Community-Based Corrections 10th Edition by Leanne Fiftal Alarid - Test Bank

Community-Based Corrections 10th Edition by Leanne Fiftal Alarid - Test Bank   Instant Download - Complete Test Bank With Answers     Sample Questions Are Posted Below   True / False   1. The first step in community supervision is classification.   a. True   b. False   ANSWER:   True REFERENCES:   Classification: The First Step in …

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Community-Based Corrections 10th Edition by Leanne Fiftal Alarid – Test Bank

 

Instant Download – Complete Test Bank With Answers

 

 

Sample Questions Are Posted Below

 

True / False

 

1. The first step in community supervision is classification.

  a. True
  b. False

 

ANSWER:   True
REFERENCES:   Classification: The First Step in Supervision
LEARNING OBJECTIVES:   COBC.ALAR.13.1 – 3

 

2. Classification consists of the supervising officer using an objective assessment scale to compute the risks posed by the offender, identifying offender needs requiring intervention, and selecting the appropriate supervision and treatment strategies.

  a. True
  b. False

 

ANSWER:   True
REFERENCES:   Classification: The First Step in Supervision
LEARNING OBJECTIVES:   COBC.ALAR.13.1 – 3

 

3. No matter whether the programs were treatment oriented or supervision oriented, mixing low-risk offenders with high-risk offenders in the same program has been shown to decrease recidivism.

  a. True
  b. False

 

ANSWER:   False
REFERENCES:   Identifying Treatment Needs
LEARNING OBJECTIVES:   COBC.ALAR.13.2 – 5

 

4. Age is a dynamic risk factor.

  a. True
  b. False

 

ANSWER:   False
REFERENCES:   Risk Assessments
LEARNING OBJECTIVES:   COBC.ALAR.13.2 – 5

 

5. Criminal history is a static risk factor.

  a. True
  b. False

 

ANSWER:   True
REFERENCES:   Risk Assessments
LEARNING OBJECTIVES:   COBC.ALAR.13.2 – 5

 

6. To identify treatment needs, an officer must conduct a needs assessment.

  a. True
  b. False

 

ANSWER:   True
REFERENCES:   Identifying Treatment Needs
LEARNING OBJECTIVES:   COBC.ALAR.13.2 – 5

 

7. Surveillance is an important element of supervision that provides a means of ascertaining whether probationers and parolees are continuing to meet the conditions imposed by the court or the parole board.

  a. True
  b. False

 

ANSWER:   True
REFERENCES:   The Supervision Case Plan
LEARNING OBJECTIVES:   COBC.ALAR.13.1 – 3

 

8. Methods of surveillance include unannounced and announced home visits, curfew, electronic monitoring, and collection of urine samples for drug testing.

  a. True
  b. False

 

ANSWER:   True
REFERENCES:   Implementing the Case Plan: Surveillance
LEARNING OBJECTIVES:   COBC.ALAR.13.3 – 5

 

9. At the lowest level of supervision, there may be no requirement that the probationer personally visit or contact a probation officer, referred to as administrative supervision or banked probation.

  a. True
  b. False

 

ANSWER:   True
REFERENCES:   Levels of Supervision
LEARNING OBJECTIVES:   COBC.ALAR.13.4 – 5

 

10. One of the principles of effective supervision is developing various levels of supervision to differentiate offenders who need closer supervision from those who require less.

  a. True
  b. False

 

ANSWER:   True
REFERENCES:   Levels of Supervision
LEARNING OBJECTIVES:   COBC.ALAR.13.3 – 5

 

11. According to the principles of effective intervention, treatment should be intensive and occupy 40–70% of each day for three to nine months.

  a. True
  b. False

 

ANSWER:   True
REFERENCES:   Implementing the Case Plan: Treatment Strategies
LEARNING OBJECTIVES:   COBC.ALAR.13.3 – 5

 

12. According to the principles of effective intervention, clients should be taught to replace criminal networks with prosocial ones.

  a. True
  b. False

 

ANSWER:   False
REFERENCES:   Implementing the Case Plan: Treatment Strategies
LEARNING OBJECTIVES:   COBC.ALAR.13.3 – 5

