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1740 E. Gypsy Lane Road
Bowling Green, Ohio 43402
Defiance, Fulton, Henry, Williams, and Wood
*American Correctional Association (ACA)
Prison Rape Elimination Act (PREA)
Screening eligibility and admission criteria are established by the Ohio Revised Code and the Facility Governing Board.
NWCCC accepts dually diagnosed offenders as long as they are not a threat to themselves or others and are compliant in treatment, including medication management.
Referrals are adult felony offenders referred by the sentencing Courts of Common Pleas
Phase Movement: There are four phases of the SEARCH program. Each phase represents a prescribed point of expected change. The first three phases carry certain expectations which must be met before movement to the next phase can occur.
Phase I: All residents who enter the program will initially enter Phase I. The primary therapeutic goals are resident engagement in treatment and identification of need areas
Phase II: All residents who meet the objectives in Phase I will enter Phase II. The primary therapeutic goal is teaching the resident pro-social attitudes and skills.
Phase III: All residents who meet the objectives of the Phase II will enter the Phase III. The primary therapeutic goal is building resident self-efficacy so the resident is confident in his ability to lead a crime-free life.
Phase IV: All residents who meet the objectives of Phase III will enter into Phase IV. The goal of this Phase is final preparation for community reintegration.
Intro to Cognitive Behavioral Therapy
Sessions are designed to introduce residents to basic program tools. Sessions include introductions to CBT, CBT interventions and tools, and overviews of the Resident Handbook.
Thinking for a Change
Is an integrated approach to changing offender behavior, developed by Barry Glick, Jack Bush, and Juliana Taymans in cooperation with the National Institute of Corrections (NIC) that uses a combination of approaches to increase an offender’s awareness of themselves and others. It integrates cognitive restructuring, social skills, and problem solving. The program begins by teaching offenders an introspective process for examining their ways of thinking and their feelings, beliefs, and attitudes. The process is reinforced throughout the program. Social-skills training is provided as an alternative to antisocial behaviors. The program culminates by integrating the skills offenders have learned into steps for problem solving. Problem solving becomes the central approach offenders learn that enables them to work through difficult situations without engaging in criminal behavior.
Social Skills curriculum is used to identify and practice techniques to better get along with others, both individually and in small groups. Techniques are taught to develop effective social skills. Effective social skills maximize the chances we get what we want and minimize negative effects on/responses from other people.
Advanced Practice group is designed to provide additional practice opportunities for residents who have either received, or are receiving core CBT programming. These sessions are designed to be largely practice-based, wherein residents that learn a skill in a core group have additional opportunity to practice use of that skill again, in a way that is as close to “real-life” as possible. The purpose of the group is 1) to provide additional practice of skills, which is needed so that use of pro-social social skills becomes habit; and 2) to make the practice scenarios increasingly difficult to closely resemble how the skills might be used in the community.
Relapse Prevention/Success Planning
Relapse prevention/Success Planning is a group where residents will develop a personalized relapse prevention/success plan. In this group residents examine the risky situations and lifestyle factors that contribute to their offending patterns. Residents then identify what thinking and behavioral skills they have learned in the program that they might employ when contending with their own common high risk situations. To successfully complete the SEARCH program, every resident must have completed a relapse prevention/success plan. Residents are expected to present their plan to the group, and the plan must be approved by their group facilitator.
Caseload groups are opportunities for residents to continue practicing skills and techniques. These groups focus on more individualized and realistic skill application. A variety of intervention tools and techniques are used, including Carey Guides, Decisional Balance worksheets, Thinking Reports, Behavior Chains, and Problem Solving applications
Anger Management for Substance Abuse and Mental Health Clients, developed by the U.S. Dept. of Health and Human Services, is a curriculum designed to teach anger management techniques in a group setting through a 12-session cognitive behavioral intervention. The manual describes the anger cycle, conflict resolution, assertiveness skills, and anger control plans.
Cognitive Behavioral Interventions for Substance Abuse
Cognitive Behavioral Interventions for Substance Abuse is a 39 session curriculum designed for individuals that are moderate to high need in the area of substance abuse. It refers frequently to the legal effects of substance abuse, and is well-suited for a criminal justice population. The curriculum relies on a cognitive-behavioral approach to teach participants strategies for avoiding substance abuse. The program places heavy emphasis on skill-building activities to assist with cognitive, social, emotional, and coping skill development.
The Emerge curriculum, introduced and recommended by Ohio Domestic Violence Network (ODVN), is being used with our domestic violence offenders. The curriculum is specific to intimate partner violence. The female and male facilitators have been trained by ODVN.
Vocational Education classes primarily focus on learning the skills and techniques necessary to obtain and maintain employment. Resumes and interview skills are addressed. The “Putting the Bars behind You” series and the “99 Days and a Get Up” series are utilized in this educational/training component.
Fatherhood Connections is a program that uses the Inside Out Dad curriculum for incarcerated fathers regardless of economic status. It is designed to help fathers develop healthy and lasting relationships with their children. It will provide case management and workshops to develop the tools needed to provide economic and emotional stability for their families.
Adult Basic Education
Offenders’ levels of academic skills are assessed. Offenders are provided with GED or Remedial classes and computer lab exercises using AZTEC Software.
A full time nurse and part time doctor with regular clinic hours tend to the medical needs of offenders at NWCCC. Twenty-four hour emergency care is provided when necessary.
Offenders are given the opportunity to develop work skills and work ethic through a partnership with Career Staffing. Offenders may work at a local factory when available outside of their programming schedule.
All offenders are required to participate in at least 15 hours of community service while in the program.
A percentage of wages earned while in the program are directed toward financial payments to the victim.
Offenders are given the opportunity to participate in recreational activities, including volleyball, basketball, card games, board games, corn-hole, and physical exercises. This allows them to gain experience participating in prosocial activities and increases their use of appropriate social skills.
Peer Support Groups
Offenders have the opportunity to participate in peer support groups, such as AA, NA, CA, and Bible Study/Church Services.