COURSE TITLE: THERAPEUTIC MODALITIES

COURSE NO.: CA 322

I. LESSON OVERVIEW
This is a two-unit course which covers the different therapeutic modalities, treatment models, treatment
programs, and policy or program intervention for both in Institutional and non-institutional corrections. The forging of
partnerships, involvement and engagement of Government Agencies, Religious Sector, Private Foundations, Institutions
and Non-Governmental Organizations focused on the Detainee’s/Inmate’s/Person Deprived Liberty’s total welfare and
well-being.

II. LEARNING OUTCOMES

At the end of the lesson, the students should be able to:

1. Demonstrate competence and broad understanding in correctional therapeutic modalities promoting public
safety and criminal justice.
2. Ensure offender’s welfare and development through therapeutic modalities for their re-integration to the
community.
3. Collaborate the different therapeutic modalities effectively and independently to all types of personS deprived
of liberty.
4. Engage in lifelong learning and devising therapeutic modalities for all types of persons deprived of liberty.
5. Apply professional, social, and ethical standards in the practice correcting criminals.

VI. LESSON PROPER

CHAPTER VI: THE FOUR (4) DEVELOPMENTAL ASPECTS OF THERAPEUTIC MODALITIES

A. BEHAVIORAL MANAGEMENT

BEHAVIOR MODIFICATION
is a therapeutic approach designed to change a particular undesirable negative behavior. By using a system
of positive or negative consequences, an individual learns the correct set of responses for any given stimulus. The
practice has several offshoots that attempt to alter behavior through different actions and has developed throughout the
years. Behavior modification has been found to be successful in treating disorders like attention deficit hyperactivity
disorder (ADHD), obsessive-compulsive disorder (OCD), phobias, separation anxiety, generalized anxiety disorder
(GAD), disruptive behavior and autism, among other conditions. This isn’t quite the Pavlovian dog salivation scheme
you may be familiar with. That’s classical conditioning. The way operant conditioning and thus behavior modification in
this sense differs is in the nature of the responses. Unlike Pavlovian conditioning, which generally deals with elicited or
reflexive responses, Skinner’s theory works with voluntary responses.

Behavior modification is commonly used in schools and at home, as well as in rehabilitation settings. The belief
behind behavior modification is that all behaviors can be observed and measured, and used as targets for change. As
a result of those consequences (positive or negative), a person can learn, shape or eliminate certain behaviors.

Before we delve into the different approaches of behavior modification, let’s look at some key terms to avoid
confusion:

Antecedent. An antecedent comes prior to the (un)desired behavior. It is changeable and can consequently be
altered or removed in order to affect the behavior.

Consequence. Consequences usually indicate something bad, but in this context, consequences can be good
or bad. These occur after the behavior occurs and can change as well. These are also referred to as reinforcers (to
strengthen behavior) or punishments (to weaken behavior). Since both reinforcement and punishment can be good or
bad, here are some more details to uncomplicated the explanation:
 • Positive reinforcement is given when a desired behavior occurs and strengthens that behavior. For example,
if Bobby eats all his carrots, he will then get dessert.

• Negative reinforcement occurs when an unpleasant stimulus is removed for the desired behavior and
strengthens behavior. For example, each morning Bobby’s mom comes in and wakes him up for school by
singing. Bobby doesn’t want to hear her sing in the morning so he learns to wake up before she comes in the
room.

Response cost is like a punishment because a positive stimulus is removed. A response cost is designed to
weaken undesirable behavior. For example, Bobby doesn’t want to share toys with his sister, so his mother
takes one away as a result.

Punishment occurs when a negative stimulus is added to weaken behavior. Using our earlier example thread,
if Bobby doesn’t want to share or play nicely with his sister, punishment might include a timeout.

Extinction happens when there is no reinforcement for behavior, thus weakening the response.

These are only a few of the basic terms used in behavior modification. They might seem a little confusing at
first, but human nature doesn’t always respond to one set of stimuli. The varying terms help clinicians and counselors
to understand what types of actions warrant certain responses and help them to figure out what exactly are our
motivations for acting the way we do.