 

13. Central to the concept of evidence-based practice is the concept that it does not matter how large the caseload is as long as it is properly classified.

  a. True
  b. False

 

ANSWER:   False
REFERENCES:   Caseload and Workload Standards
LEARNING OBJECTIVES:   COBC.ALAR.13.4 – 5

 

14. The American Probation and Parole Association recommends a workload standard of about 200 hours per month.

  a. True
  b. False

 

ANSWER:   False
REFERENCES:   Caseload and Workload Standards
LEARNING OBJECTIVES:   COBC.ALAR.13.4 – 5

 

15. Cognitive-behavioral therapy (CBT) helps offenders replace unhealthy thinking processes and criminal behavior with a sense of responsibility, empathy, and prosocial behavior.

  a. True
  b. False

 

ANSWER:   True
REFERENCES:   Cognitive-Behavioral Therapy
LEARNING OBJECTIVES:   COBC.ALAR.13.3 – 5

 

16. The single most important element in preventing recidivism for adult probationers and parolees is having strong family ties.​

  a. True
  b. False

 

ANSWER:   False
REFERENCES:   Employment Assistance
LEARNING OBJECTIVES:   COBC.ALAR.13.4 – 5

 

17. Women under community supervision have usually entered the criminal justice system because of a crime they committed alongside a male partner.

  a. True
  b. False

 

ANSWER:   True
REFERENCES:   Working with Female Offenders
LEARNING OBJECTIVES:   COBC.ALAR.13.6 – 5

 

18. The elements of neighborhood-based supervision include assignment of offenders according to type of offense perpetrated, required church participation, required full-time employment for all offenders, and total abstention form alcohol for all probationers.

  a. True
  b. False

 

ANSWER:   False
REFERENCES:   Evidence of Neighborhood-Based vs. Traditional Community Supervision
LEARNING OBJECTIVES:   COBC.ALAR.13.5 – 4

 

19. According to the Interstate Compact, the sending state retains the ultimate authority to modify the conditions of probation, revoke probation, or terminate probation.

  a. True
  b. False

 

ANSWER:   True
REFERENCES:   Supervision Outside the State
LEARNING OBJECTIVES:   COBC.ALAR.13.6 – 5

 

Multiple Choice

 

20. ​Management that an officer maintains over offenders committed to his or her custody is termed

  a. ​punishment.
  b. ​conditions.
  c. ​supervision.
  d. ​constructive custody.

 

ANSWER:   c
REFERENCES:   Classification: The First Step in Supervision
LEARNING OBJECTIVES:   COBC.ALAR.13.1 – 3

 

21. The first step in the supervision process is

  a. ​investigation.
  b. ​classification.
  c. ​intimidation.
  d. ​the initial interview.

 

ANSWER:   b
REFERENCES:   Classification: The First Step in Supervision
LEARNING OBJECTIVES:   COBC.ALAR.13.1 – 3

 

22. ​A procedure that consists of assessing the risks posed by an offender, identifying the supervision issues, and selecting an appropriate supervision strategy is known as

  a. ​actuarial evaluation.
  b. ​needs assessment.
  c. ​categorization.
  d. ​classification.

 

ANSWER:   d
REFERENCES:   Classification: The First Step in Supervision
LEARNING OBJECTIVES:   COBC.ALAR.13.1 – 3

 

23. ​Measuring an offender’s propensity to commit further criminal activity is known as

  a. ​a review of the conditions.
  b. ​risk assessment.
  c. ​needs analysis.
  d. ​classification.

 

ANSWER:   b
REFERENCES:   Risk Assessments
LEARNING OBJECTIVES:   COBC.ALAR.13.2 – 5

 

24. Number of arrests, prior convictions, and a history of abuse are known as _____ factors.​

  a. ​quantitative
  b. ​generalized
  c. ​dynamic
  d. ​static

 

ANSWER:   d
REFERENCES:   Risk Assessments
LEARNING OBJECTIVES:   COBC.ALAR.13.2 – 5

 

25. ​Employment status, substance abuse, and lack of housing are all considered _____ factors.

  a. ​dynamic
  b. ​static
  c. ​inverse
  d. ​quantitative

 

