Lecture 20: 25/09 Rehabilitation frameworks: GLM

Second Lecture on Rehabilitation Frameworks

Introduction to the Good Lives Model (GLM)

  • Kia ora koutou: Greeting to the audience.

  • Topic of discussion: Good Lives Model, a strength-based rehabilitation model.

  • Mention of a reading assignment related to the GLM.

  • Connection to the previous week’s material on Risk-Need-Responsivity (RNR) model.

  • Plan for the session: Describe the GLM and, if time permits, apply it to youth rehabilitation.

  • The presence of a Good Lives Model worksheet available for personal use during the lecture.

Relationship to RNR

  • RNR Model Overview:

    • Focuses on the Central Eight risk factors (criminogenic needs).

    • Seven are dynamic risk factors (modifiable during intervention).

    • One is a static risk factor (history of offending behavior, not modifiable).

    • Developed in the late 1970s, popularized in the 1990s, originally in Canada.

    • Associated programs are considered more effective than incarceration and punishment.

  • Challenges with RNR:

    • Focuses on risk and deficit, which may be engaging for individuals with criminal behavior.

    • May result in avoidant goals, lacking in pro-social direction.

    • Acknowledgment that effectiveness may be plateauing; exploration of new intervention methods suggested.

The Good Lives Model (GLM) Framework

  • Focus of GLM:

    • Emphasizes personal and interpersonal competencies and individual growth.

    • Aims for individuals to achieve personally meaningful lives while not causing harm to others.

  • Human Rights and Dignity Basis:

    • Foundation in human rights; promotes self-direction and agency.

    • Acknowledges the importance of reducing risk, yet aims to assist individuals in achieving fulfilling lives.

Primary Goods in The GLM

  • Definition of Primary Goods:

    • Basic needs contributing to individual well-being and valued experiences.

    • Currently identified: 11 primary goods common across various cultures (with potential for other goods to be recognized).

    • 1. Life: Healthy living and functioning.

    • 2. Knowledge: Learning and acquiring knowledge.

    • 3. Excellence in Work and Play: Sense of mastery in activities; uniqueness in how it is expressed.

    • 4. Excellence in Agency: Autonomy and control over one's life.

    • 5. Inner Peace: Freedom from emotional turmoil.

    • 6. Friendship: Various levels of social connection (intimate, family, friends).

    • 7. Community: Sense of belonging and connection with others.

    • 8. Spirituality: Sense of meaning and purpose in life (can include religious and non-religious interpretations).

    • 9. Pleasure: Enjoyment in life (experiences will vary by individual).

    • 10. Creativity: Individual expression through various forms (artistic, lifestyle, etc.).

    • 11. Relatedness: Connections with others and social belonging.

  • Transition from Primary to Secondary Goods:

    • Offending viewed as a failure in secure and illegal pursuit of primary goods.

    • Secondary Goods: The means by which individuals seek to achieve primary goods, which can be problematic or harmful.

Routes to Offending Behaviors

  • Direct Routes:

    • Example: Seeking relatedness through inappropriate methods (sexual offending).

  • Indirect Routes:

    • Example: Concurrently seeking intimacy and independence creates conflict leading to ineffective coping strategies (such as substance use leading to illegal behaviors).

  • Recognition of Criminogenic Needs:

    • Acknowledged as obstacles in achieving primary goods via prosocial means.

Key Difficulties in Achieving Primary Goods

  • Types of Difficulties:

    • Inappropriate or harmful strategies for achieving primary goods (e.g., using illegal acts for mastery).

    • Lack of scope in primary goods planning leads to imbalance in life’s priorities.

    • Lack of internal capacities (skills, knowledge) or external capacities (community resources).

Reflective Exercise for Personal Application

  • Participants encouraged to complete worksheet sections assessing their prioritized goods:

    • Identification of what is currently present in their lives.

    • Exploration of opportunities and supports for achieving these goods.

    • Identification of barriers hindering achievement of primary goods.

  • Emphasis on understanding the individual’s strengths and the need for a personalized intervention.

Framework and Interventions

  • Relationship Between GLM and RNR Models:

    • Highlighted that they are not mutually exclusive but can complement each other in assessment and intervention.

    • GLM provides a strengths-focused approach while RNR identifies risk factors.

  • Collaboration in Planning:

    • Importance of creating collaborative plans with clients to foster agency and motivation.

    • Encouraging continual assessment and adjustment of intervention methods based on evaluation of primary and secondary goods.

Conclusion

  • GLM allows for a broad understanding of individuals to develop effective interventions benefitting various population types (including youth).

  • Encouragement for students to reflect on their understandings and connections to real-world applications of both models.

  • Notice for Upcoming Test: Test details (date, format, preparation reminders) as well as acknowledgment of the pressures of semester end approaching.

Additional Notes

  • Emphasis on emerging evidence-based practices within the framework, noting difficulty in translating theoretical benefits into evidence due to the novelty of the GLM.

  • Encouragement for ongoing learning and engagement with rehabilitation frameworks and the intersection of theory and practical application in the field.