoners and their self-identified supporters.

In this article, we want to discuss what a former inmate is doing to increase social support and increase well-being.

Marcus Bullock was just 15 years old when he was arrested for carjacking and was given an 8-year prison sentence. In an article from KETV in Omaha, he told reporters that he began to struggle quite a bit during his sentence, and his mother made a promise to give him hope.

His mother promised to send a letter or picture every day for the remainder of his sentence, “just so you can feel the love and that you are cared for and that there’s life waiting for you on the other side of this fence.” Bullock credits these letters as “what set me up for potential success before I came home.”

Bullock’s experience led him to become the founder of Flikshop, an app that allows users to send personalized photos and messages to anyone who is incarcerated, with the goal of reducing the number of incarcerated individuals who return to prison (called recidivism).

In the KETV article , he believed that “if we want to be able to lower the rate of recidivism, then we have to be thoughtful bout how we introduce family connections and opportunities, social capital, resources back to these people well before they come home.”

Research supports Bullock’s ideas. There have been more recent articles published about the importance of social support for prisoners, but an article by Listwan and colleagues in 2010 addresses well-being in particular, a topic we are always interested in researching and evaluating.

The Liswan et al. article discussed the link between coercive prison environments and inmate well-being, and examined whether social support moderates the effects of victimization and coercion.

"Violence and victimization in prison are clearly significant stressors or traumatic events that could affect psychological well-being,” they said.

Inmates who have been victimized often have increased rates of disciplinary infractions, requests for services, and request for housing transfers, all of which increase costs to taxpayers. Several researchers have suggested that social support creates a buffer against the effects of stressful and traumatic events (Listwan et al., 2010).

“This study focuses on the psychological effect of coercion and social support, specifically their effect on producing posttraumatic stress cognitions and symptoms among inmates. Theoretically, coercion should increase these posttraumatic stress cognitions and symptoms whereas social support should reduce them,” the researchers reasoned.

The researchers interviewed 1,618 recently released male inmates who had served time in a Midwestern prison, and they measured well-being through two established survey instruments. Researchers also measured experiences of coercion and social support while in prison.

Listwan and colleagues did find support for two of their hypotheses: (1) That coercion decreases psychological well-being among prisoners; and (2) that social support increases psychological well-being.

However, they did not find support for the hypothesis that social support moderates the effect of coercion on psychological well-being. They believe that social support and coercion are independent contributors to posttraumatic cognitions.

Although the researchers didn’t find the results they wanted, we still believe in the power of social connections. And we support the Flikshop app for increasing social support.

Flikshop’s mission: “We want every person in every cell to receive mail every day. Love and support will reduce recidivism.” We agree. That is the power of social connection.

Learn about Flikshop at their website: https://www.flikshop.com/

Is social support the cure for recidivism?

183:864308092 (Robin LaBarbera) — Tue, 08 Mar 2022 04:11:02 GMT

It is well known that over 50% of released prisoners are reincarcerated within three years of their release (Pettus-Davis et al., 2017). However, evidence from numerous studies support the claims that social support from loved ones post-incarceration significantly reduces the likelihood of reincarceration. Social connections are powerful.

Over 13 million people cycle in and out of incarceration in the United States each year, and those who rely on friends and families for support are less likely to return, according to research. Unfortunately, “most people are not getting the type of support they need after prison” (Pettus-Davis et al., 2017).

Social connections

Social connection is the experience of feeling close and connected to others. It involves feeling loved, cared for, and valued. It also involves the exchange of resources that individuals perceive to be available or that are actually available.

Often, released prisoners rely on loved ones after incarceration to provide housing, food, transportation, money, and employment assistance.

Research consistently shows that positive social support “leads to improved mental health, physical health, and behavioral outcomes and reduces risk for incarceration” (Pettus-Davis et al., 2017). Social support increases resilience, transformation, and overall wellbeing.

Social connection is the experience of feeling close and connected to others. It involves feeling loved, cared for, and valued.

Declining social support

But while social support is critical for post-release success, such support declines over time in many cases.

There are any number of reasons why social support might be unavailable or might decline over time, such as frustration and resentment towards former prisoners from loved ones, loved ones pushing too hard for too much change too soon, or loved ones being overprotective such that ex-prisoners seek respite from former negatively-influencing friends (Pettus-Davis et al., 2017).

Social support intervention for formerly incarcerated individuals

Researchers Pettus-Davis and colleagues (2017) evaluated an intervention called Support Matters to address the problem of declining social support by promoting involvement in positive social support networks. They sought to optimize interventions that enhance positive social support of former prisoners, specifically those individuals with substance abuse disorders.

A total of 57 individuals from North Carolina men’s prisons participated with their self-identified positive social support partner in 10 weeks of group-based cognitive and relational skills training. Group sessions began approximately 3 weeks prior to their release from prison and continued post-release.

The five modules in the Support Matters program are designed around cognitive-behavioral concepts such as how to ask for support, developing a structured routine, awareness of environmental triggers, decision-making skills, goal-setting, problem solving, coping with stress, and developing pro-social relationships.

The project was designed to enhance positive social support from loved ones. It was hoped that Support Matters participants would have increased levels of social support post-release, decreased levels of criminal thinking, decreased substance use, and result in fewer arrests in the community.

Positive results not found

Surprisingly, participants reported declines in supportive behaviors and perceived quality of support over the post-incarceration period. Also, there were no significant reductions in negative orientation or criminal thinking and no significant decrease in substance use among participants. Participants did, however, express their satisfaction with the program.

Support partners in the study reported that the program helped them to (a) better understand former prisoners’ prison and reentry experiences, (b) increase their empathy and desire to try new strategies, and (c) better differentiate their own enabling versus supportive behaviors. However, support partners reported not feeling prepared to adequately support their former prisoner loved one.

Given that results did not entirely favor the Support Matters program (perhaps due to the small sample size), the researchers suggested several changes to the curriculum that might have made a difference in the outcomes. Such changes might include differentiating the curriculum for age differences and different support roles, or targeting criminal thinking directly (rather than addressing only prosocial cognitions for the purposes of engaging in positively supportive relationships). Criminal thinking curriculum material was not a key ingredient of the intervention.

The researchers also believe that perhaps testing the intervention with a larger sample size would produce different results.

They concluded that:

“This study suggests practice and research implications that can help the field to move forward in understanding how to best intervene on social support networks. Whether social support is important is not questioned, but how it can be most effectively intervened upon given the complexity of relational dynamics remains a question” (Petus-Davis et al., 2017).

If you are a nonprofit leader faced with evaluating your program’s effectiveness, we hope this brief report has been helpful. If you’d like help with the process of planning and implementing a full-scale impact evaluation, consider the experts at LaBarbera Learning Solutions. We’re an experienced team of researchers, evaluators, and educators with the expertise needed to demonstrate your program’s impact to stakeholders. See our cost-effective solutions at www.labarberalearning.com .

Reference

Pettus-Davis, C., Duningan, A., Veeh, C. A., Howard, M. O., Scheyett, A. M., & Roberts-Lewis, A. (2017). Enhancing social support postincarceration: Results from a pilot randomized controlled trial. Journal of Clinical Psychology, 73(10), 1226-1246.

How to improve wellbeing for incarcerated individuals

183:864308092 (Robin LaBarbera) — Fri, 04 Mar 2022 01:17:23 GMT

At any given time, there are over 10 million individuals imprisoned worldwide, and another 30 million who circulate in an out of prison each year ( Lo et al., 2020 ).

