Академический Документы
Профессиональный Документы
Культура Документы
10.1177/0886260505278514
Marshall et OF
al. /INTERPERSON
CONSTRUCTIVE
AL VIOLENCE
TREATMENT/ September 2005
WILLIAM L. MARSHALL
Rockwood Psychological Services
TONY WARD
University of Melbourne
RUTH E. MANN
H. M. Prison Service
HEATHER MOULDEN
University of Ottawa and Rockwood Psychological Services
YOLANDA M. FERNANDEZ
Rockwood Psychological Services
GERIS SERRAN
University of Ottawa and Rockwood Psychological Services
LIAM E. MARSHALL
Rockwood Psychological Services
In this article, the authors draw on literatures outside sexual offending and make sug-
gestions for working more positively and constructively with these offenders.
Although the management of risk is a necessary feature of treatment, it needs to occur
in conjunction with a strength-based approach. An exclusive focus on risk can lead to
overly confrontational therapeutic encounters, a lack of rapport between offenders
and clinicians, and fragmented and mechanistic treatment delivery. The authors sug-
gest that the goals of sexual offender treatment should be the attainment of good lives,
which is achieved by enhancing hope, increasing self-esteem, developing approach
goals, and working collaboratively with the offenders. Examples are provided of how
these targets may be met. When this is done within a therapeutic context where the
treatment providers display empathy and warmth and are rewarding and directive,
the authors suggest that treatment effects will be maximized.
1096
During the past several years, we have been concerned about certain aspects
of treatment programs for sexual offenders. We have no doubt that treatment
can be effective, as Hanson et al. (2002) have shown, but the sad fact is that
this is not the case for all programs. In support of this observation, Hanson
(2002) provided further detailed analysis of the data in his recent meta-
analysis, demonstrating that several of the 42 programs were ineffective.
There is no doubt that some of these variations in outcome are because of
sample differences, and Hanson (2002) made it clear that those programs
with predominately high risk offenders did tend to fail to produce positive
benefits. These analyses, however, did not account for all the failures. In
addition, even among programs that were dramatically effective, not all
treated clients avoided relapsing. Although the issues we raise in this article
may not explain all treatment failures, we believe that incorporating in treat-
ment the suggestions we outline below will reduce the number of offenders
who subsequently relapse. In a sense, our concern is with the issue of
offender responsivity (Andrews & Bonta, 1998). The responsivity principle
is concerned with a program’s ability to match the client’s learning style and
respond to the particular features of the clients.
Our general concerns about current treatment approaches can be summa-
rized as follows: (a) there is an excessive emphasis on negative issues in both
the targets of treatment and the language used by treatment providers, (b)
there is a failure to explicitly encourage optimism in clients and encourage
their belief in their capacity to change, (c) there is a general absence of an
explicit attempt to work collaboratively with clients, (d) the role and influ-
ence of the therapist has been all but neglected, and (e) there have been few
attempts to provide clients with goals that will result in them leading a more
fulfilling and prosocial life. In the sections that follow, we will address these
issues.
It has been suggested (Marshall, 1989; Marshall, Anderson, & Fernandez,
1999) that sexual offenders seek much the same goals as other people, but
they choose inappropriate pathways (i.e., sexual offending) to achieve these
goals because they do not have the skills, attitudes, and self-confidence to
achieve them by prosocial pathways. Treatment, therefore, should provide
sexual offenders with the attitudes and self-confidence necessary for them to
meet their needs in appropriate ways. To do this, we suggest that therapists
assist their clients in identifying the needs the clients are inappropriately
attempting to meet by offending, help the clients set goals that will allow
them to lead a socially acceptable and satisfying life, and create a therapeutic
climate conducive to generating optimism in the clients about their prospects
of successfully achieving these goals.