PRINCIPLES AND APPROACHES

Because behavior isn’t merely cut and dry, behaviorists developed different approaches and schedules for
shaping behavior. Through imitation, schedules or routines, or by doing nothing at all, they were able to learn how we
learn and change our behaviors. We’ve already gone over the types of positive and negative reinforcements and
punishments, so let’s look at some other methods, as listed by Educational Psychology Interactive:

Modeling. This approach entails teaching an individual to emulate a certain behavior. As an example, modeling
might occur in the employment industry when a new employee gets trained by a more experienced colleague.
Cueing. Like the name suggests, cueing is reminding a person to perform a certain action at a given time.
Discrimination. Discrimination teaches a person to behave in a certain way for a particular set of stimuli, but
not for another. The reward, or reinforcement, occurs only after the appropriate response has been given.
Substitution. When a current reinforcer no longer prompts the desired behavior, a substitution may occur in
which a new reinforcer is presented.
Satiation. Consider this akin to letting a baby cry at night for a little while until he goes to sleep. Satiation means
letting a person tire of performing an undesired behavior. In the case of addiction, this generally does not work
as the undesired action would be the administration of the drug or alcohol.
Avoidance. Avoidance means teaching a person to avoid an unpleasant situation.
Fear reduction. Fear reduction techniques can be very helpful managing phobias. It works in such that a person
is incrementally exposed to a stimulus that may induce fear at first. Eventually, the idea is that the individual will
grow comfortable or more relaxed in the presence of the once-feared stimulus.

In addition to these, behavior modification techniques can also work on schedules or intervals, in such that
certain responses are shaped to occur at different times or that particular reinforcers or punishments may be
administered at varying intervals in order to alter behavior. It should be noted that not all behavior modification
techniques will work with every individual, nor will every individual’s behavior warrant singular approaches. In some
cases, a combination of techniques may prove beneficial.

The Behavior Management is a component of Therapeutic Community Modality Program (TCMP) that
introduces concept and mechanics of the various shaping tools to include Morning Meeting in order to facilitate the
management of and shape the behavior of the residents. This shows the essential elements and significance of the
tools which would provide the community common language, increase cohesiveness and adapt to the moral and
behavioral code of the tool’s application. The behavior shaping tools are ordered in hierarchy to provide enough room
for personal growth and learning. The community serves as a dynamic force that motivates the individual to achieve
positive behavior change.

PRE-MORNING MEETING

Duration/ Frequency: Fifteen minutes daily

Pre-Morning Meeting is done early in the morning prior to the Morning Meeting. Senior members of the
community will meet for about fifteen (15) minutes to discuss the attitude of the house the previous day. It is also where
the senior members formulate solutions to the concerns discussed and to be executed during the day. The attendees
will also discuss the activities to be engaged in the Morning Meeting and make sure that all participants are ready with
their corresponding parts and determine the amount of time to be allotted for each part. The group will agree on the
theme or concept of the day. This is to make sure that everything is ironed out prior to the conduct of the Morning
Meeting such as the validation of pull-ups and other concerns.

MORNING MEETING
Duration/ frequency: One hour daily
Participants: All residents, Counselor

Morning Meeting is a daily ritual that starts the day in a TC facility. It is attended by the whole community and
lasts for an hour. It commences with the Opening Prayer, Singing of the Philippine National Anthem and the recitation
of the TC Philosophy. It is usually facilitated by any member of the community. It is divided into two (2) parts namely:
(1) public announcements and community concerns and (2) community-spirit building or up rituals.

The first part of the meeting consists of public announcements regarding important activities or businesses and
other information that the community needs to know. It is a review of how the community performed in the previous day
and check on the behavior of erring members through the conduct of "pull-ups". A pull up is done as an expression of
concern over the lapses of some members and encourage ownership of mistakes on the violators. The pull-up is
followed by affirmations of good deeds, display Or responsible concern towards peers or unselfish acts of some
residents. This is to show that good deeds are not left unnoticed and leave a feeling of self-worth to those concerned.
The first part of the Morning Meeting is a serious business where the members are expected to be formal in their
demeanors. Rules are set such as: no side talking, no cross legging, no laughing, hands on the laps and sit erect.

The Concept of the Day serves as a guide as to what direction the community is headed for the day. It is
elaborated by residents of the community to have a better understanding of the whole concept. The concept of the day
is preferably taken from the Unwritten Philosophies of TCMP.

The second part of the meeting consists of entertaining presentations to lighten up the mood and start the day
on a positive note. It somehow develops some talents and shed off inhibitions of participants.