Moreover, those who are imprisoned often show high levels of psychological distress and psychological disorders and low levels of mental and physical wellbeing.

Prisoner wellbeing

“Even after release, prisoners with previously reported or current mental illness are more likely to experience poor health outcomes, crime, and substance abuse" ( Cutcher et al., 2014 ). Although most prison sentences are temporary, the poor health and mental wellbeing of prisoners adds to the existing health burden of the general population upon reintegration/release from prison and long after.

Many times, incapacitation, deterrence, punishment, and retribution are the predominant goals of incarceration. However, it is vital that effective practices be put in place to help rehabilitate prisoners as they return to the community. How else can we expect transformation?

“Improving the mental health and wellbeing of offenders, an evidently vulnerable group, is therefore a societal imperative” (Lo et al., 2020, p. 1573). Strategies for increasing prisoner wellbeing are of vital importance.

The use of psychological group interventions that integrate positive psychological principles in recidivism prevention and transformation strategies have received recent attention. Such interventions are integral to influencing lasting improvements to mental wellbeing.

Given the societal impacts of poor wellbeing among prisoners, researchers in Australia (Lo et al., 2020) developed an intervention that combined components of Cognitive Behavioral Therapy and concepts of positive psychology, designed to increase one’s sense of wellbeing and resilience.

Increasing wellbeing and reducing psychological distress

The training program was delivered over nine weekly training sessions lasting up to 1.5 hrs. each in groups of 5-10 participants. Groups were facilitated by two trainers with 24 female prisoners at a women’s prison in South Australia.

The intervention taught participants resilience skills, such as growth mindset, balancing your thinking, cultivating gratitude, mindfulness, interpersonal problem solving, active constructive responding, capitalizing on strengths, and developing value-based goals.

In addition, the research team held three focus groups with participants to explore the acceptability, appropriateness, and participant experiences of the training.

The researchers measured psychological distress and mental wellbeing pre- and post-intervention. Results showed a statistically significant increase in wellbeing and overall reduction in psychological distress between pre- and post-training.

Qualitative results from the focus group showed several themes. The women reported enjoying the group setting and being able to share personal stories and real-world examples. They also commented that the group setting allowed them to learn from each other and hear one another’s perspectives of shared experiences.

Participants indicated that, following training, they perceived several benefits, including “being less physically aggressive, more considerate of others, learning to treat others as they want to be treated, paying more attention to people when they are talking, being able to stop and think in the moment, and being able to recognize their own strengths that they are proud of,” the researchers said. Several participants said they would use the skills to help them back in the community to avoid negative influences.

Benefits of increasing prisoner wellbeing

The study showed the short-term effects of a resilience training intervention on female prisoner’s mental health outcomes. Increases in wellbeing and reductions in psychological distress were observed among the participants. Although the sample size was relatively small (n=24), findings are promising.

The ability for psychological interventions to improve mental health outcomes among prisoners is of vital importance in our efforts to reduce recidivism/re-offending, both while imprisoned and after release and reintegration into the community. If we expect rehabilitation and transformation among those who are currently or formerly incarcerated, it is imperative that we be a part of the solution.

If you are a nonprofit leader faced with evaluating your program’s effectiveness, we hope this brief article been helpful. If you’d like help with the process of planning and implementing a full-scale impact evaluation, consider the experts at LaBarbera Learning Solutions. We’re an experienced team of researchers, evaluators, and educators with the expertise needed to demonstrate your program’s impact to stakeholders. See our cost-effective solutions at www.labarberalearning.com

References

Cutcher, Z., Degenhardt, L., Alati, R., & Kinner, S. A. (2014). Poor health and social outcomes for ex-prisoners with a history of mental disorder: A longitudinal study. Australian and New Zealand Journal of Public Health, 38(5), 424–429.

Lo, L., Iasiello, M., Carey, M., & van Agteren, J. (2020). Improving the wellbeing of female prisoners via psychological skills training: A feasibility study. Internal Journal of Offender Therapy and Comparative Criminology, 64(15), 1571-1586.

Is your program working? How do you know?

183:864308092 (Robin LaBarbera) — Thu, 03 Mar 2022 00:56:10 GMT

How do you know that your program is effective in meeting the needs of the community you serve? This is perhaps the most important question a nonprofit can answer for themselves, for the people their program serves, and for the donors who support their work.

The best way to answer this question is to understand, measure, and communicate the value of your program with an evaluation.

Before you begin your evaluation, it is essential to create an evaluation plan. A clear understanding of what you are looking at is vital to evaluating and interpreting your findings, so we start by mapping out a plan for what you do and how you will measure its impact on the community.

What is an evaluation plan?

An evaluation plan provides a clear articulation of what your program is trying to change, what your program is doing to change it, and how to track progress and/or measure outcomes to show the program’s effectiveness.

In a program evaluation, you will systematically collect information about program activities and objectives, monitor progress, and report/communicate results to partners, stakeholders, and the community.

Why should you have an evaluation plan?

You’ve started a program or initiative with intention of addressing the problem you see in the world. Your initiative has finally gotten off the ground. Congratulations!

If your program is working perfectly in every way, you deserve the satisfaction of knowing that. If adjustments need to be made to guarantee success, you want to know about them so you can jump in and keep your hard work of organizing and initiating the program from going to waste. And, in the worst-case scenario, you’ll want to know if the program is an utter failure so you can re-direct your precious resources more effectively. For these reasons, evaluation is extremely important.

Stakeholders want to know how many people were served by your program, and whether the program had the community-level impact it intended to have.

Developing your evaluation plan.

Take time to think about what you want to know about your program. Your evaluation plan should address simple questions that are important to the community, your staff, and your funding partners. The best way to ensure that you have the most productive evaluation possible is to develop an evaluation plan.

We recommend that you clearly define the following items before getting started with an evaluation plan:

Program Mission: What change do you want to see in the world?

What are the goals and objectives of your program? What is the program intended to accomplish? What outcomes do you intend to achieve with this program?

Example: Improved health of community members with diabetes.

Program Activities: What does your program do to achieve the changes you want to see?

These are the actions and processes put into place to execute objectives. Ideally, program activities will align with the outcomes described above.

Example: Providing a low-cost health care program and offering free educational seminars in the community you wish to impact.

Data Collection: How can you systematically measure what your program achieves?

Select key outcomes and specific ways to measure them. Don’t waste time measuring things that do not show how you’re achieving the goals and objectives.

If improved health of community members with diabetes was the intended outcome, it’s not important to measure how many snacks were served and at what cost at the community outreach event. Measure instead, for example, improved lab results over the 6 months of participation in the program.

Plan how you will gather the data. Qualitative information includes data that can be counted. Qualitative data, such as that gathered through focus groups, interviews, or observation can be used to highlight opportunities for improvement, lessons learned, best practices, and strengths.

Some data-gathering options related to the community diabetes clinic, for example, could be pre-test/post-test results of diabetes awareness educational events, or focus groups about participant satisfaction with program services, or electronic health records (lab results).

The results of your data collection efforts will provide a means of demonstrating program progress and impact to its members and the community.

If you are a nonprofit leader faced with evaluating your program’s effectiveness, we hope this brief article has provided you with the foundational knowledge you need to get started. If you’d like help with the process of planning and implementing a full-scale impact evaluation, consider the experts at LaBarbera Learning Solutions. We’re an experienced team of researchers, evaluators, and educators with the expertise needed to demonstrate your program’s impact to stakeholders. See our cost-effective solutions at www.labarberalearning.co m

How to prevent recidivism.