result in harm or increased risk of harm in the future. Examples of basic needs
are relatedness, autonomy, and competency. Whether basic needs can be met
in a manner that will promote an individual’s well-being depends crucially
on the existence of specific internal and external conditions. Internal condi-
tions refer to psychological characteristics such as skills, beliefs, attitudes,
and values. External conditions refer to social, cultural, and interpersonal
factors that facilitate the development of the necessary internal conditions
and include effective parenting, education, vocational training, social sup-
ports, and the opportunity to pursue valued goals. The criminogenic needs
identified in the risk management model are associated with the distortion of
these conditions and can be viewed as the product of internal or external
obstacles that prevent basic needs from being met in an optimal and prosocial
manner. Human goods (see Emmons, 1996, for a comprehensive discussion
of these goods) reflective of a fulfilling lifestyle are derived from, or made
possible by, the meeting of basic psychological needs and the possession of
the necessary internal and external conditions. These goods include friend-
ship, enjoyable work, loving relationships, creative pursuits, sexual satisfac-
tion, positive self-regard, and a reasonably challenging environment. The
presence of internal and external obstacles results in impaired social and psy-
chological functioning and, therefore, a less fulfilling life. Rehabilitation,
according to this view, should focus on identifying the various obstacles pre-
venting offenders from living a balanced and fulfilling life and then equip
them with the skills, beliefs, values, and supports needed to counteract the
pernicious influence of these obstacles.
In a sense, when offenders agree to enter a rehabilitation program, they are
implicitly asking therapists the following question: “How can I live my life
differently?” This requires clinicians to offer concrete possibilities for living
good or worthwhile lives that take into account each individual’s abilities,
circumstances, interests, and opportunities. Ethical questions involve clini-
cians in the consideration of what constitutes a worthwhile life and are not
exhausted by issues related to their conduct. There is no discretion here;
every therapeutic intervention is buttressed by assumptions about what con-
stitutes a desirable outcome and, therefore, points to a vision of human well-
being and fulfillment. Of course, we cannot choose or live offenders’lives for
them, but we should be clear about what are reasonable possibilities and help
them acquire the requisite skills and capabilities to increase their chances of
living such lives. This does not entail ignoring the needs of the community
for security and safety; it simply reminds us that all human lives should
reflect the best possible outcomes rather the least worst possibilities.
Human beings naturally seek primary goods, so called because they are
viewed as desirable or good ends in themselves (Deci & Ryan, 2000;
Emmons, 1996). There are three classes of primary goods derived from the
facts of the body, self, and social life and the basic human needs associated
with such facts (Kekes, 1989). The primary goods of the body include basic
physiological needs for sex, food, warmth, water, sleep, and the healthy func-
tioning of the body as a whole. The primary goods of the self are derived from
the basic needs of autonomy, relatedness, and competence. Each of these
needs is associated with a cluster of related primary goods. For example,
relatedness can be further broken down into goods of intimacy, understand-
ing, empathy, support, sexual pleasure, and sharing. The primary goods of
social life include social support, family life, meaningful work opportunities,
and access to recreational activities. A conception of good lives should be
based on these three classes of primary goods and should specify the forms
they will take in each individual’s life plan. The term good lives is preferred to
the singular good life, as there is no one ideal or preferred lifestyle for any
given individual (Rasmussen, 1999).
Once a conception of a good life has been determined for an individual
offender, a general plan can then be adapted for him or her taking account of
his or her specific capabilities (i.e., his or her particular internal and external
conditions). The specific form that a plan will take depends on the actual abil-
ities, interests, and opportunities of each individual and the weightings he or
she gives to specific primary goods. The weightings allocated to specific pri-
mary goods are constitutive of an offender’s personal identity and spell out
the kind of life sought and, relatedly, the kind of person he or she would like
to be. However, because human beings naturally seek a range of primary
goods, it is important that all the classes of primary goods are addressed in a
conception of good lives; they should be ordered and coherently related to
each other. For example, if an offender decides to pursue a life characterized
by service to the community, a core aspect of his or her identity will revolve
around the primary goods of relatedness and social life. The offender’s sense
of mastery, self-esteem, and his or her perception of autonomy and control
will all reflect this overarching good and its associated subclusters of goods
(e.g., intimacy, caring, honesty). The plan should be organized in ways that
ensures each primary good can be secured by the individual. A plan that is
fragmented and lacks coherency is likely to lead to frustration and harm to the
individual concerned, as well as to a life lacking an overall sense of purpose
and meaning.
INSTILLING HOPE
Snyder (2000) has described research on hope theory that has relevance
for working more positively with sexual offenders (Moulden & Marshall,
2002). Frank (e.g., Frank, 1989; Frank & Frank, 1991), in fact, has suggested
that the enhancement of hope is the underlying factor that produces treatment
gains for all types of therapy and with all types of clients. Hope theory identi-
fies three crucial components to successful functioning: the establishment of
goals (in the present context, this would be the definition of a personalized
“good life”), the development of pathways to achieve those goals (i.e., the
establishment of the internal and external conditions necessary to achieve
this good life), and the person’s belief that he or she is capable of achieving
these goals. The latter is called agentic thinking and is akin to Bandura’s
(1977) notion of self-efficacy.
