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Correctional Service of
Canada
Elements of an Effective Substance
Abuse Treatment Model for Offenders
Part 5: Adjunctive Services
Presentation to Caribbean CICAD members
St. Lucia
November, 2004
Adjunctive Services
 As discussed previously, offenders
typically have multiple need areas
 Model adopted by the Correctional
Service of Canada is to address these
multiple needs through multiple
interventions and programs
 Intake assessment determines need areas
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and assists in prioritizing interventions
Step 1: Needs Assessment
First step in determining
most appropriate adjunctive
services is a needs
assessment of the target
population
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Profile – Canadian Federal
Offenders
 Education Deficits - 70% of offenders test
below grade 8 (CAAT)
 Employment Problems - 74% have unstable
job histories. 69% are unemployed at arrest
 Decision Making Problems - 80% are poor
problem solvers. Many have difficulties
managing money
 Mental Health Problems - 20% have been
hospitalized in a mental health facility. 11%
have a current psychiatric diagnosis
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Infectious Diseases (2003)
Federal Prison vs. General
Population in Canada*
CSC
HIV
HCV
Canada
1.9%
(N=227)
0.2%
26%
(N=3167)
0.9%
In CSC prisons, the
prevalence of:
HIV is 7 to 10 times higher
Hepatitis C is 30 times
higher than the general
Canadian population
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Step 2: Assessment of Needs
Once need areas are identified in
the population, important to have
mechanism to assess and
prioritize those needs
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Needs Assessment – CSC
Offender Intake Assessment
Process
Timing - during offender intake
Includes:
 a complete profile of the offender’s
criminal and social history
 Rating of static factors related to
criminal re-offending
 Prioritized listing of dynamic factors
related to reducing risk of re-offending
 Sentence-wide Correctional Plan
 Security classification and initial
placement recommendation
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Offender Intake Assessment
Supplementary Assessments
(as required)
Psychological assessments
Substance Abuse assessments
Educational and vocational
assessments
Family violence assessments
Sex offender assessments
Assessment for Methadone
Maintenance Treatment
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Step 3: Planning Services
Need to determine how to
deliver adjunctive services
Establishment of “in-house”
services or engagement of
community resources
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Examples of Adjunctive Services
Drug-Free living environments
Gender-specific services
HIV/AIDS testing and education
Life skills development
Academic development
Employment skills
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Drug-Free Living Environments
Main goal: to provide a positive
living environment for offenders
who wish to remain free of alcohol
and drugs and to support and
reinforce offender efforts to change
substance abuse behaviour
Different models for
implementation – program vs.
living environment
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Correctional Service of Canada
Intensive Support Units (ISUs)
 Drug-free living environment
 Voluntary - offenders sign contract
 Access available to both offenders who have substance
abuse problems as well as those who do not
 Automatic removal for violation of Unit’s drug-free policy.
Offenders can apply for re-entry after 30 day period
 NOT a program - encourages offenders to participate in
programs identified in their Correctional Plan
 Access to Unit by non-residents can be controlled and
monitored
 Additional security controls to monitor adherence to
drug-free unit rules
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Intensive Support Units (ISUs)
 Initiative began with 5 pilot sites in
February, 2000
 Currently have approximately 1,300
ISU beds nationally in 47 institutions
 Preliminary research has yielded
positive results on the impact of the
ISU
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Gender-Specific Services
 Responsivity factor – women offenders
have some unique needs in terms of
services required
 In CSC, have a separate stream of
programs for women (e.g., Women
Offender Substance Abuse Program
(WOSAP)
 Not feasible in jurisdictions where the
number of women offenders is
extremely low
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HIV/AIDS Testing and Education
Testing for infectious diseases –
legislative restrictions
In CSC, have voluntary testing
program for offenders
Also pilot with public health for
anonymous testing
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HIV/AIDS Testing and Education
(cont.)
Methods of Education:
Awareness programs
Pamphlets, brochures
Peer education counselling
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Life Skills Development
Can include programming in such
areas as problem solving, anger and
emotions management, leisure
skills, parenting skills, and skills for
functioning in the community (e.g.,
money management)
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Education Programs
In CSC the following education
programs are available at all
institutions:
• Adult Basic Education (Grades 1 to
10)
• Secondary Education
• Vocational Education
• Post-Secondary Education
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Vocational Education - Examples
 Agriculture
 Welding and metal trades
 Hairdressing
 Small engine repair
 Auto mechanics
 Electronics
 Carpentry and cabinet-making
 Plumbing
 Computer programming
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Employability Programs
“on-the-job training”, usually
with some kind of certification
provided
Employment and career planning
programs – problem solving,
critical thinking, punctuality,
interacting with coworkers,
dealing with authourity figures
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Questions and Comments
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