183:864308092 (Robin LaBarbera) — Sat, 26 Feb 2022 18:39:21 GMT

What one program is doing to strengthen re-entry success.

Over 640,000 people return to our communities from prison each year, and another nine million are released from local jails. However, due to the lack of institutional support, imposed legal barriers, stigma, and low wages, most prison sentences are for life. More than half of the formerly incarcerated are unable to find stable employment within their first year of return. Two out of three former prisoners are rearrested and more than 50% are incarcerated again.

The process of previously convicted criminals reoffending and reentering the prison system is known as recidivism. “ Without employment opportunities and bare necessities such as housing, food, or clothing, successful reentry into society seems nearly impossible for former prisoners.”

Preparing for re-entry.

How can we best prepare the formerly incarcerated for reintegration into life outside prison and ensure they don’t recidivate? Some experts claim rehabilitation (rather than punishment) is the answer, others believe that correctional education programs are the best way to end recidivism, while others prioritize mental health and substance abuse treatment for inmates. Helping inmates maintain family ties while incarcerated is another way to reduce recidivism, improve an individual’s likelihood of finding a job after prison, and ease the harm to family members separated from their loved ones.

Peer Support.

One notable effort towards reducing recidivism we’d like to highlight in this article is the use of peer specialist support teams: The Mental Health Peer Support Team Re-Entry Pilot Project. The project “was conceptualized to leverage peer experiences to empower justice-involved persons to successfully transition from jail into communities,” evaluators said.

Impact evaluators from the University of Texas in Dallas assessed the impact of the peer support specialist program on project outcomes: reduce re-arrest, decreased symptomology of mental health and substance use problems, and increase life domain functioning, including residential stability, employment, life skills, and self-care.

A few notable findings are worth mentioning here. First, the value of lived experience was highlighted. Of the peers who delivered the support to re-entering citizens, those who had lived experience, or a history of involvement with the criminal justice system, were deemed most helpful.

Lived experience.

Participants believed that “a peer’s lived experience can help build rapport, credibility, and practical experience in helping address client needs,” the evaluators said. In response to peers who don’t have similar lived experiences, one participant said, “you have peers that don’t have the experience the client has…they’re like, you just read a book and that’s how you learned that – you don’t even know what I’m talking about.”

Lived experience was thought to be the most valuable tool in working with clients, more so than any degree.

Reducing recidivism.

“Today’s recidivism crisis calls for a paradigm shift from prison as punitive institutions to rehabilitative ones. Implementing the rehabilitative practices of prioritizing mental health care, education, and the process of creating a prison-to-work pipeline would lower the rates of recidivism in the United States. Lower rates of recidivism do not singularly benefit society by reducing the rate of crime but also by reducing prison populations, saving taxpayers’ dollars, and most pertinently, ensuring that prisoners are serving their purpose of reform and improvement,” said author Liz Benecchi at the Harvard Political Review .

Note: LaBarbera Learning Solutions is currently helping one non-profit evaluate the impact of a prison education program. Stay tuned for the report.

Labarbera Learning Solutions: Helping nonprofit leaders develop, implement, and evaluate successful programs for maximum impact in communities they serve.

Evaluating peer support services in family reunification

183:864308092 (Robin LaBarbera) — Wed, 23 Feb 2022 18:53:31 GMT

Research suggests that roughly 30% of reunified foster children reenter foster care, and here's what one organization is doing about it.

Strengthening parents’ support systems can be a key strategy for supporting reunification and avoiding reentry. Child welfare systems could be enhanced, researchers advocate, if supplemented with informal support services, such as those provided by peer networks, neighborhood groups, and voluntary associations. Here's what one organization did to address the challenge and create lasting impact.

The child welfare system

Throughout the child welfare system, family reunification remains the foremost permanency planning goal. Family reunification refers to the process of uniting children from foster care with their families of origin. There are laws that require states to make reasonable efforts to preserve or reunify families (USDHHS, 2016).

Unfortunately, reunification is not always successful, and reentry into foster care after unification is all-too-common, due to parental unaddressed needs, stress, and lack of supports (Laylants, 2020).

Research suggests that roughly 30% of reunified foster children reenter foster care (Wulczyn et al., 2011).

Factors affecting reunification

Families preparing to reunify after a separation because of abuse or neglect face unique challenges in their attempts to come back together as a family. For example, both parents and children experience potentially distressing changes during separation.

They may not have adequately addressed the issues related to maltreatment that precipitated the removal and placement of the child in the first place. In addition, parents involved in the child welfare system may develop complicated feelings of fear and distrust toward professionals.

“Furthermore, preexisting stressors can exacerbate the acute stress of a child’s removal from the home especially since the preponderance of child welfare-involved families commonly struggle with poverty, substance abuse, domestic violence, and mental health issues. In such instances, parents may lack supports both formal (provided by professional services) and informal (provided by family, friends, peers, church, neighborhood, and voluntary associations) to help them adequately meet their needs; they may lack support networks that could offer much needed emotional support, empowerment, and guidance, and may experience feelings of loneliness and social isolation” (Laylants, 2020, p. 450).

Unfortunately, the rates of maltreatment recurrence remain high, which contribute to reunification failure and reentry into foster care (Laylants, 2020).

The solution

Strengthening parents’ support systems can be a key strategy for supporting reunification and avoiding reentry (Child Welfare Information Gateway, 2017). Child welfare systems could be enhanced, researchers advocate, if supplemented with informal support services, such as those provided by peer networks, neighborhood groups, voluntary associations, and so on (Laylants, 2020).

Lived experience . With the help of peer mentors, who are parents formerly involved with the child welfare system, support services could be delivered to parents involved with the child welfare system. Such peer mentors could interact with families in a less structured way that child welfare workers, and thus meet an unfilled need for support.

“Having successfully gone through the system themselves, peer mentors can provide guidance, connect parents to community resources, encourage peer networks, and teach advocacy skills” (Laylants, 2020, p. 451).

The evaluation . A peer-delivered pre- and post-reunification support program was developed to provide emotional, informational, instructional, and advocacy supports to families undergoing the reunification process. Through focus groups and in-person interviews, Laylant (2020) evaluated the effectiveness of the peer support program to determine the types of supports parents received through peer support (family coaches), the parents’ and coaches’ perceptions of their benefits, the characteristics they found to be valuable, and the factors that promoted parental engagement with the peer mentors.

The impact

Findings from their research suggested that the presence of a family coach was a critical source of support for many parents, cultivating connection, comfort, trust, and guidance in the reunification process.

Parents felt that their family coach/peer supporter served as their advocate, ally, guardian (e.g. “someone who had my back”), confidante (“whenever I need help, I reach out to her; she is my confident,” (she gives reassurance”), guide, insider, and advisor (“she let us know our rights”).

Emotional support . Emotional support was the most beneficial impact. Parents felt that encouragement, empowerment, validation, reassurance, providing an opportunity to vent, discussing apprehensions, and being a part of a support network were crucial in the reunification process.

Many parents reported feeling isolated and experiencing lack of supports prior to the peer support program, and they considered it of critical importance to have someone to talk to who was impartial. The support system that the family coach offered was invaluable, according to the majority of participants.