ANSWER:   a
REFERENCES:   Risk Assessments
LEARNING OBJECTIVES:   COBC.ALAR.13.2 – 5

 

26. ​The __________ is a 54-item scale that assigns a numerical value to many of the same factors identified in the presentence report. It is completed by an officer who interviews the offender.

  a. ​LSI-R
  b. ​OIA
  c. ​MMPI
  d. ​COMPAS

 

ANSWER:   a
REFERENCES:   Risk Assessments
LEARNING OBJECTIVES:   COBC.ALAR.13.2 – 5

 

27. ​Using a validated quantitative instrument to identify characteristics, conditions, or behavioral problems that limit an offender’s motivation or that might be linked with criminal behavior is known as

  a. ​risk analysis.
  b. ​needs assessment.
  c. ​treatment supervision.
  d. ​personality inventory.

 

ANSWER:   b
REFERENCES:   Identifying Treatment Needs
LEARNING OBJECTIVES:   COBC.ALAR.13.2 – 5

 

28. ​Which of the following is an example of a static factor?

  a. ​Education
  b. ​Employment status
  c. ​Substance abuse
  d. ​History of abuse

 

ANSWER:   d
REFERENCES:   Risk Assessments
LEARNING OBJECTIVES:   COBC.ALAR.13.2 – 5

 

29. ​Mixing low-risk offenders with high-risk offenders in the same program has been found to

  a. ​decrease recidivism.
  b. ​increase recidivism.
  c. ​have no impact on recidivism.
  d. ​be more effective than separating offenders based on risk level.

 

ANSWER:   b
REFERENCES:   Risk Assessments
LEARNING OBJECTIVES:   COBC.ALAR.13.2 – 5

 

30. ​A ________ issue is an identified problem, offender characteristic, or pattern of conduct that requires intervention to overcome or change.

  a. ​surveillance
  b. ​needs
  c. ​risk
  d. ​supervision

 

ANSWER:   d
REFERENCES:   The Supervision Case Plan
LEARNING OBJECTIVES:   COBC.ALAR.13.2 – 5

 

31. ​__________ is the process of determining whether probationers and parolees are continuing to meet the conditions imposed by the court or the parole board.

  a. ​Supervision
  b. ​Surveillance
  c. ​Intensive probation
  d. ​Investigation

 

ANSWER:   b
REFERENCES:   The Supervision Case Plan
LEARNING OBJECTIVES:   COBC.ALAR.13.2 – 5

 

32. ​The best predictor of future behavior is

  a. ​past behavior.
  b. ​substance abuse.
  c. ​a history of abuse.
  d. ​mental illness.

 

ANSWER:   a
REFERENCES:   Identifying Treatment Needs
LEARNING OBJECTIVES:   COBC.ALAR.13.2 – 5

 

33. ​A(n) _________ is an individualized, written document that clarifies how each court-ordered condition is to be fulfilled by the offender and the supervising officer in the context of the risks and needs posed.

  a. ​collateral contact
  b. ​case plan
  c. ​PSI
  d. ​LSI-R

 

ANSWER:   b
REFERENCES:   Implementing the Case Plan: Surveillance
LEARNING OBJECTIVES:   COBC.ALAR.13.2 – 5

 

34. ​Verification of the probationer or parolee’s situation and whereabouts by means of the officer speaking with a third party who knows the offender personally, such as a family member, friend, or employer, is known as ________ contact.

  a. collateral
  b. ​field
  c. ​office
  d. ​face-to-face

 

ANSWER:   a
REFERENCES:   Implementing the Case Plan: Surveillance
LEARNING OBJECTIVES:   COBC.ALAR.13.2 – 5

 

35. ​At the lowest level of supervision, there may be no requirement that the probationer personally visit or contact a probation officer. Rather, the probationer may be required to call in and leave a message on a voice-recorded line, or mail in a verification of address and employment. This level of supervision is known as _________ supervision.

  a. ​minimum
  b. ​medium
  c. ​close
  d. ​administrative

 

ANSWER:   d
REFERENCES:   Levels of Supervision
LEARNING OBJECTIVES:   COBC.ALAR.13.2 – 5