PARTS OF THE MORNING MEETING

I. COMMUNITY ANNOUNCEMENT/CONCERNS
a. Opening Prayer (Ecumenical)
b. Singing of the Philippine National Anthem (Flag must be displayed)
C. TC Philosophy (Adopted translation)
d. Announcements
-Staff (Director, Asst. Director, Counselor & other personnel)
-Residents (Coordinators, Dept Heads, Expediters)
-Report on Dorm Inspection by Chief Expediter
e. Community Concerns
-Pull-ups/ elaboration
-Affirmations
f. Concept of the Day
g. Verse of the Day

II. UP-RITUALS
h. News casting (Local, Natl, International, Sports and Weather News)
i. Entertainment (Choose either Song, Dance, Skit, Humorous Story)
j. Community Singing (Any song that has relation to the Concept of the Day
k. Greetings

HIERARCHY OF BEHAVIOR SHAPING TOOLS

Behavior Shaping Tools (BST) is employed to strengthen the learning process and the practice of more adaptive
behaviors within the social learning environment. The major tools of the BST, such as the Talk To, Pull-up, Dealt With,
Haircut, Learning Experience, General Meeting and Expulsion were developed as a means to correct behaviors of the
residents that violated the TC norms. The Hierarchy of Behavior Shaping Tools will serve as a guide to determine which
of the tools are appropriate to be used based on the severity of the infraction or violations committed by the residents
against the TC Rules.
TALK TO

A “Talk To” is an outright correction done by any member of the TC community to another member who has
done a minor infraction but is not aware of it. It is a friendly reminder/advice an unacceptable behavior and must be
done privately. During a “talk to”, the resident is made aware of his/her negative behavior and the results it may have
on others and the environment. The feedback given to the resident who committed mistake is done in a positive way.
This is to evoke awareness on the part of the violators to avoid committing the same mistake and be given heavier
sanctions if done in the future.

PULL-UP

A Pull-up is done as a result of lack, missed or lapses in awareness in a resident. All the members of the
community are responsible to pull-up minor infractions done by peers. It encourages honesty, demeanor awareness
and owning up to one's mistakes. This is done when the violator is unknown and must be validated first prior to bringing
up in the Morning Meeting.

Pull-ups create a certain degree of dissonance on the guilty party whereby there is a strong internal conflict
whether to practice honesty or continue to live in a lie. When the resident is able to overcome the impulse to lie and start
practicing honesty, his commitment to live by the TC standards increases.

The resident receiving the pull-up is expected to listen without saying a word, assume that it is valid, quickly
display the corrected behavior and express gratitude in receiving it. After one member did the pul-up, other residents
who want to show concern can make elaborations to give emphasis to the infractions and concretize the admonitions
that need to be relayed to the violator. Two to three elaborations are ideal.

Too many elaborations are discouraged as they may take SO much time. Focus should be given to the behavior
and not on the person. It is meant to raise awareness and not to punish OR embarrass the violator. Personal attacks,
shaming or the use of racist language are strictly forbidden during pull-ups. It should be emphasized that pull-ups are
done out of responsible love and concern to avoid creating negative feelings during the process.

In a situation wherein no one stood and owned up a negative behavior raised in the pull-up, the resident doing
the Pull-Up will narrow down the Pull-Up to make it clear and specific, stating the place and time of the occurrence. In
the event that nobody stood to own it up, the resident doing the Pull-Up will instead ask the community to stand and
there, he/she will deliver his pull- up addressing the entire family believing that the violator is a responsibility of the whole
community.

Example of a Pull-up:
The moderator asks for someone who has a Pull-up. A member raises his hand and declared: "Who among my
brothers/ sisters did not flush the toilet after using it early in the morning?"
(Sinu-sino sa ating mga kapatid na naririto ang hindi
nagbuhos ng tubig sa palikuran (kubeta) pagkatapos gumamitkaninang umaga?) A few people stood up to
admit the pull up. The resident doing the Pull-Up then gives his/her admonition/advice to the violators. The
moderator asks for elaborations.

All members attending the Morning Meeting must raise their hands to show their concerns. It is noted that a
question must be asked mentioning the circumstances using the 3Ws (What, Where, and When). The violators
are not allowed to talk or respond but just stand, face the community and accept the admonitions. The number
of elaborations depends upon the number of Pull-Ups. The more PulI-Ups brought in, the less elaborations.