When a pathway to a goal is blocked for whatever reason, clients may feel
frustrated or defeated. Hopeful individuals, on the other hand, can overcome
these blocks because they typically recognize multiple routes to any given
goal, and they believe they will succeed. Clients who are low in hope readily
feel discouraged when an obstacle blocks their chosen pathway to a goal, and
they simply give up. It is necessary, therefore, to enhance clients’ sense of
hope in order for them to succeed in achieving their goals and thereby benefit
from treatment. A significant aspect of enhancing hope in dysfunctional cli-
ents is not only to provide them with the skills (behavioral and cognitive),
beliefs, attitudes and values appropriate to achieving their good life, but also
to help them identify the multiple potential pathways to each of their goals so
that obstacles will not seem so insurmountable.
The task of therapists adopting a hope theory approach is to assist the cli-
ent in identifying a set of goals (optimally, those that will produce a good life)
and then breaking these down into a set of achievable subgoals. A set of mul-
tiple pathways to each of these subgoals is mutually identified, and training in
the skills necessary to enact the pathways should then be undertaken. The
skills essential to achieving the subgoals may be rehearsed in role plays
(Mann, Daniels, & Marshall, 2002) and then put into practice under condi-
tions that optimize the chances of success. Encouragement by the therapist
for each effort is essential to increase the client’s agentic thinking (i.e., self-
efficacy).
As we noted earlier, it is helpful to assist offenders to identify the goods or
goals they were attempting to achieve by offending. In doing so, it is impor-
tant for clinicians to find a language for discussing goals that is accessible to
clients. Haaven’s (1990) “Old me, New me” approach exemplifies the value
of finding appropriate terms. The typical responses to questions concerning
these goals (other than the all-too-common “I don’t know”) identify sexual
gratification, striking back at someone or some group (e.g., women), secur-
ing feelings of comfort, feeling in control, or exercising power over another
person. Each of these goals can be reinterpreted to reflect normative needs.
According to research on good lives, all people seek sexual satisfaction, feel-
ings of comfort, and some degree of power and control in their lives.
Nonaggressive people may not want to strike back at someone who has
offended them, but they will certainly want some form of redress even if just
an apology. Thus, each of the goals that sexual offenders seek in their abusive
behaviors is a goal they share in common with other people; it is simply the
pathways they choose to obtain these goals that are dysfunctional and hurtful
to others.
Reframing offending behavior as the selection of inappropriate pathways
helps offenders to see themselves as distinct from their specific abusive acts,
which shifts their feelings of shame (i.e., I am a bad person) to feelings of
guilt regarding these specific behaviors (i.e., I have done bad things).
Tangney and Dearing (2002) have shown that feelings of shame block
attempts at behavior change (“I am a bad person and therefore unchange-
able”), whereas guilt motivates change (“I did a bad thing, but I can stop
doing it”). Reframing offending behavior in this way encourages agentic
thinking, which is essential to the generation of hope and to the achievement
of treatment-defined goals.
Another way of looking at this issue is in terms of attribution theory. There
is considerable evidence (for a review, see Snyder & Higgins, 1988) that
internal, stable, global attributions (e.g., “I am a pervert”) are less likely to
lead to successful behavior change than are external, variable, specific attri-
butions (e.g., “I was drunk and angry”). Traditionally, sexual offender treat-
ment providers have encouraged offenders to see themselves as motivated in
their offending behavior by internal, stable, psychological drives. This may
not be the best way to facilitate behavior change.
ENHANCEMENT OF SELF-ESTEEM
tive mean, clear benefits were evident (Marshall, Champagne, Sturgeon, &
Bryce, 1997). As a result of these interventions, the self-esteem scores of
these child molesters approached the normative mean. In addition, it was
found that these improvements in self-esteem were significantly correlated
with reductions in deviant sexual interests as assessed by phallometry (Mar-
shall, 1997), greater empathy, enhanced intimacy, and lowered feelings of
loneliness (Marshall, Champagne, Brown, & Miller, 1997), as well as
improvements in the ability to cope with stress (Marshall, Cripps, Anderson,
& Cortoni, 1999). Clearly, increasing sexual offenders’ self-esteem has a
facilitating effect on most of the primary targets of sexual offender therapy.