 

36. ​_____ refers to the number of individuals or cases on probation or parole that an officer can supervise effectively.

  a. ​Caseload
  b. ​Treatment load
  c. ​Client load
  d. ​Risk assessment

 

ANSWER:   a
REFERENCES:   Caseload and Workload Standards
LEARNING OBJECTIVES:   COBC.ALAR.13.4 – 5

 

37. ​The American Probation and Parole Association recommends that a workload standard of about __________ hours per month is more reasonable than caseload size.

  a. ​280
  b. ​120
  c. ​75
  d. ​160

 

ANSWER:   b
REFERENCES:   Caseload and Workload Standards
LEARNING OBJECTIVES:   COBC.ALAR.13.4 – 5

 

38. ​On average, intensive supervision probation and parole caseloads have _____ offenders.

  a. ​30 to 40
  b. ​18 to 29
  c. ​10 to 15
  d. ​45 to 60

 

ANSWER:   b
REFERENCES:   Caseload and Workload Standards
LEARNING OBJECTIVES:   COBC.ALAR.13.2 – 5

 

39. The average caseload of regular probation officers in the United States consists of _____ adults.

  a. ​127
  b. ​175
  c. ​65
  d. ​232

 

ANSWER:   a
REFERENCES:   Caseload and Workload Size
LEARNING OBJECTIVES:   COBC.ALAR.13.4 – 5

 

40. ​The __________ are considered the basis by which correctional treatment programs should operate.

  a. ​Peter Principles
  b. ​Parkinson’s Law Principles
  c. ​Principles of Effective Correctional Intervention
  d. ​Medical Principles

 

ANSWER:   c
REFERENCES:   Implementing the Case Plan: Treatment Strategies
LEARNING OBJECTIVES:   COBC.ALAR.13.4 – 5

 

41. ​According to the principles of effective intervention, treatment services should occupy _____ of each day for three to nine months.

  a. ​40–70%
  b. ​10–20%
  c. ​80–90%
  d. ​less than 10%

 

ANSWER:   a
REFERENCES:   Implementing the Case Plan: Treatment Strategies
LEARNING OBJECTIVES:   COBC.ALAR.13.4 – 5

 

42. ​According to the Principles of Effective Correctional Intervention, program level should be matched with client aptitudes or propensities according to gender, age, cultural background, and

  a. ​substance abuse history.
  b. ​mental health status.
  c. ​risk level.
  d. ​crime committed.

 

ANSWER:   c
REFERENCES:   Implementing the Case Plan: Treatment Strategies
LEARNING OBJECTIVES:   COBC.ALAR.13.4 – 5

 

43. ​Because of its ability for establishing and maintaining self-esteem and personal dignity, efforts should be prioritized by all probation and parole officers in assisting the offender in

  a. ​finding a job.
  b. ​improving marital relationships.
  c. ​remembering to report to the officer as directed.
  d. ​submitting regular monthly reports.

 

ANSWER:   a
REFERENCES:   Employment Assistance
LEARNING OBJECTIVES:   COBC.ALAR.13.4 – 5

 

44. ​Women on community supervision have typically entered the system because of a crime they committed alongside a male partner (boyfriend, husband, or brother), or they acted alone out of _______ need.

  a. ​financial
  b. ​educational
  c. ​vocational
  d. ​psychological

 

ANSWER:   a
REFERENCES:   Working with Female Offenders
LEARNING OBJECTIVES:   COBC.ALAR.13.5 – 4

 

45. __________ involves the creation of a positive climate of sincerity and understanding by a community supervision officer. It is often used for getting offenders to recognize their problems.​

  a. ​Motivational interviewing
  b. Cognitive-behavioral therapy​
  c. ​Effective intervention
  d. ​Electric shock therapy

 

ANSWER:   a
REFERENCES:   Motivational Interviewing
LEARNING OBJECTIVES:   COBC.ALAR.13.4 – 5

 

46. ​The effectiveness of neighborhood-based Supervision rests in part on the officer being able to secure the assistance and cooperation of _________ agencies and individuals within his or her beat.

  a. ​psychological
  b. ​vocational
  c. ​community
  d. ​educational

 

ANSWER:   c
REFERENCES:   Evaluation of Neighborhood-Based vs. Traditional Community Supervision
LEARNING OBJECTIVES:   COBC.ALAR.13.5 – 4

 

47. ​The recidivism rates of offenders in neighborhood-based and traditional community supervision are

  a. ​similar.
  b. ​significantly different.
  c. ​significantly higher than recidivism rates for offenders supervised outside the state of conviction.
  d. ​significantly lower than recidivism rates for offenders supervised outside the state of conviction.