“Compared to professional supports, the family coaches occupied an inimitable place for many parents due to the less formalized nature of the relationship, resulting from both the engagement tactics and personable demeanor of the family coach. Since the coach was viewed as an individual who was immediately relatable by virtue of her own personal experience in the child welfare system, parents developed an instant camaraderie and trust typically absent from relationships with case workers,“ Laylants said.

Conclusions

Making peer support a priority in the child welfare system and for the families involved deserves consideration, especially since only about “half of abused and neglected children who are reported to child welfare services ultimately return to their home of origin,” (Laylants, 2020, p. 465).

“For many parents, the disenfranchisement and loss experienced upon surrendering one’s children to the child welfare system remained an unmatched pain, understood only by a select few. The family coach and the peer support group provided a community privy to the ups-and-downs, traumas and even joys intrinsic to the experience of reunification. Support group members and the family coaches were incomparable in their ability to empathize and counsel. It was to such a sanctuary that parents returned to again and again,” Laylants added.

It appears that family coaches can be an important complement to the formal child welfare services system and fill a much-needed void in support.

References

Child Welfare Information Gateway. (2017). Supporting successful reunifications. U.S.

Department of Health and Human Services, Children’s Bureau. https://www.childwelfare.gov/pubs/supporting-reunification

Lalayants, M. (2020). Peer support services in family reunification process in child welfare: perceptions of parents and family coaches. Journal of Family Social Work, 23(5), 449-471.

U.S. Department of Health & Human Services (USDHHS), Administration for Children and Families, Administration on Children, Youth and Families, Children’s Bureau. (2016). Reasonable efforts to preserve or reunify families and achieve permanency for children. https://www.childwelfare.gov/pubPDFs/reunify.pdf

Wulczyn, F., Chen, L., & Courtney, M. (2011). Family reunification in a social structural context. Children & Youth Services Review, 33(3), 424–430. https://doi.org/10.1016/j.childyouth.2010.06.021The body content of your post goes here. To edit this text, click on it and delete this default text and start typing your own or paste your own from a different source.

How to promote well-being among high school students

183:864308092 (Robin LaBarbera) — Tue, 22 Feb 2022 22:24:26 GMT

An evaluation of a specially designed curriculum aimed at equipping students for lifelong personal development and well-being.

The Science of Happiness

Last week, on another website ( www.psych-news.com ), we reported on recent research that investigated whether an online psychology course on the science of happiness impacted the mental health of course participants.

See “ Study the science of happiness to beat lockdown blues ” on Psych News.

Researchers looked at a course called the Science of Happiness, which is offered online to students at the University of Bristol. They compared 166 students who took the course during the COVID-19 pandemic to a control group of students who did not take the course.

The 166 research participants in maintained their mental health and wellbeing during the semester compared to the control group. The control group, just like many others who have felt the effects of lockdown, showed a significant decline in wellbeing and an increase in anxiety during the same period.

Sarah Purdy, a professor at the university where the research was conducted, considered the course to be “something that is engaging, educational and genuinely effective for improving mental health—and it has become an important piece in our supporting package for our students.”

After writing the article last week, I put my researcher hat on and read as much as I could on the science of well-being and happiness. This week I report on a study I uncovered that looked at how high school students benefited from participation in a well-being and happiness curriculum.

Well-being Among High School Students

Throughout the world, educators are growing more and more concerned about the social-emotional health of high school students. Behavioral issues abound, depression and anxiety are rampant, and equipping students for lifelong personal development and wellbeing has become a significant topic of discussion in faculty meetings.

A group of educators and scientists developed a one-semester educational curricula that teaches students to perform acts of kindness, build positive relationships, maintain physical health, understand and capitalize on strengths, discover meaning and engagement, and develop positive habits of mind. The curriculum, which consists of 18 lessons, emphasizes active learning, group activities, role-play, journal writing, and self-assessment exercises.

Nine classrooms of students at an urban high school in Beijing, China were randomly assigned to the intervention curriculum, and nine classrooms were assigned to a traditional psychology curriculum. The aim of their study was to test the effect of the curriculum on measures of affect, depression, life satisfaction, and well-being. A total of 515 students participated in the study.

The intervention group demonstrated a marked improvement in positive attitude and in six of the seven subscales of the measurement of happiness and life satisfaction instrument used in the study.

It is worth mentioning that participants showed a significant improvement in the hope subscale. The researchers said it was “an exciting outcome” that the “intervention curriculum increased the sense of control felt by students about their future happiness. We note the importance of hope as a predictor of well-being and improved grades, as well as reduced risk of suicide, substance abuse, and behavioral problems among adolescents.”

“We are particularly encouraged that intervention subjects significantly agreed that humans can make themselves happier and that they (the subjects) could make themselves happier” the researchers said.

It is notable that the curriculum did not require the presence of mental health professionals. Classes were taught by schoolteachers who completed a 3-day workshop, making it a useful option for schools seeking to provide education in positive psychology and improve well-being in their students.

References :

Desan, P. H., Setton, M. K., Holzer, A. A., Young, K. C., Sun, Y., He, F., Li, B., Weinstein, A. J., & Yu, X. (2021). Attitude change after a curriculum on the science and philosophy of well-being and happiness for high school students: A classroom-randomized trial. British Journal of Educational Psychology, 91, 1333-1348.

Hobbs, C., Jelbert, S., Santos, L. R., & Hood, B. (2022). Evaluation of a credit-bearing online administered happiness course on undergraduates’ mental well-being during the COVID-19 pandemic. PLoS ONE, 17(2). DOI: https://doi.org/10.1371/journal.pone.0263514

Feeling pressured to provide proof to your stakeholders?

183:864308092 (Robin LaBarbera) — Sat, 05 Feb 2022 19:11:41 GMT

How to provide data that shows your program's impact.

As a non-profit leader, you are aware of the need for stakeholders to see professional-level evidence that your program is effective and impact the community you serve in the way it was intended. You already know through anecdotal evidence that you are making a difference in the lives of those you serve. But informal stories of lives changed isn’t enough to satisfy grant-making agencies – they want hard data that proves it.

You need evidence to demonstrate the impact you’re having on the community and whether you're achieving the program’s objectives. You may be in the enviable position of having a well-established program. Now is also a great time to conduct a program evaluation. While you may be hearing anecdotally that your efforts are successful, that isn't reliable enough information to “sell” your program to outside stakeholders and funders. Evaluation results demonstrating positive impact will be necessary if you're looking to scale up a successful program. A program evaluation can provide the evidence of the impact you're making on your community.

Program evaluation is carefully collecting information about a program or some aspect of a program in order to make necessary decisions about the program.

Program evaluation provides answer to critical questions that your board, staff, volunteers, funders, and supporters may have about your organization and its work in the community, such as:

How well is your program fulfilling the mission?
How well is your program meeting the needs of your constituents and the community?
What impact are you having?
Are you making a difference?
Where are you succeeding?
What else needs to be done, or where can the program be improved?

Program evaluation, when done well, can guide decision making about your budgeting, staffing, fundraising, and strategic planning. Concrete, factual data offer evidence and advance the case for making programmatic changes. For example, evaluation data may show the trends of growth or decline in participation in a program; it may demonstrate unmet needs among your stakeholders; or it may reveal that a program is too costly and has low impact on your constituents.

You can hire a professional program evaluator to provide the evidence your stakeholders need.

Your evaluator will work with you to design and test data collection instruments and processes, analyze the data, work with you and other stakeholders to interpret results, and prepare visually appealing and clear reports, briefs, infographics and video learnings of results. Both quantitative data (numbers) as well as qualitative findings (descriptive statements and accounts) can help you tell the story of your impact.