Consistent with the literature on hope theory is the idea that future plans
for sexual offenders should be specified in terms of approach goals. Tradi-
tional relapse prevention has taken the form of specifying a list of “don’ts.”
Typically, relapse prevention plans consist of a list of people, places, and
activities to be avoided. Although it makes intuitive sense to direct child
molesters to avoid places where access to children is likely and to proscribe
alcohol use for a rapist whose offending was facilitated by intoxication, it
might be more effective to assist these offenders in designing an enjoyable
and productive lifestyle that is exclusive of drunkenness or contacts with
children. If child molesters are simply required to avoid children, then all we
have done is take away their only pathway to the goals they were achieving by
sexual offending without providing them with alternative prosocial pathways
for meeting their needs.
Mann (2000) has described her concern with traditional applications of
RP strategies. She noted that they fail to appeal to many sexual offenders (and
even produce resistance, in some cases) because of the apparently exclusive
focus on avoiding relapse. The assumption in many programs is that for
offenders, avoiding relapse is the most important goal. In fact, although
reducing reoffending rates is always the primary goal for the treatment pro-
vider, offenders themselves often have other priorities (Jones, 2002). Tradi-
tional RP programs can fail to engage offenders because they impose a pri-
mary goal on them rather than negotiating and agreeing on the goal of the
intervention.
The psychology of goal-directed behavior (Emmons, 1996; Higgins,
1996) stresses that for a person to have maximal chances of achieving their
goals, certain conditions must be met. First, goals are easier to achieve if they
are ideal rather than “ought” goals (Higgins, 1996). Ideal goals are intrinsic
COLLABORATIVE APPROACHES
assessor who makes all the decisions and who comes to the conclusions
regarding risk.
Mann and Shingler (2001) offered a set of principles for applying the col-
laborative approach to risk assessment. These involve explaining the purpose
and methodology of risk assessment clearly, explaining and discussing how
the assessment could be beneficial to the client, explicitly stressing the asses-
sor’s commitment to working collaboratively, addressing negative reactions
openly, and asking the client to assess himself or herself. It is, of course,
important for assessors adopting this approach to be prepared to be transpar-
ent about their methods and nondefensive about their motives. Finally, in car-
rying out risk assessments and reporting on risk, assessors often forget to
describe the offender’s strengths and admirable qualities, or they are only
mentioned in a cursory way, while emphasizing risk factors and deficits.
Related to this is the need for assessors to be considerate in the language they
use to describe an offender. Referring to deficits, deviance, or dysfunctions
will alienate offenders, and such terms can be easily replaced with more neu-
tral alternatives, such as behavioral descriptors (e.g., “fantasies about sex
with children” rather than “deviant sexual fantasies”). Clinicians who have
followed Mann and Shingler’s principles have commented (sometimes with
surprise!) that these approaches revolutionized their relationships with
clients, including some of the most difficult or litigious men.
In putting all the above principles into practice, and for the effective
implementation of all facets of treatment, it is essential that the therapist
embodies those personal features or styles shown to maximize treatment
effectiveness. Although there is an extensive body of literature detailing the
features of effective therapists across all therapeutic orientations and for all
problem behaviors (Marshall, Fernandez, et al., in press), very little research
on these issues has been done within the context of sexual offender treatment.
Recently, however, attempts have been made to determine the influence of
therapist characteristics on treatment changes with sexual offenders. Beech
and Fordham (1997), for example, have shown that therapists adopting a
nonconfrontational, but nevertheless, challenging style, produce greater ben-
efits in their sexual offender clients than do those who are aggressively
confrontative.