 

ANSWER:   a
REFERENCES:   Evaluation of Neighborhood-Based vs. Traditional Community Supervision
LEARNING OBJECTIVES:   COBC.ALAR.13.6 – 5

 

48. ​The __________ was the original agreement providing for the supervision of probationers and parolees in states other than where they were convicted.

  a. ​Interstate Compact
  b. ​Sending State Agreement
  c. ​Interstate Compact for Adult Offender Supervision
  d. ​Receiving State Compact

 

ANSWER:   a
REFERENCES:   Supervision Outside the State
LEARNING OBJECTIVES:   COBC.ALAR.13.6 – 5

 

49. ​The state where an offender is convicted is referred to as the __________ state.

  a. ​sending
  b. ​receiving
  c. ​compact
  d. ​collateral

 

ANSWER:   a
REFERENCES:   Supervision Outside the State
LEARNING OBJECTIVES:   COBC.ALAR.13.6 – 5

 

Completion

 

50. Probation departments provide both an investigative and a(n) ________ function in the criminal justice system.

ANSWER:   supervisory
REFERENCES:   Introduction
LEARNING OBJECTIVES:   COBC.ALAR.13.1 – 3

 

51. ___________________ provides a measure of the probationer or parolee’s degree of propensity for violence and dangerousness to the public, and also measures the offender’s propensity to engage in future criminal activity.

ANSWER:   Risk assessment
REFERENCES:   Risk Assessments
LEARNING OBJECTIVES:   COBC.ALAR.13.1 – 3

 

52. __________ factors include things that do not change, such as age, race, and criminal history.

ANSWER:   Static
REFERENCES:   p. 95
LEARNING OBJECTIVES:   COBC.ALAR.13.2 – 5

 

53. _____ factors include things like substance abuse, unemployment, and lack of education.

ANSWER:   Dynamic
REFERENCES:   Risk Assessments
LEARNING OBJECTIVES:   COBC.ALAR.13.4 – 5

 

54. ____________ probation is for offenders who have committed minor crimes, have satisfied their financial obligations, or have been in compliance for two years, and can be transferred down to this level.

ANSWER:   Administrative
REFERENCES:   Levels of Supervision
LEARNING OBJECTIVES:   COBC.ALAR.13.4 – 5

 

55. The standard recommended by the American Probation and Parole Association for the assignment and evaluation of duties performed by a probation officer is the __________ standard rather than the caseload standard.

ANSWER:   workload
REFERENCES:   Caseload and Workload Standards
LEARNING OBJECTIVES:   COBC.ALAR.13.4 – 5

 

56. The _____ provide a theoretical perspective of evidence-based correctional practices and provide standards by which correctional treatment programs should operate.

ANSWER:   Principles of Effective Correctional Intervention
REFERENCES:   Implementing the Case Plan: Treatment Strategies
LEARNING OBJECTIVES:   COBC.ALAR.13.3 – 5

 

57. Because of its impact on an offender’s self-concept and the high correlation between it and the number of probationers and parolees who return to prison, every probation and parole officer should work with the offender to find ___________.​

ANSWER:   employment
REFERENCES:   Employment Assistance
LEARNING OBJECTIVES:   COBC.ALAR.13.4 – 5

 

58. In neighborhood-based supervision, probation officers conduct supervision and implement a case plan by being more visible and having a strong ______ presence.

ANSWER:   community
REFERENCES:   Evaluations of Neighborhood-Based vs. Traditional Community Supervision
LEARNING OBJECTIVES:   COBC.ALAR.13.5 – 4

 

59. Among neighborhood-based probationers and those supervised under traditional community supervision, recidivism rates are _____.