Let the professionals at LaBarbera Learning Solutions do this important work for you. Our team has over 15 years of experience demonstrating program impact to organizations – from governmental agencies like the California Commission on Teacher Credentialing, to one professor who implemented a community-building activity in her courses, to a nonprofit faith-based prison education/training program. Learn more about our evaluation services at https://www.labarberalearning.com/program-evaluation or scan the QR code below:

Why should we evaluate our efforts?

183:864308092 (Robin LaBarbera) — Sat, 22 Jan 2022 18:52:37 GMT

Four reasons with examples.

Many programs and interventions have been developed that are designed to improve conditions in their local community. Organizations hope to reduce the level of violence that exists, to work for safe, affordable housing for everyone, to help former prisoners re-enter society, or to help students do well in school, for example.

But how do we know if such programs are achieving their intended outcomes? Whether they are effective or not effective, how can we improve them to make them better for local communities? And finally, how can an organization make informed choices about which promising programs are likely to work for the best in their community?

Purpose of a program evaluation

Purpose refers to general intent. A clear purpose for a program evaluation serves as the basis for the design, methods, and use of the results in an evaluation. Taking time to articulate your overall purpose will help your organization make informed decisions about how the evaluation should be conducted and how we should use the results.

There are four general purposes for which an organization might conduct an evaluation, which we will describe below. Under each purpose, we will also provide specific examples an organization might use to use that purpose.

Four purposes for program evaluation with specific examples:

1. To gain insight:

Can be used when an organization is deciding whether to use a new approach to an identified problem (e.g., would a neighborhood watch program work for our community?). Knowledge gained from such an evaluation will provide information about the program's practicality. For a new or developing program, information from evaluations of similar programs may provide the insight needed to clarify how its activities could be designed most effectively.

Specifics:

Assess the needs and wants of community members
Identify barriers to use of a proposed program
Clearly describe and measure a program 's activities

2. To improve how things get done:

Appropriate for a program in the implementation stage, when an established program wants to describe its activities. Here, an organization seeks to describe program processes, to improve program operations, or to fine-tune an overall strategy. Evaluations conducted for this purpose include efforts to improve the quality, effectiveness, or efficiency of program activities.

Specifics:

Refine plans for introducing a new activity
Determine the degree to which plans were implemented as planned
Improve educational curriculum or materials
Enhance cultural competence
Verify that participants' rights are protected
Set priorities for staff training needs
Make any necessary mid-course adjustments
Determine how client satisfaction can be improved
Find out which participants benefit the most from a program
Mobilize community support for the program

3. To determine what effects a the program has:

This type of evaluation examines the relationship between program activities and observed outcomes. "Are more students able to complete high school as a result participating on our program?" for example. Programs that are most appropriate for this type of evaluation are those that are mature programs and that can state clearly what happened and who it happened to. Such evaluations would provide evidence about what the program's contribution was toward reaching it's long-term goals such as reduced child abuse or crime in the area. This type of evaluation helps establish the worth or merit of a program to funders and to the community.

Specifics:

Assess skills development by program participants
Compare changes in behavior over time
Decide where to allocate new resources
Document the degree of success in achieving objectives
Use information gained from multiple evaluations to predict the effects of similar programs

4. To affect those who participate in it:

Reflections from evaluation participants can itself be a catalyst for change. One of the purposes for evaluating a program is to determine if the program had a positive influence on participants. An evaluation, for example, might reveal ways to empower program participants, to supplement the program, to promote staff development, or to contribute to organizational growth.

Specifics:

Reinforce messages of the program
Raise awareness about community issues
Increase consensus about program goals among partners
Gather success stories from participants
Support the organization's change and improvement

In summary

Evaluation is a powerful strategy for demonstrating that programs and interventions are making a difference. It is a driving force for developing sound strategies, improving existing programs, and demonstrating the results of a program’s activities and investments in time and resources. It also helps determine if what is being done to is worth the cost.

3 steps to effective program evaluation: Start with a logic model

183:864308092 (Robin LaBarbera) — Mon, 10 Jan 2022 21:13:02 GMT

Align everything to your program's outcomes.

If you’re a nonprofit leader and you’ve ever applied for a grant, you know the grant writing process includes answering this question: “How will you evaluate your project.” Funders want to know what difference your organization makes, and you are expected to provide data that demonstrates your organization’s impact.

That, in essence, is the point of program evaluation, which is the process of collecting, analyzing, and using information about a program’s activities to assess the program’s effectiveness and efficiency. Funders look for evidence that your program is achieving the intended outcomes, to get confirmation that their contribution was money well spent.

How will you evaluate your program?

How do you know that your program is effective? This is perhaps the most important question a nonprofit can answer for themselves, the people their program serves, and the donors who support their work. The best way to answer this question is to understand, measure, and communicate the value of your program by evaluating your program’s outcomes.

It’s not enough to simply provide number of people served (e.g., “16 students enrolled in our after-school reading program”). These are outputs. Outputs measure simple metrics such as number of participants, service hours delivered, modules completed, etc. Tracking outputs enables you to state what services you provided and for how many people. Outputs are necessary data in your evaluation, but you shouldn’t stop there if you want to satisfy grant makers.

Outcomes measure the changes you expect to see. What has changed for participants as a result of your program’s activities? Outcomes are generally expressed in terms of changes in knowledge, skills, attitude, and/or behavior. The question of “what impact is our program having” should serve as a guide in program evaluation. You can then align the difference you expect to make with what you measure and report.

RELATED : Download our free Guide to Program Evaluation .

Three steps for program evaluation.

In a program evaluation, you (1) identify the changes you want to make, (2) gather data to measure those changes, and (3) report what the data say about the expected change. Through this process, you can provide professional-level evidence to funders that you’ve achieved what you said you would when you wrote the grant request. Your program made a difference, and you want to provide the data that clearly demonstrates that to stakeholders.

Now let’s examine the steps in a program evaluation for a hypothetical nonprofit program that provides reading instruction to high-school students with mild learning disabilities in an after-school setting. We’ll call it “Read2Achieve” or R2A.

Step 1: Develop a logic model.

An effective program evaluation should start with a logic model. A logic model is a visual roadmap that demonstrates the outcomes you expect from a specific activity or group of activities.

R2A stated their outputs as: (1) number of students enrolled, classrooms utilizes, and teacher/facilitator staff employed; (2) number of modules completed; and (3) number of assessments completed and student scores on those assessments.

R2A’s outcomes included: (1) students’ increased reading comprehension and language development, (2) increased student academic self-efficacy. R2A determined that student academic self-efficacy, or the attitudes toward their ability to achieve academic success, is important for overall school success, even outside their R2A program, and it is therefore a key outcome for their program.

Step 2: Collect your data.

Once you’re clear on your program’s intended outcomes, you now create data collection tools (e.g., surveys, focus groups) that align with the outputs and outcomes you identified in the logic model. Data about outputs are typically collected through spreadsheets or databases (e.g., what services you provide and for how many), and outcome data requires gathering information from program participants. Participants include people who are receiving services directly (e.g., students) and those who can observe changes in participants (e.g., teachers/facilitators).

R2A decided to collect data through pre- and post-surveys with all students in their program (they currently operate programs in five schools in the county). One survey item, for example, asks students to respond to this question:

Because of this program, do you feel better able to be successful in school, less able, or about the same? Circle one:

a. Better able

b. Less able

c. About the same, still able to be successful

d. About the same, still not able to be successful

Any comments about your answer (optional):

Step 3: Generate your reports.