In a series of studies, Marshall and colleagues (Marshall, Serran,
Fernandez, et al., in press; Marshall, Serran, Moulden, et al., in press; Serran,
Fernandez, Marshall, & Mann, in press) examined the relationship between
various features of the style of sexual offender therapists and also the behav-
ior and attitude changes induced by treatment. These researchers were fortu-
nate to have access to videotapes of all treatment sessions conducted in vari-
ous English prisons during the past several years. Each program in each
prison followed the same detailed treatment manual, and the delivery of each
program was rigorously monitored by both in-house staff and an interna-
tional accreditation panel. In addition, each program employed the same set
of pre- and posttreatment measures that assessed a variety of relevant features
of the clients, such as attitudes, cognitive distortions, relationship styles,
loneliness, self-esteem, denial and minimizations, and other important char-
acteristics. Thus, the only feature of these programs that could vary was the
way the therapists delivered the program, although even this was constrained
in the degree to which it could vary by the monitoring processes. Neverthe-
less, sufficient variability was evident in the therapists’ behavior to allow an
examination of the influence of various features of the therapists on the
treatment-induced changes.
From Marshall et al.’s (as cited above) studies, clear evidence that con-
frontational styles had a negative impact emerged. The therapist features that
clearly facilitated change on the measures were displays of empathy and
warmth by the therapist, encouragement and rewards for progress, and some
degree of directiveness. Of course, these are just the features we would
expect to facilitate the enhancement of the clients’ self-esteem, hope, self-
efficacy, and the identification of a positive future lifestyle that includes
pathways to the good life.
CONCLUSION
REFERENCES
Andrews, D. A., & Bonta, J. (1998). The psychology of criminal conduct (2nd ed.). Cincinnati,
OH: Anderson.
Ashford, J. B., Sales, B. D., & Reid, W. H. (2001). Political, legal, and professional challenges to
treating offenders with special needs. In J. B. Ashford, B. D. Sales, & W. H. Reid (Eds.),
Treating adult and juvenile offenders with special needs (pp. 31-49). Washington, DC:
American Psychological Association.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavior change. Psychological
Review, 84, 191-215.
Beech, A., & Fordham, A. S. (1997). Therapeutic climate of sexual offender treatment programs.
Sexual Abuse: A Journal of Research and Treatment, 9, 219-237.
Carver, C. S., & Scheier, M. F. (1990). Principles of self-regulation: Action and emotion. In E. T.
Higgins & R. M. Sorrentino (Eds.), Handbook of motivation and cognition: Volume 2 (pp. 3-
52). New York: Guilford.
Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the
self-determination of behavior. Psychological Inquiry, 11, 227-268.
Dweck, C. S., & Leggatt, E. L. (1988). A social cognitive approach to motivation and personality.
Psychological Review, 95, 256-273.
Emmons, R. A. (1996). Striving and feeling: Personal goals and subjective well-being. In P. M.
Gollwitzer & J. A. Bargh (Eds.), The psychology of action: Linking cognition and motivation
to behavior (pp. 313-337). New York: Guilford.
Frank, J. D. (1989). Non-specific aspects of treatment: The view of the psychotherapist. In M.
Sheppherd & N. Satorius (Eds.), Non-specific aspects of treatment (pp. 95-114). Toronto,
Canada: Hans Huber.
Frank, J. D., & Frank, J. B. (1991). Persuasion and healing. Baltimore, MD: Johns Hopkins Uni-
versity Press.
Haaven, J. L., & Coleman, E. M. (2000). Treatment of the developmentally disabled sex offender.
In D. R. Laws, S. M. Hudson, & T. Ward (Eds.), Remaking relapse prevention with sex
offenders: A sourcebook (pp. 369-388). Thousand Oaks, CA: Sage.
Haaven J. L., Little, R., & Petre-Miller, D. (1990). Treating intellectually disabled sex offenders:
A model residential program. Orwell, VT: Safer Society.
Hanson, R. K. (2002, September). Empirical evidence of sex offender treatment efficacy. Paper
presented at 7th Biennual Conference of the International Association for the Treatment of
Sexual Offenders, Vienna, Austria.
Hanson, R. K., Gordon, A., Harris, A. J. R., Marquis, J. K., Murphy, W. D., Quinsey, V. L., et al.
(2002). First report of the collaborative outcome data project on the effectiveness of psycho-
logical treatment for sex offenders. Sexual Abuse: A Journal of Research and Treatment, 14,
167-192.
Higgins, E. T. (1996). Ideals, oughts and regulatory focus: Affect and motivation from distinct
pains and pleasures. In P. M. Gollwitzer & J. A. Bargh (Eds.), The psychology of action: Link-
ing cognition and motivation to behavior (pp. 91-114). New York: Guilford.