ANSWER:   similar
REFERENCES:   Evaluations of Neighborhood-Based vs. Traditional Community Supervision
LEARNING OBJECTIVES:   COBC.ALAR.13.2 – 5

 

60. The _____ is an agreement that allows probationers and parolees to be supervised across state lines.

ANSWER:   Interstate Compact
REFERENCES:   Supervision Outside the State
LEARNING OBJECTIVES:   COBC.ALAR.13.2 – 5

 

61. The __________ state is the state that undertakes supervision from the sending state.

ANSWER:   receiving
REFERENCES:   Supervision Outside the State
LEARNING OBJECTIVES:   COBC.ALAR.13.6 – 5

 

62. Women on community supervision have typically entered the system because of __________ crimes.

ANSWER:   drug
REFERENCES:   Working with Female Offenders
LEARNING OBJECTIVES:   COBC.ALAR.13.4 – 5

 

Essay

 

63. Explain how neighborhood-based supervision (NBS) is different from traditional community supervision, and then argue for the use of neighborhood-based probation supervision over traditional methods. In what situations might NBS be most useful?

ANSWER:   In neighborhood-based supervision (NBS), the probation officers conduct the supervision and implement the case plan by being more visible and having a strong community presence. The elements of NBS include assignment of offenders according to zip code or type of offense (or both) and developing community partnerships with police, treatment providers, and faith-based initiatives. Cases are assigned to officers according to geographic beat areas in a community, which is ideal for using geographic information systems (GIS) technology. NBS sites started in Boston; Phoenix; Tucson; Dallas/Ft. Worth; Waco, Texas; and Spokane, Washington. Preliminary evaluations of these sites compared probationers supervised in the NBS program, which had smaller caseloads, with probationers supervised using traditional probation. An evaluation of one site indicated that probationers supervised in the NBS program perceived more support and help from their probation officers in finding employment and in making connections to treatment providers than did probationers supervised on traditional caseloads. NBS officers had more autonomy and a closer connection with police and the community than traditional probation officers, but relationships with treatment service providers were similar for both groups. NBS probationers were more likely to violate technical conditions of probation than were traditional probationers, yet both groups committed a similar number of new crimes while on supervision. Overall recidivism rates between the two groups were not significantly different (Lutze, Smith, and Lovrich 2004). Evaluations of the other sites need to be completed to obtain a more complete picture of NBS.
REFERENCES:   Evaluation of Neighborhood-Based vs. Traditional Community Supervision
LEARNING OBJECTIVES:   COBC.ALAR.13.5 – 4

 

64. How does assessing client needs in the areas of education, employment, and treatment, among other areas, help develop the program plan? How much should a client be expected to do while on supervision?

ANSWER:   The officer must identify those characteristics, conditions, or behavioral problems that limit the offender’s motivation or may lead to a return to criminal behavior. This includes drug or alcohol abuse, mental illness, anger management issues, or deficiencies in education or vocational skills. Treatment activities are defined as actions taken by the supervising officer intended to bring about a change in the offender’s conduct or condition for the purpose of rehabilitation and reintegration into the law-abiding community. Together, both risk and needs assessments can (and should) define the types of correctional services that are made available to offenders. The principles of effective intervention state that offenders should participate in treatment every day, occupying 40% to 70% of the day, for three to nine months. Obviously, this depends upon the needs assessment, and the importance of the treatment program must be weighed against the need for full-time employment. The importance of carefully gathering and evaluating the offender’s history cannot be overstated, for past behavior is, at the moment, the best predictor we have of future behavior.
REFERENCES:   Classification: The First Step in Supervision
LEARNING OBJECTIVES:   COBC.ALAR.13.1 – 3

 

