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But Object how do we go about establishing this relationship? The answer lies in revisiting some of what we all learned in counseling or social work 101. The time-tested characteristics of effective change agents are those that were identified by Carl Rogers in the 1950s as part of his client-centered therapy. According to Rogers, effective change agents are genuine, accepting, and empathetic. Over time, these three characteristics have been identified in research as characteristics associated with strong therapeutic alliances and positive behavioral change. There are some key communication skills that go a long way toward promoting the genuineness, acceptance, and empathy necessary for developing strong therapeutic relationships. These skills include attending behavior, asking open-ended questions, paraphrasing, reflection of feelings, and summarization. These are the basic skills taught in Motivational Interviewing, a staple in the training agendas of effective correctional and juvenile justice agencies over the past several decades. Much to my dismay, there are several indicators which suggest that agencies are not invested in developing or retaining the type of staff capable of establishing strong therapeutic relationships. First, through a survey of juvenile probation agencies Reddington found that only about 30 percent included any type of interpersonal skills training in their orientation training. It may be that agencies identify persons with these skills through their staff selection process. Or, they may assume that anyone with a college education already has these skills. Regardless of the reason, failure to provide this type of training likely is to interfere with staffs effectiveness. Second, according to Taxman, over 70 percent of probation officers surveyed reported that they rarely used the helping and interpersonal skills associated with good relationships in their work with offenders. Could it be that they do not understand the relationship between these skills and effective outcomes? Could it be that their philosophies are more punitive than supportive? Or perhaps it is simply that they are not held accountable for building relationships with offenders or for the practices that support their development. Third, and last, some correctional and juvenile justice agencies report staff turnover rates of over 35 percent. In addition to interfering with the development of the type of relationships discussed above, high rates of staff turnover contribute to low staff morale and an organizational culture that undermines an
agencys rehabilitative potential. This information speaks volumes about why, despite knowledge gained about what works, correctional programming has not moved forward in any significant way. Research suggests that only 1 in 10 programs reviewed met 75 percent or more of the characteristics of effective intervention. Without quality training, consistent staffing, and strong leadership our ability to implement evidence-based practice will continue to be curtailed. Throughout this weeks lesson, you will read more about the importance of the therapeutic alliance and the positive outcomes associated with it. But can we create the type of organizational cultures conducive to the development of these positive relationships? If so, how? I look forward to hearing your ideas.