Jones, L. (2002). An individual case formulation approach to the assessment of motivation. In M.
McMurran (Ed.), Motivating offenders to change: A guide to enhancing engagement in ther-
apy (pp. 31-54). Chichester, UK: Wiley.
Kear-Colwell, J., & Pollack, P. (1997). Motivation and confrontation: Which approach to the
child sex offender? Criminal Justice and Behavior, 24, 20-33.
Kekes, J. (1989). Moral tradition and individuality. Princeton, NJ: Princeton University Press.
Mann, R. E. (2000). Managing resistance and rebellion in relapse prevention intervention. In D.
R. Laws, S. M. Hudson, & T. Ward (Eds.), Remaking relapse prevention with sex offenders
(pp. 187-200). Thousand Oaks, CA: Sage.
Mann, R. E., Daniels, M., & Marshall, W. L. (2002). The use of roleplays in developing empathy.
In Y. M. Fernandez (Ed.), In their shoes: Empathy training. (pp. 132-148). Oklahoma City,
OK: Wood and Barnes.
Mann, R. E., & Shingler, J. (2001, September). Collaborative risk assessment with sexual offend-
ers. Paper presented at the National Organisation for the Treatment of Abusers, Cardiff,
Wales.
Marshall, W. L. (1989). Invited essay: Intimacy, loneliness and sexual offenders. Behaviour
Research and Therapy, 27, 491-503.
Marshall, W. L. (1996). The sexual offender: Monster, victim, or everyman? Sexual Abuse: A
Journal of Research and Treatment, 8, 317-335.
Marshall, W. L. (1997). The relationship between self-esteem and deviant sexual arousal in
nonfamilial child molesters. Behavior Modification, 21, 86-96.
Marshall, W. L. (1999). Current status of North American assessment and treatment programs
for sexual offenders. Journal of Interpersonal Violence, 14, 221-239.
Marshall, W. L., Anderson D., & Fernandez, Y. M. (1999). Cognitive behavioral treatment of
sexual offenders. Chichester, UK: Wiley.
Marshall, W. L., Champagne, F., Brown, C., & Miller, S. (1997). Empathy, intimacy, loneliness,
and self-esteem in nonfamilial child molesters. Journal of Child Sexual Abuse, 6, 87-97.
Marshall, W. L., Champagne, F., Sturgeon, C., & Bryce, P. (1997). Increasing the self-esteem of
child molesters. Sexual Abuse: A Journal of Research and Treatment, 9, 321-333.
Marshall, W. L., & Christie, M. M. (1982). The enhancement of self-esteem. Canadian Counsel-
lor, 16, 82-89.
Marshall, W. L., Christie, M. M., Lanthier, R. D., & Cruchley, J. (1982). The nature of the rein-
forcer in the enhancement of social self-esteem. Canadian Counsellor, 16, 90-96.
Marshall, W. L., Cripps, E., Anderson, D., & Cortoni, F. A. (1999). Self-esteem and coping strat-
egies in child molesters. Journal of Interpersonal Violence, 14, 955-962.
Marshall, W. L., Fernandez, Y. M., Serran, G. A., Mulloy, R., Thornton, D., Mann, R. E., et al. (in
press). Process variables in the treatment of sexual offenders. Aggression and Violent Behav-
ior: A Review Journal.
Marshall, W. L., Serran, G. A., Fernandez, Y. M., Mulloy, R., Mann, R. E., & Thornton, D. (in
press). Therapist characteristics in the treatment of sexual offenders: Tentative data on their
relationship with indices of behavior change. Journal of Sexual Aggression.
Marshall, W. L., Serran, G. A., Moulden, H., Mulloy, R., Fernandez, Y. M., Mann, R.E., et al. (in
press). Therapist features in sexual offender treatment: Their reliable identification and influ-
ence on behavior change. Clinical Psychology and Psychotherapy.
Miller, W. R., Benefield, R. G., & Tonigan, J. S. (1993). Enhancing motivation for change in
problem drinking: A controlled comparison of two therapist styles. Journal of Consulting
and Clinical Psychology, 61, 445-461.
Miller, W. R., & Rollnick, S. (1991). Motivational interviewing: Preparing people to change
addictive behaviors. New York: Guilford.
Miller, W. R., & Rollnick, S. (2002). Motivational interviewing: Preparing people to change
addictive behavior (2nd ed.). New York: Guilford.