1st elaboration: "Brothers/sisters, we should always be aware of our actions. Going to the toilet is a routine
activity. It is a must that we should flush it after using to keep it clean. We should always think of other people
who might use it after us"

2nd elaboration: "Brothers/ sisters, whatever our wrong practices in the past are should be corrected here. We
need to put our lives in order. Flushing the toilet is a basic action that needs no reminders. We should always
practice cleanliness and good hygiene".

3Rd elaboration: "Brothers/ sisters the reason we are here IS because of some wrongdoings. Let us leave all
of those behind Us. Let us be aware of our actions and give consideration to other people. We should not
impose on others what we don’t want to experience ourselves. Before leaving the toilet, make sure that you
have ve done what you are expected to do. Please be responsible.

DEALT WITH

Dealt With is done when negative behaviors or infractions to the House Rules/Norms are done for the second
time of same offense by a resident.
 A panel of three (3) composed of a senior resident, peer and a friend are tasked to deliver a serious and stern
reprimand to the subjected resident.

Although the tool does not strictly require the presence of a staff, to attain its purpose, the staff should monitor
its conduct to ensure that the panel assigned to the task really acted appropriately. It is done privately in a room or an
area with no other else hearing the conversation.

HAIRCUT

Haircut is done when negative behaviors or infractions to the House Rules/Norms in same offense are done for
the third time or more or for first time grave offenses. It is a carefully planned and structured verbal reprimand given by
a Staff with four other residents Senior Resident, Peer, Big Brother, and Department Head. The tone is more serious
and can be loud, harsher and more exaggerated.

This is done to induce anxiety and eventually change the person's behavior. Before the group calls in the person,
they will discuss among themselves the order of speakers, how intense the haircut will be and what sanctions will be
given if any. The resident is then called inside and waits until he is asked to sit.

He will be asked if he knows the reason for his appearance. After the person's response, he will be asked to sit
and remain silent to enable him/her absorb all the advices.

The haircut gives emphasis on the behavior of the resident and the severity of the haircut should be appropriate
to the gravity of the offense. Each member of panel is given ample time to express himself without interruption from the
other members. The staff or peer who booked the haircut should not be part of the team so as to avoid bias or
subjectivity. Before a resident be subjected to Haircut, his/her infraction must be first investigated, discussed and
decided by the Disciplinary Board (Book II, Rule 2, Section 4 of the BJMP Manual. Sanction/Learning Experience that
has been decided upon by the jail Disciplinary Board and the TCMP staff will be imposed after the Haircut.

LEARNING EXPERIENCE

A Learning Experience (LE) IS an action or activity given to a resident who was subjected to Haircut or General Meeting
who did an infraction to correct or modify a behavior. LE may be task -oriented, written task or peer interactions. Since
TCMP is educational rather than punitive in its approach to behavioral change, the LE should be done in a way that
would remind the person of the negative attitude he has done without compromising his human dignity. The intent of
the LE is not to stigmatize the person but to motivate to motivate him to make restitutions for the wrong doings he
committed and redeem himself in the community.

The LE should be related to the infraction committed for him to focus on the behavior expected of him in the community.
It should not be given as a punishment but rather a motivation to develop more positive attitude. This will develop a
sense of responsibility on him while stressing his inadequacies. LE should be realistic and humane. Putting a person on
LE for more than one (1) week may lessen the learning objective. Putting the person on LE for an extended period of
time or sanctions that are far harsher than the offense or may deny him of the basic necessities may border on abuse
and violation of human rights.

Close supervision with clear goals increases the effectiveness of the sanction. Upon lifting the LE after seven (7) days,
the resident subjected to the tool will be accorded with a Senior Resident coming from his/her Static Group who will
provide guidance and continually monitors the performance in the house of the former. The senior resident assigned
will give a self-report after fifteen (15) days on how the resident (who undergone LE) carried out his responsibilities after
the LE and state therein the resident's Condition whether he/she needs further supervision. The authority in giving LE
lies in the Disciplinary Board and TCMP staff.

Examples of LE:
-If a resident has been missing out in his responsibilities in the kitchen, he can be assigned as in charge of cleaning the
kitchen for a specific period of time.

-If a resident repeatedly leaves his bed in disarray. he can be asked to provide orientation and supervision to new
residents on how to keep their beds neat at all time.

