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83 Fed. Probation 3 (2019)

handle is hein.journals/fedpro83 and id is 1 raw text is: June 2019 3 Heather Toronjo George Mason University America's community corrections systems must reflect and embody the normative values of the wider democracy in which they reside: We will not achieve these ideals through piecemeal tweaks to the current system, no matter how rigorous the science or how well intentioned the reformers. -Executive Session on Community Corrections HUMAN SERVICE FIELDS including social work, psychology, nursing, and teach- ing increasingly embrace (at least nominally) a continuous and experiential approach called coaching to improving staff use of evi- dence-based practices (Archer, 2010; Barbee, Christensen, Antle, Wandersman, & Cahn, 2011; Ervin, 2005; Falender & Shafranske, 2014; Joyce & Showers, 2002; Kadushin & Harkness, 2014). And implementation schol- ars recognize coaching as a core driver of effective change efforts in human service organizations (Fixsen, Naoom, Blase, & Friedman, 2005). Coaching is an intentional, ongoing, on-the-job process that differs from traditional one-shot or classroom-based training. Organizations that effectively use coaching support the effort with structures such as observations and feedback pro- cesses and a coaching service delivery plan (Kampa-Kokesch & Anderson, 2001; Kreflow & Bartholomew, 2010; Milne & Reiser, 2017). They may use peer coaches (Joyce & Showers, 2002), a supervisor coaching model (Kadushin & Harkness, 2014), or outside clinical supervisors (Falender & Shafranske, 2014), but variations in approaches aside, the focus of coaching remains on building specific skills and improving competency. Despite the proven efficacy of coaching to improve skill use (Jones, Woods, & Guillaume, 2016; Theeboom, Beersma, & Vianen, 2014), many human service fields struggle with the same barriers to implementing best practices. These include poor support from the organization, too few resources, non-supportive organi- zational culture, and poor staff perceptions of the practices (Aarons & Palinkas, 2007; Fixsen, Naoom, Blase, Friedman, & Wallace, 2005; Mota da Silva, da Cunha Menezes Costa, Garcia, & Costa, 2015; Mullen, Bledsoe, & Bellamy, 2008). Decades of research on implementing evidence-based practices in these human service fields makes it clear that effectively integrating EBPs must combine staff training with organizational develop- ment efforts including shifting climate and culture (Aarons, Ehrhart, Farahnak, & Sklar, 2014; Glisson & Schoenwald, 2005; Mullen et al., 2008). One method of shifting culture is to develop the deontological argument for why an organization does what it does. In other words, practices cannot be simply a means to an end, but should be guided by values that help determine their essential rightness. This article argues that the evidence-based movement in community corrections must be accompanied by such a shift and that coaching, so widely heralded in other human service fields as a method for improving competency, is one vehicle to help fulfill this larger ideal of organizational development. In the field of community corrections, the Risk-Need-Responsivity (RNR) model has introduced human service into the justice context, and change efforts in the field have centered on implementing the RNR mod- el's various components (Chadwick, Dewolf, & Serin, 2015; Taxman & Belenko, 2012; Taxman, Cropsey, Young, & Wexler, 2007). The RNR model is considered the standard for what officers should work on with indi- viduals on their caseloads (e.g., criminogenic needs) and how they should do it (e.g., core correctional practices). Table 1 details the 15 principles comprising the RNR model. The 15th principle notes the importance of coaching (referred to as clinical supervi- sion). RNR architects James Bonta and Don Andrews, influenced by a background in clinical psychology, recognized the impor- tance of coaching in developing practitioner competence in these types of human service skills. Thus, all current RNR-based supervi- sion models (e.g., STICS, STARR, EPICS, SUSTAIN) and their various offshoots aim to improve officer adherence to the RNR prin- ciples through a coaching mechanism (Bonta et al., 2011; Chadwick et al., 2015; Labrecque & Smith, 2017; Robinson et al., 2012).

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