The report for R2A highlighted the following outputs:

50 students, 10 teacher/facilitators, 5 classrooms
3 hours of tutoring per week (1 hour per day, 3 days per week)
Average 1.5 modules completed for each student each week of the 10-week program session = 750 modules

Outcome data showed an average of 1 grade level increase in reading over the 10-week program, and that over 87% of participants feel better able to achieve overall academic success.

The combination of illustrating who participated and the program’s impacts provides a comprehensive picture of the degree to which R2A is creating a pathway to overall academic success.

This R2A example illustrates how to define outputs and outcomes which can then be aligned with data collection and reporting in a program evaluation. It required thoughtful collaboration to define and measure outcomes and outputs as defined in the evaluation plan. These anchor points served as a springboard for creating data collection tools to gather data aligned to the program’s outputs and outcomes. The student pre- and post-surveys and teacher/facilitator surveys focused on gathering data aligned to those outcomes. Outputs tracked activities, providing them with a holistic picture of what went well, what needed improvement, and the overall impact. The data then funneled into a compelling report, which also aligned to the original outcomes and outputs, empowering them to share with confidence the difference R2A makes, as well as opportunities to improve.

Program evaluation next steps.

If you are a nonprofit leader faced with evaluating your program’s effectiveness, we hope this brief article has provided you with the foundational knowledge you need to get started. If you’d like help with the process of planning and implementing a full-scale program evaluation, consider making use of the consultants at LaBarbera Learning Solutions. We’re an experienced team of researchers, evaluators, and educators with the expertise needed to demonstrate your program’s impact to stakeholders. See our cost-effective solutions at www.labarberalearning.com

Can prison save your life? Thoughts from a professional program evaluator.

183:864308092 (Robin LaBarbera) — Sat, 08 Jan 2022 23:07:38 GMT

A look at the book, Prison Saved my Life: I Recommend it For Everyone (Dooley, 2018).

Prison Saved My Life is a moving and powerful memoir. In the prologue, Dooley asks you, the reader, if you’ve ever been at the end of your rope, felt the bottom of your life fall out, felt completely and utterly hopeless, felt totally alone, or felt rejected by the world and even some of the people who are supposed to love you? Louis Dooley, just a teenager at the time, was sentenced to life plus 100 years in prison. He knows a thing or two about being at the end of his rope.

“What if I told you that you, too, can find the hope, peace, forgiveness and purpose you so desperately want? Would you think it’s too good to be true? I would. So instead of convincing you with arguments or theories, I’d like to share my story with you and allow you to judge for yourself. My story will resonate with you, make you uncomfortable, shock you, make you laugh and cry, but in the end it will give you hope. Ultimately, however, this story is about someone far greater than myself. Allow me to introduce you to—the Answer,” Dooley said. He’s talking about Jesus.

In his book, Dooley chronicles in 130 pages the life of crime that led him to a lengthy prison sentence (two life sentences plus 100 years) and how his time in County Jail and later in a maximum-security prison for “lifers” helped him turn his life around.

In many ways I resonate with much of Dooley’s childhood experiences and his ultimate resilience. But the lens through which I write this review is not one of shared trauma and redemption, but rather I will approach my discussion from my perspective as a professional program evaluator.

In my work as an evaluator, I come alongside non-profit leaders who are doing the work of social justice, with the goal of gathering data that can provide professional level evidence to their stakeholders that they are doing what they set out to do. In many cases their stated outcomes involve “changing lives” in some way. Dooley’s book is evidence of a changed life.

The typical program evaluation, particularly one that is outcomes-based, measures the impact of a program. It uses questions about program activities to evaluate changes in client behavior, actions, and attitudes, and intermediate and long-term changes in community values. “What do we expect to change in the population we are serving as a result of what we are doing” is a common question in program evaluation.

Hypothetically, let’s say we are evaluating a correctional education program where Dooley was imprisoned. The Rand Corporation tells us that inmates who participated in correctional education programs had a 43 percent lower change of recidivating (relapsing to criminal activity) than those who did not. Changes in behavior while in prison and after release seem like a good thing to evaluate among incarcerated individuals. It potentially impacts the prison community and the communities into which former prisoners get released.

Dooley said, “Life in prison was rough from day one. Incredibly rough. My enthusiasm for God did not make me immune to the many challenges, pit falls, temptations and heartbreak that would be waiting for me in the days and years to come. What my new faith in God did give me was a way to handle it and work through even the most difficult times.” This seems to be evidence of a changed life.

What should have been two life sentences plus 100 years, through a miraculous turn of events lead to his early release after only 15 years. An unheard-of release for someone in his position. In another surprise, despite that his parole term was approximately 67 years, the state ended his parole 65 years early. “God had already done some amazing things for me by releasing me from prison early. He allowed me to go into two maximum security prisons while still on parole. Then to top it off, He released me from parole. God is good, and I don’t know why He loves me so much. I am truly humbled and in awe of His grace, power, and love. I am confident that God loves us all and wants to be as big a part of our lives as we allow Him. As weak and frail a man as I am and God blessed me too, how much more so He wants to bless those who are faithful and diligently seek Him.”

It seems that the prison theological training Dooley received was responsible for changing his life.

Louis Dooley was a young man who imprisoned with over two life sentences for theft and attempted murder. Through a miraculous turn of events, Louis received Jesus Christ in prison and recognized he had new life in Christ. Today, Louis is a free man providing pastoral counsel to current inmates, in hopes of the gospel setting them free. Despite a small setback (he smoked marijuana with a fellow inmate and failed a random drug test), Dooley’s behavior in prison certainly changed.

This memoir is a story of criminal behavior, imprisonment, and redemption. It gives us a glimpse into a life that most of us will never know. It is an inspiring story of one man’s ability to change his future with the power of Jesus. The author’s gift for crafting his story in such an engaging way propels this book to the top of my list of favorite memoirs.

Note: I am not an affiliate of Amazon and I receive no compensation for this recommendation. It should be used for entertainment purposes only.

Does looking at yourself on Zoom impact learning?

183:864308092 (Robin LaBarbera) — Tue, 04 Jan 2022 19:37:04 GMT

The answer might surprise you.

With the increase in remote learning and use of virtual learning environments these days, and perhaps no end in sight due to recent covid surges, many are left wondering how different conditions might impact student learning (e.g., video cameras on/off). Some of our clients at LaBarbera Learning Solutions , for whom we’ve developed online learning courses, have also questioned whether their students should keep their cameras on.

I just spent two years in a doctoral program delivered entirely through Zoom, and I often wondered whether seeing my own face on the screen during synchronous class meetings (and not being particularly fond of the image I saw) was a distraction that impacted my learning.

There have been several arguments in the literature revolving around the idea that requiring cameras to be on during synchronous class sessions “could increase student anxiety and self-consciousness, heightening a feeling of being constantly watched which could impede students paying attention to the material,” researchers Austin, Fogler, and Daniel (2021) pointed out.

It turns out that seeing one’s face and those of classmates did not result in negative learning outcomes, the study from James Madison University has found.

The study surveyed 155 undergraduate students at a large university in an online classroom who were assigned to one of three video conditions: no video, see only others, and see self and others. The no-video group kept their cameras off so they could not see images of themselves or other participants while they watched a recorded lecture. In the see only others condition, participant video cameras were turned on, but each participant hid their self-view, seeing only other participants. In the see self and others group, participants were able to see themselves and their classmates while watching the video lecture. All participants were then tested on the material.