65. Discuss the use of various risk prediction scales. How might risk assessment best be used in community supervision?

ANSWER:   Risk assessment provides a measure of the probationer or parolee’s degree of dangerousness to the public and also measures the offender’s propensity to engage in future criminal activity. Probation and parole jurisdictions have developed some form of risk prediction scale to assist them in developing supervision plans and in caseload classification. These instruments differ in some respects, but all of them place offenders in groups with a known statistical probability of committing new crimes or violating the conditions of supervision. The first-generation assessments relied on interviewing the offender and using case-by-case anecdotal information to make the decision about risk. The second-generation assessments include Client Management Classification (CMC), the Correctional Offender Management Profiles for Alternative Sentences (COMPAS), the Wisconsin Client Management Classification, and the Salient Factor Score. These assessments primarily use static questions about previous behavior, which has already happened and cannot be altered. More recent third-generation assessments are the Offender Inventory Assessment (OIA) and the Level of Service Inventory-Revised (LSI-R). These assessments include both static and dynamic factors, which aid in measuring both negative and positive offender change over time. Research findings have led to one risk principle, which is to reserve the most intensive treatment programs for the highest-risk offenders, in part because this target population will benefit exponentially more from the intervention than the low-risk offenders (Hanley 2002)
REFERENCES:   Risk Assessments
LEARNING OBJECTIVES:   COBC.ALAR.13.2 – 5

 

66. Discuss the concept of caseload and workload computation. Why might workload be a better method of allocating probation or parole officer resources?

ANSWER:   Central to the concept of evidence-based practices is a manageable caseload. A probation or parole officer’s caseload is defined as the number of individuals or cases one officer can supervise effectively. In practice, caseloads vary widely because not every offender requires the same amount of supervision. The more intensive the supervision, the lower the caseload number. The American Probation and Parole Association has long recommended a “workload standard” of about 120 hours per month. The workload standard is more accurate, particularly if an officer has offenders of varying supervision levels. Workload is calculated by first assuming the number of hours required to supervise each client based on the client’s level of supervision (maximum, medium, or minimum). A maximum-supervision case may require, for example, four hours of the officer’s time per month. A medium-supervision case may require two hours per month, whereas a minimum-supervision case may only require one hour or less per month of the officer’s time. Given these calculations, one officer could effectively supervise 30 maximum-supervision cases, 60 medium cases, and as many as 120 minimum cases. Development of a workload standard would allow for comparison between jurisdictions and improve the next step of case planning.
REFERENCES:   Caseload and Workload Standards
LEARNING OBJECTIVES:   COBC.ALAR.13.4 – 5

 

67. Explain the history and function of the original Interstate Compact and the more recent Interstate Compact for Adult Offender Supervision.

ANSWER:   Prior to 1937, probationers or parolees could not be supervised outside the state where they were convicted. This prevented many offenders from being supervised in the places that would offer the best chance for success on probation or parole. To address this issue, a group of states entered into a statutory agreement to supervise probationers and parolees for each other. Known as the Interstate Compact, it was originally signed by 25 states in 1937, and by 1951 it had been ratified by all states, as well as Puerto Rico and the Virgin Islands. In 1955, the Interstate Compact on Juveniles was established as well.

The compacts identify the sending state (the state of conviction) and the receiving state (the state that undertakes the supervision). The receiving state informs the sending state on a quarterly basis of the probationer’s progress, but the sending state retains ultimate authority to modify the conditions of probation, revoke probation, or terminate probation. It is also generally held that the sending state alone has authority to determine upon which basis a violator may be returned. The reasons for return cannot be challenged by the receiving state.

The three main problems with interstate compacts were liability, monitoring compliance, and slow processing speed. Because probation supervision styles varied from state to state, each state had different thresholds and policies for when a probationer was considered to be in violation. Because of these ongoing problems, the National Institute of Corrections (NIC) determined that the best resolution was to provide a new way to administer interstate compacts. The result of the NIC study was the creation of the Interstate Compact for Adult Offender Supervision in 2000. This revised compact developed an interstate commission that is composed of one commissioner representative from each participating state. The commission is a national organization empowered to create and enforce the same rules for all states, collect national statistics, coordinate training and education, and notify victims of public safety. With this new structure and oversight commission, correctional administrators are hopeful that the problems with interstate compacts will be a thing of the past. As of 2004, all states except for Virginia and Mississippi were members.

REFERENCES:   Supervision Outside the State
LEARNING OBJECTIVES:   COBC.ALAR.13.6 – 5

 

 

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