Examining the utility of the Stages of Change model for working with offenders with learning disabilities
| Published date | 11 June 2018 |
| Date | 11 June 2018 |
| Pages | 91-101 |
| DOI | https://doi.org/10.1108/JIDOB-02-2018-0003 |
| Author | Holly Panting,Charlotte Swift,Wendy Goodman,Cara Davis |
| Subject Matter | Health & social care,Learning & intellectual disabilities,Offending behaviour,Sociology,Sociology of crime & law,Deviant behaviour,Education,Special education/gifted education,Emotional/behavioural disorders |
Examining the utility of the Stages of
Change model for working with offenders
with learning disabilities
Holly Panting, Charlotte Swift, Wendy Goodman and Cara Davis
Abstract
Purpose –The purpose of this paper is to investigate whether the Stages of Change (SOC) model can be
applied to working with offenders with learning disabilities (LD), and furthermore, to determine if it might be
efficacious for this approach to be incorporated into a wider service model for this population.
Design/methodology/approach –This paper reportson the results of a consultation to a specialist forensic
LD service in the South West of England. A two-pronged approach was taken to consult to the service in
relation to the research questions. First, a comprehensive literature review was undertaken, and second,
other forensic LD teams and experts in the field were consulted.
Findings –There is a dearthof research that has examined the application of the SOC modelto working with
offenders with LD, and as such, firm conclusions cannot be drawn as to its efficacy in this population. The
evidencebase for the SOC model in itselfis lacking, and has beenwidely critiqued. However,there are currently
no other evidence-based models for understanding motivation to change in offenders with LD.
Research limitations/implications –There is a clear clinical need for more robust theory and research
around motivation to change, which can then be applied to clinical work with offenders with LD.
Originality/value –There has been a historical narrative in offender rehabilitation that “nothing works”
(Burrowes and Needs, 2009). As such, it is more important than ever for the evidence base to enhance the
understanding of motivation to change in offending populations.
Keywords Motivational interviewing, Motivation, Intellectual disabilities, Offenders, Learning disabilities,
Stages of change
Paper type Literature review
Offenders with learning disabilities (LD) are at a high risk of re-offending because of unidentified
needs, and a consequent lack of support and services (Freer, 2007). Moreover, it has been
evidenced that they are unlikely to benefit from conventional programmes designed to address
offending behaviours (Freer, 2007; Loucks, 2007). Cognitive behavioural therapy (CBT)
interventions have been specifically designed for offenders with LD (Clare and Murphy, 2012),
and there is some preliminary and tentative evidence for their efficacy (Murphy, 2014). However,
there is a lack of high-qualityresearch that has examinedintervention efficacy for offenderswith LD
(Ali et al., 2015). One approach that may have utility for use in this population is the Stages of
Change (SOC) model, which is presented in Figure 1 (Prochaska and DiClemente, 1982, 1986).
The SOC model theorises five stages: pre-contemplation, contemplation, preparation, action
and maintenance. The SOC model is part of the Transtheoretical model (Prochaska and
DiClemente, 1986), which is a broader conceptual framework for understanding how people
change. The model posits that by assessing a person’s position in the change process, an
intervention can be matched to the person’s stage of readiness for change, and is thus more
likely to be successful. The Transtheoretical model underpins motivational interviewing, which is
an intervention aimed at eliciting behaviour change (Miller and Rollnick, 1991). The SOC model
and motivational interviewing go hand-in-hand, in that once a client’s stage in the change
process is assessed, motivational interviewing techniques can be used to help the client to move
further along in their journey towards change.
Received 23 February 2018
Revised 29 May 2018
Accepted 29 May 2018
The authors declare no conflict
of interest.
Holly Panting is based at the
Department of Clinical
Psychology, University of Bath,
Bath, UK.
Charlotte Swift is based at the
Avon and Wiltshire Mental
Health Partnership, Specialist
Services, Bristol, UK.
Wendy Goodman is based at
the Avon Forensic CLDT, Avon
and Wiltshire Mental Health
Partnership NHS Trust,
Bristol, UK.
Cara Davis is based at the
Department of Clinical
Psychology, University of Bath,
Bath, UK.
DOI 10.1108/JIDOB-02-2018-0003 VOL. 9 NO.2 2018, pp. 91-101, © Emerald Publishing Limited, ISSN2050-8824
j
JOURNAL OF INTELLECTUAL DISABILITIES AND OFFENDING BEHAVIOUR
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