“Contrary to speculation regarding student learning outcomes with cameras on, students who saw the video feed of themselves and other students (Condition 3) during the lecture had the highest quiz scores,” the researchers said.

These findings suggest that there are no negative impacts on quiz performance when students were asked to keep their cameras on. It may also be true that “cameras on helps to increase self-awareness in a positive fashion and, combined with the presence of other students, perhaps impacts accountability or engagement.”

They found something else interesting: Students who could see others, but had their self-view hidden (Condition 2) expressed discomfort with not being able to see themselves. “This seems to be counter to the arguments made by educators that students who see themselves would experience increased self-consciousness and anxiety” said Austin, Fogler, and Daniel.

Of course these findings may not be the case for every individual who attends an online class session. Nevertheless, the researchers conclude that, “for educators wondering how the use of video cameras may be affecting student attention and learning in virtual classrooms, these results indicate no significant detriment to learning associated with asking students to turn their cameras on during a video lecture. In fact, contrary to the arguments of many, we found an increase in performance when all cameras are on.”

Why do we evaluate well-being?

183:864308092 (Robin LaBarbera) — Wed, 15 Dec 2021 17:52:29 GMT

Many of our clients are in the business of facilitating well-being among those they serve. Through advocacy, research, education, treatment services, and destigmatization, these organizations all work in some way to make life better for those in the communities they serve. These organizations were created to support well-being.

LaBarbera Learning Solutions is invested in helping our clients demonstrate the value of their work to stakeholders and donors, and we often research and evaluate the degree to which they are achieving intended outcomes like well-being. Our goal is to help organizations identify their strengths and where there’s room for improvement to create professional-level documentation of their organization’s effectiveness and to prove that their program is having the intended effect.

Well-being defined.

The World Health Organization has defined health since 1948 as “a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity” ( World Health Organization , 2020, p. 1). It follows, then, that subjective well-being is an important component of perceived quality of life. Well-being encompasses negative aspects such as the presence of depression and anxiety but also positive aspects such as contentment, satisfaction, and happiness ( McDowell , 2010). For these reasons, well-being is a common outcome measure across different populations or as an indicator of treatment efficacy

“At its core, well-being refers to contentment, satisfaction, or happiness derived from optimal functioning. This need not imply perfect function; it is subjective and is a relative, rather than an absolute, concept. The reference point for judging well-being is person's own aspirations, based on a blend of objective reality and their subjective reactions to it” (McDowell, 2010, p. 69).

The definition of well-being can be best summarized by referring to it as the set of needs and experiences that are universally required to weather challenges and have health and hope.

Correlates and determinants of individual well-being.

Well-being is dependent on a number of factors, such as good health, positive social relationships, and availability and access to basic resources like shelter and income. Some personality factors such as optimism and self-esteem contribute to well-being. Paid employment is critical to well-being by providing access to resources and fostering satisfaction, and meaning and purpose ( CDC , 2018). Unemployment negatively affects well-being. It is generally accepted that having supportive relationships one of the strongest predictors of well-being (CDC, 2018).

Measuring well-being.

This, from the What Works Wellbeing organization, sums it up best:

“Wellbeing can be measured by looking at observable factors (like employment), as well as by looking at factors that are subjective to the person experiencing them, like how safe we feel. Charities and social enterprises have an impact on wellbeing of the people and, in most cases, the communities they work with. Hopefully they improve wellbeing. But they may also make people’s wellbeing decrease, even while achieving their organizational mission.”

The World Health Organization (WHO) devised a valid and reliable measurement of well-being that has been translated into over 30 languages and used in a multitude of research studies around the world. They call it the WHO-5 Wellbeing Index , and it is comprised of five short non-invasive statements asking participants to rate them on a scale of 0-5 (5=all of the time, 0=at no time) for their experiences in the previous two weeks:

1. I have felt cheerful and in good spirits.

2. I have felt calm and relaxed.

3. I have felt active and vigorous.

4. I woke up feeling fresh and rested.

5. My daily life has been filled with things that interest me.

Ultimately, our hope is that by measuring wellbeing, we will help our clients understand their projects better, and that they’ll be able to document their effectiveness to stakeholders and donors. By measuring well-being and linking the findings to additional data we collect (like focus groups and surveys of training effectiveness), they can better understand their full impact on people’s wellbeing. Hopefully, they will also find out what works to improve wellbeing and why.

Contact LaBarbera Learning Solutions to find out how well-being measurements—or any other research and evaluation project we can plan together—can help improve your organization’s effectiveness. www.labarberalearning.com

FAQs about program evaluation

Mon, 22 Nov 2021 23:57:13 GMT

The top four questions we get about program evaluation.

Why conduct a program evaluation?

We are often asked to develop an evaluation that will permit program staff to decide whether to (1) offer the program again (or continue to offer) because it is successful, (b) alter the program in some way to make it more useful to participants, or (c) drop the program because it fails to meet a need. We are asked to help program staff consider what evidence would indicate the program is successful, what would mean that it should be improved, and what would show that it should be ended. In other words, the premise behind program evaluation is to discover the value and worth of something.

What is the difference between empirical research and program evaluation?

The main difference lies in the purpose of the two. Original research about the creation of new knowledge. Its purpose is testing theory and producing generalizable findings to make a valuable contribution to the field related to the investigation. Research is about gathering empirical evidence to prove a theory or hypothesis and to generate new understandings.

By contrast, a program evaluation is an assessment of an activity, program, strategy, etc. Program evaluators gather information to help organizations improve their effectiveness, to assist administrators in making program-level decisions, and to enable interested parties to examine program effectiveness. The purpose of a program evaluation is to determine the effectiveness of a specific program to determine the value or usefulness of a program and to improve effectiveness. Evaluation is about drawing evaluative conclusions about quality, merit, or worth, essentially to improve the existing program for the target population.

What are the steps to a program evaluation?

Evaluations can be rather complicated and time consuming. A lot goes into each step in the evaluation, but a basic list is provided here:

The first step is to engage stakeholders (the people or organizations that are invested in the program, are interested in the results of the evaluation, and/or have a stake in what will be done with the results of the evaluation. In this step, we have discussions with stakeholders to bring clarity to the main outcomes, activities, and evaluation questions that guide the evaluation. Here, we discuss resources for conducting the evaluation and how the results of the evaluation will be used.
In step 2, we describe the program. Typically, we develop a logic model (a graphic description that presents the relationship of resources, activities, outputs, and outcomes/impacts for the program). It depicts the relationship between the program’s activities and its intended effects—“If I do this activity, then I expect this outcome.”
Next, we focus the evaluation. Using the logic model, we would think through the purpose of the evaluation, who will employ the evaluation findings, and identify specific components to be evaluated (activities, inputs, outcomes, etc.), describe the evaluation questions, determine the research design and data collection procedures that best match the evaluation questions, and we draft the evaluation plan.
Next, we gather credible evidence. We strive to collect information that will convey a well-rounded picture of the program. Using multiple procedures for gathering, analyzing, and interpreting the data is a crucial step. We analyze and interpret the data, draw conclusions, and make recommendations in this step.
Finally, we engage stakeholders by sharing our findings and lessons learned. This typically comes in the form of a written report shared with key organizational personnel (Program Director, Vice President, Program Coordinator, etc.). After receiving feedback on the initial draft, the reports will be revised based on that feedback, and a final report is prepared for additional stakeholders. Most of the time a PowerPoint presentation of findings is shared with stakeholders, using graphs and other visual displays to convey important information.