Miller, W. R., & Sovereign, R. G. (1989). The check-up: A model for early intervention in addic-
tive behaviors. In T. Løberg et al. (Eds.), Addictive behaviors: Prevention and early interven-
tion (pp. 219-331). Amsterdam: Swets & Zeitlinger.
Miller, W. R., Taylor, C. A., & West, J. C. (1980). Focused versus broad-spectrum behavior ther-
apy for problem-drinkers. Journal of Consulting and Clinical Psychology, 48, 590-601.
Moulden, H., & Marshall, W. L. (2002). Hope in the treatment of sexual offenders: The potential
application of hope theory. Manuscript submitted for publication.
Rasmussen, D. B. (1999). Human flourishing and the appeal to human nature. In E. F. Paul, F. D.
Miller, & J. Paul, (Eds.), Human flourishing (pp. 1-43). New York: Cambridge University
Press.
Salter, A. C. (1988). Treating child sex offenders and victims: A practical guide. Newbury Park,
CA: Sage.
Serran, G. A., Fernandez, Y. M., Marshall, W. L., & Mann, R. E. (in press). Process issues in
treatment: Application to sexual offender programs. Professional Psychology: Research and
Practice.
Snyder, C. R. (2000). Handbook of hope: Theory, measures, and applications. New York: Aca-
demic Press.
Snyder, C. R., & Higgins, R. L. (1988). Excuses: Their effective role in the negotiation of reality.
Psychological Bulletin, 104, 23-35.
Tangney, J. P., & Dearing, R. L. (2002). Shame and guilt. New York: Guilford.
Ward, T. (2002). Good lives and the rehabilitation of offenders: Promises and problems. Aggres-
sion and Violent Behavior: A Review Journal, 7, 513-528.
Ward, T., & Steward, C. A. (in press). Criminogenic needs and human needs: A theoretical
model. Psychology, Crime, & Law.
Tony Ward, Ph.D., M.A. (Hons), DipClinPsyc, is a clinical psychologist by training and
has been working in the clinical and forensic field since 1987. He was formerly the direc-
tor of the Kia Marama Sexual Offenders’ Unit at Rolleston Prison in New Zealand and
has taught both clinical and forensic psychology at Victoria, Canterbury, and Melbourne
Universities. He is currently the Director of Clinical Training at Victoria University of
Wellington. His research interests fall into five main areas: rehabilitation models and
issues, cognition and sex offenders, the problem behavior process in offenders, the impli-
cations of naturalism for theory construction and clinical practice, and assessment and
case formulation in clinical psychology. He has published more than 150 journal arti-
cles, books, and book chapters.
Ruth E. Mann leads the sex offender assessment and treatment strategy for H.M. Prison
Service. She is responsible for program design, implementation, monitoring, and
research. She has 18 years experience of developing treatment services for sexual offend-
ers. Her research interests include dynamic risk assessment, cognitive factors in sexual
offending, and positive and motivational approaches to treatment.
Geris Serran, Ph.D., graduated with a doctoral degree in clinical psychology from the
University of Ottawa in 2003. She is currently employed at Rockwood Psychological Ser-
vices where she works as the senior therapist of the Bath Institution Sexual Offenders’
Program. In addition to her clinical work, her research interests include therapeutic pro-
cess, coping strategies, and treatment of sexual offenders. She has authored several book
chapters, journal articles, and presentations at international conferences in these
domains.
Liam E. Marshall received his master’s degree in psychology from Queen’s University in
Kingston, Canada. He is currently enrolled in the doctoral program in the Department of
Psychology at Queen’s University. He has been the graduate student representative on
the Queen’s University Psychology Department Ethics, Headship, and Departmental
committees. He has worked directly with sexual offenders in correctional settings for
more than 9 years. He is the lead therapist for the Millhaven Institution Sexual Offenders’
Preparatory Program and is also a therapist for the Bath Institution Sexual Offenders’
Moderate-Intensity, Deniers, and Maintenance programs. He has trained therapists in
the delivery of sexual offender programming for the British, Scottish, Australian, New
Zealand, and Canadian prison services. He is currently on the editorial board of the
Journal of Sexual Addiction and Compulsivity. He has a number of publications, includ-
ing an in-press book and an edited book, on a variety of issues relevant to sexual
offenders.