Treatment Outcome Models In the Field
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages To Order 5-10 Pages Description/Paper Instructions
Scenario 1:
A woman was released from prison after completing a 24-month outpatient sex offender treatment program. She was required to participate in this treatment after she was convicted of sexually abusing a child. Three weeks after she was released from prison, she returned to the prison setting for violating conditions of her parole after she was found guilty of shoplifting. Because of this new conviction, her parole was deemed a failure, and in eight months she would again appear before the parole board.
Scenario 2:
A man was on probation for the conviction of theft by deception (writing bad checks). As a component of his probation, he was required to check in with his probation officer and comply with mandated substance abuse treatment for a possible drinking problem. During the sixth week of treatment, he was arrested for and later convicted of flagrant nonsupport (failure to pay child support).
Scenario 3:
A male juvenile completed a 16-week outpatient sex offender treatment program after he was convicted of sexual assault. Shortly after he completed the program, he was arrested for and convicted of rape under adult sentencing guidelines.
On the surface, it certainly appears that the above scenarios portray treatment failures rather than treatment successes. But maybe not. How would you determine whether a treatment or treatment program is successful? How would you select from the various treatment outcome models to ensure better treatment success? This week, you delve into these questions in a search for answers.
Before beginning treatment, practitioners are required to address treatment goals. Goals can be specific or broad and range from cessation of substance abuse and regularly checking in with authorities to compliance with medication requirements and avoiding specific locations and environments. Goals are usually developed in collaboration, with input from legal authorities, mental health professionals, and patients. Patient and community safety need to be taken into consideration as well. Goals for treatment are referred to as “outcomes.” Outcomes need to be considered during treatment, during review of professional literature, and when evaluating the efficacy of treatments.
The three treatment outcome models are recidivism, relapse, and harm-reduction. Each type of outcome exists independently of the others. For example, a person may be considered a treatment success in the harm-reduction model even though he or she has had a relapse and has returned to the criminal justice system. Determining the success of treatment depends on the goals and desired treatment outcomes agreed upon at the onset of practice. Additionally, in professional literature, treatment outcomes often are indirectly defined. To comprehend the research in your field and to be an effective practitioner, it is essential to understand treatment outcome models and discern how these models are used.
As a forensic treatment practitioner, you work to prepare individuals for their return to a more normal life with a reduced likelihood of future problems. Your understanding of treatment outcomes affects how you formulate your treatment plan. It also affects discussing treatment alternatives with interested parties, designing treatment programs for various types of offenders, and communication with criminal justice officials. You are ethically obligated to explain to interested parties the benefits of treatment as well as the limitations of what you are able to offer. For this very reason, the forensic treatment provider must have a well-established understanding of treatment outcome models. Central to that understanding is a familiarity with current literature in the forensic treatment field and an ability to discern how it relates to your professional practice. That being said, treatment outcome has more to do with services in the forensic setting than just professional journal articles. Treatment outcome has serious implications for the individual, society, and the professional planning of services.
To prepare for this Discussion:
· Review the Treatment Outcome Models document, and select one of the three treatment outcome models that is of particular interest to you for use with this Discussion.
· Conduct an academic search in the Walden Library, and select at least one scholarly article from a peer-reviewed journal that uses the treatment outcome model (recidivism, relapse, or harm-reduction) you selected.
· Reflect on the results of the study in terms of the outcome model you selected.
· Consider how the results of the study might be different if one of the other two treatment outcome models had been used. Think about how the outcomes might change.
· With these thoughts in mind:
· By Day 5
· Post a brief summary of the research article you selected, including an identification of the treatment outcome model used in the study. Then explain how the study might have been affected and how the outcomes might have changed if one of the other treatment outcome models had been used.
· Be sure to support your postings and responses with specific references to the resources.
·
References
Howard, M. V. A., de Almeida Neto, A. C., & Galouzis, J.J. (2019). Relationships between treatment delivery, program attrition, and reoffending outcomes in an intensive custodial sex offender program. Sexual Abuse, 31(4) 477–499.
Note: You will access this article from the Walden Library databases.
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. 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