How much does an evaluation cost?

The cost of a program evaluation will realistically depend on several variables. However, a good gauge is to estimate 5-10%, sometimes as much as 15%, of the total program budget. This includes the value of the time it takes to plan an evaluation, collect the data, analyze and interpret the findings, prepare reports, and present findings to stakeholders. Travel expenses, communication tools, printing and administering surveys, conducting interviews and/or focus groups, and other supplies are included in the cost of an evaluation as well.

Important questions for organizations to ask related to evaluation costs include deciding to hire an evaluator or do the evaluation yourself. In making that decision, an organization should start with asking questions such as, “Does someone on your staff have the expertise to conduct an evaluation that meets your needs? “Can you devote enough time to do the evaluation?” “Can you get funding specifically for an evaluation (some funders provide grants for this purpose)?”

Your turn:

What other questions, besides those listed here, does your organization have related to program evaluation?

Why should you become a peer support specialist?

Fri, 19 Nov 2021 17:40:30 GMT

5 reasons to start your Peer Support Specialist training today.

Be a part of the solution.

Nearly one in five adults in the U.S. live with a mental health concern, according to the National Institute of Mental Health (NIMH) .

Recent findings from Mental Health America indicate that:

Just prior to the COVID-19 pandemic, 19.86% of adults experience mental illness; that’s equivalent to nearly 50 million Americans.
Suicidal ideation continues to increase in the U.S. among adults. Approximately 5% of adults reported having serious thoughts of suicide.
A growing percentage of youth in the U.S. live with major depression. Roughly 15% of youth experienced a major depressive episode in the past year. In some states, the rate is as high as 19%.
Over half of adults with mental illness do not receive treatment, which is over 27 million adults in the US. who go untreated.
Over 60% of youth with major depression do not receive mental health care. Even among youth with severe depression who receive some treatment, only 27% received consistent care.
Rates of substance use are increasing for youth and adults. Almost 8% of adults and just over 4% of youth had a substance use disorder in the past year.

What is a Peer Support Specialist?

A Peer Support Specialist is a professional with lived mental health experience who is trained and certified to provide help and encouragement to others who are working their way toward wellness. Regardless of the title (some may be called Certified Recovery Support Specialists, Peer Counselors, peer specialists, peer advocates, etc.), Peer Support Specialists have a common commitment to helping others.

Peer support specialists are those who have been successful in the mental health or substance use recovery process who help others who are experiencing similar situations. Through shared understanding, respect, and mutual empowerment, peer support specialists play key roles in providing services that can effectively extend the reach of treatment beyond the clinical setting.

That means that with peer support specialist training , you can help reduce the percentage of youth and adults who are experiencing mental or behavioral health concerns but do not receive mental/behavioral health care.

According to SAMSHA (2017) , “Peer support encompasses a range of activities and interactions between people who share similar experiences of being diagnosed with mental health conditions, substance use disorders, or both. This mutuality—often called “peerness”—between a peer support worker and person in or seeking recovery promotes connections and inspires hope. Peer support offers a level of acceptance, understanding, and validation not found in many other professional relationships (Mead & McNeil, 2006). By sharing their own lived experience and practical guidance, peer support workers help people to develop their own goals, create strategies for self-‐empowerment, and take concrete steps towards building fulfilling, self-‐determined lives for themselves.”

What does a Peer Support Specialist do?

Peer support specialists use their lived experiences of recovery from mental health conditions, substance use disorder, or both to support others experiencing similar challenges. SAMHSA (2017) says that peer support specialists provide non-clinical support to:

Inspire hope that people can and do recover.
Walk with people on their recovery journeys.
Dispel myths about what it means to have a mental health conditions or substance use disorder.
Provide self-help education and link people to tools and resources.
Support people in identifying their goals, hopes, and dreams, and creating a roadmap for getting there.

Peer support specialists engage in a wide range of activities, including:

Advocating for people in recovery.
Sharing resources and building skills for recovery.
Building relationships and community inclusion.
Leading recovery groups.
Mentoring and goal setting.
Developing resources to help in recovery.

Peer Support Specialists are emerging as important members of treatment teams. According to SAMHSA , “In addition to providing recovery support services designed to engage, activate, and support people with behavioral health conditions and their family members, peer workers are emerging as important members of treatment teams.”

Where can I find Peer Support Specialist training?

As more and more learn the impact of peer support, opportunities for training and career paths will grow. Peer support has the potential to radically transform how we support people in the behavioral health system. If you are interested in working as a peer support specialist, you will need to participate in training. Requirements vary by state, so you must research what is required for training and certification in your state. To become a certified peer support specialists, typically you will need to take 40 hours of training and a certain number of hours of work experience before you can become certified.

LaBarbera Learning Solutions offers a 15-module digital learning solution to equip you with the specialized skills you need to transform your experiences into practical, supportive services that help others forge their own path well-being. At just $250 for the complete course, or $89 for individual levels, you can start anytime and learn at your own pace on any device (desktop, laptop, tablet, or phone). Learn more about the course (including course outlines) here: Peer Support Specialist training online .

You might like this post about how our peer support training came to be: On peer support training: A behind the scenes look at why I created the program.

Where do Peer Support Specialists work?

“Peer support workers can help break down barriers of experience and understanding, as well as power dynamics that may get in the way of working with other members of the treatment team. The peer support worker’s role is to assist people with finding and following their own recovery paths, without judgment, expectation, rules, or requirements. Peer support workers practice in a range of settings, including peer-‐run organizations, recovery community centers, recovery residences, drug courts and other criminal justice settings, hospital emergency departments, child welfare agencies, homeless shelters, and behavioral health and primary care settings. In addition to providing the many types of assistance encompassed in the peer support role, they conduct a variety of outreach and engagement activities” (SAMHSA, 2017).

Value of a Peer Support Specialist

The role of a Peer Support Specialist compliments but does not duplicate or replace the work of therapists, case managers, or other members of the treatment team. Peer support workers bring their own personal knowledge of what it is like to live and thrive with mental health conditions and/or substance use disorders. They support people’s progress towards recovery by sharing vital experiential information and real examples of the power of recovery. The sense of shared experiences is influential in modeling recovery and offering hope.

Peer support specialists help increase self-esteem and confidence in those they work with, they facilitate an increased sense of control and ability to bring about change in their lives, they increase the sense that treatment is responsive and inclusive of needs, they provide increased sense of hope and inspiration, they provide increased empathy and acceptance, they increase engagement in self-care and wellness, and they increase social support and social functioning.

Five reasons why you should start your Peer Support Specialist training today:

You get to share your story.
It’s shown to improve your own mental health.
You’ll serve as a role model for recovery.
You’ll be responsible for planning exercises and activities that help peers work through their own struggles.
Peers come to you by choice (not a requirement), which means the individuals you work with will be more open to you, which helps you make a greater impact.

Becoming a peer support specialist could be a life-giving career choice. Your shared experience with patients serves as the foundation, and your success is defined by how you connect with those on a similar journey.

If you're interested in helping people who experience mental or substance use disorders better understand their condition and thrive, read more about becoming a peer support specialist with our online Peer Support Specialist training program, which can lead to certification in your state (check your state’s requirements first).