CATEGORIES OF LEARNING EXPERIENCES

a. Task-Oriented LE
-Pots and Pans
-Grounds and Landscaping
-Cleaning and Maintenance
-time keeping (wake up calls, lights out calls)

b. Written tasks
-Composition or Essay
-Reproduction of TCMP Materials

C. Peer Interaction
-Reading and reporting of topic
-Announcements (Morning Meeting or House or Meeting)
-Bans

BANS

Bans are sanctions to members who commit repeatedly infractions or violation to the Cardinal Rules by prohibiting
disallowing or limiting an activity or affiliation to a group.

It somehow curtails some freedom of movement and association This sanction causes unpleasant feelings which
people try to avoid hence may evoke behavioral changes in the future. it must be applied consistently after the adverse
behavior to emphasize the negative consequences. Privileges limited should have impact but must not limit individual
ability to meet personal hygiene, nutritional and emotional needs. A resident subjected to bans must be first processed
in a General Meeting called for the purpose

Examples of Bans:
-Banned from attending Entertainment and Recreational activities
-Regulation of visiting privilege

GENERAL MEETING

A repeated breach to the Cardinal Rules necessitates a General Meeting. Such issue should be discussed with the
community to point out to the violator the negative effect the behavior had on the community. Such offense includes
sexual acting-out with a fellow resident, taking drugs and engaging in physical fight with another resident. Other facilities
include stealing or even smoking as part of the Cardinal Rules. These behaviors pose a threat to the community because
they violate the established order and safety of the facility.

PROCEDURE IN A GENERAL MEETING:

1. A General Meeting is called and led by a senior member of the staff, usually the Director of the facility. The extent
of the problem is assessed to determine who among the community members are involved in the incident. Those
guilty of the offense are asked to sit in a prospect chair. This is to arouse anxiety and dissonance.

2. The Director sets the tone of the meeting and leads the community in an open expression of opinions and feelings
regarding the offense brought out into the community. He holds the community accountable for the slip of its members
as each is considered his "brother's keeper". The Director opens the floor for feedbacks, inviting the community for self-
reflection and accountability.

Example
Director: "Good afternoon family! We are gathered here this afternoon because two members of our community
badly need our help. They engaged in a physical fight which caused some injuries in both of them. We have to
ask ourselves how we failed them. Why did we miss this brewing hostility between the 2 of them?

Remember, we are their keepers but we let them down by allowing them to harbor the hatred towards each other
without us noticing it or doing something about it. we lack awareness to detect the subtle signs that this incident
coming. Now, our brothers are in this predicament because we were remiss in our duties to care for them. I want you to
account to me what led to this.

John: "Good afternoon family. I'm Mario and Greg's big brother but I failed to notice that something negative is going
on between them. I was preoccupied with my own business that I failed to talk to any of them these past few days. Had
tried to reach out, I might have learned something and could have prevented this thing from happening. I feel guilty
about it.

These revelations are open to other members of the

Example:
Peter: "Mario and Greg, I am very disappointed with what you did. You were supposed to be our role models but what
you did just showed us how immature the both of you in resorting to violence as a way of resolving your conflict.
You had been in the community for quite some time and we expect you to know how to control your anger and use the
tools of the house to express them. I hope you can be more patient and tolerant of each other. I really feel bad about
what happened.

4. After some members of the community have expressed their feelings, it is time for the violators to account for what
they did, share their deepest feelings and verbalize what they learned from the mistake.

Example
Mario: "Good afternoon family! I would like to apologize for my behavior. I had been harboring this dislike towards
Greg for quite some time and I just kept it to myself for fear that other people might judge me. It just started as a petty
disagreement. I didn't think that it will develop and pile up until it came to a boiling point. I should have shared my
feelings in the proper forum so we could have resolved it without resorting to violence. I've learned my lesson and I want
to apologize to Greg for my behavior. I hope we can start all over again as friends."

Greg will be given the chance to make a statement as well.

5. After the violators made their statements and offer Commitments, the Director will mark the closure of the issue
and allow for processing of the events that transpired and provide appropriate emotional support to the violators who
have just been subjected to intense emotional experience.

Sanction will then be given to the violators.

EXPULSION

In extreme cases, when a resident is incorrigible and becomes a threat to the community (Instigator, initiator of jail
disturbances), the Director with the recommendation of the Disciplinary Board may transfer him/her to the nearest jail
facility with an appropriate Court Order.