This user-friendly guide is designed to enhance implementation of an EQUIP training program. A copy of the EQUIP program book is required to conduct the program. The implementation guide was produced in response to the needs of busy practitioners and provides a collection of reproducible program forms, student handouts/ worksheets, and guidelines for group leaders and administrators. It presents step-by-step guidelines for conducting Mutual-Help and Equipment Meetings and for training and motivating staff and group members. It is also useful in developing a comprehensive program statement and in establishing successful operating procedures. Contents: Section One: Implementation Materials Administrator's Forms
Basic Program Requirements Checklist
Comprehensive Program Statement Outline
List of Operating Procedures Section Two: Assessment and Individual Performance Plan Participant Handout: Individual Performance Plan Section Three: Mutual Help Meetings Participant Handouts
Problem Names
Thinking Errors
Problems and Thinking Errors Daily Log
Ground Rules
Parts of the Mutual Help Meeting
Your Turn: Parts of the Mutual Help Meeting
Life Story Meeting
My Life Story
Release/Discharge Meeting Questions Coach's Mutual Help Meeting Overview
Observer's Report and Critique of Mutual Help Meetings Section Four: Equipment Meetings The Equipment Meeting Curriculum in a Nutshell Section Five: Anger Management/Thinking Error Correction Session 1: Equipper's Guidelines: Evaluating and Relabeling Anger and Aggression
Participant Handout: Evaluating and Relabeling Anger and Aggression Session 2: Equipper's Guidelines: Anatomy of Anger (AMBC)
Participant Handouts
Self-Talk Anger Reducers
Anatomy of Anger (AMBC) Session 3: Equipper's Guidelines: Monitoring and Correcting Thinking Errors
Participant Handouts
Gary's Thinking Errors
Problems and Thinking Errors Daily Log
Positive Behaviors Daily Log Session 4: Equipper's Guidelines: More Anger Reducers Session 5: Equipper's Guidelines: Thinking Ahead to Consequences Session 6: Equipper's Guidelines: Using "I" Statements for Constructive Consequences Session 7: Equipper's Guidelines: Self-Evaluation Session 8: Equipper's Guidelines: Reversing
Participant Handouts
Things I Do to Aggravate Others
Reversing Session 9: Equipper's Guidelines: More Consequences for Others/Correcting Distorted Self-Views
Participant Handout: Victims and Victimizers Session 10: Equipper's Guidelines: More Correction of Distorted Self-Views/Grand Review
Participant Handout: The Mind of a Victimizer Equipper's Review and Self-Evaluation Form Section 6: Social Skills Training Participant Handouts
Social Skills Role-Playing
Social Skills Practice Form
Equipper's Guidelines/Participant Handouts
Skill 1: Expressing a Complaint Constructively
Skill 2: Caring for Someone Who Is Sad or Upset
Skill 3: Dealing Constructively with Negative Peer Pressure
Skill 4: Keeping Out of Fights
Skill 5: Helping Others
Skill 6: Preparing for a Stressful Conversation
Skill 7: Dealing Constructively with Someone Angry at You
Skill 8: Expressing Care and Appreciation
Skill 9: Dealing Constructively with Someone Accusing You of Something
Skill 10: Responding Constructively to Failure
Equipper's Review and Self-Evaluation Form Section 7: Social Decision Making Equipper's Guidelines: The Martian's Adviser's Problem Situation
Participant Handouts
Session 1: The Martian's Adviser's Problem Situation
Session 2: Jerry's Problem Situation
Mark's Problem Situation
Session 3: Jim's Problem Situation
Session 4: Alonzo's Problem Situation
Sarah's Problem Situation
Session 5: George's Problem Situation
Leon's Problem Situation
Session 6: Dave's Problem Situation
Session 7: Juan's Problem Situation
Session 8: Sam's Problem Situation
Session 9: Reggie's Problem Situation
Session 10: Antonio's Problem Situation
Equipper's Review and Self-Evaluation Form Final Equipment Meeting: Up or Down? Equipper's Guidelines: Up or Down?
Participant Handout: Up or Down? About the Authors: Granville Bud Potter, M.Ed. (Bowling Green State University, 1975) is currently the executive director of the Franklin County (Ohio) Community-Based Correction Facility. While serving in this capacity, he has successfully adapted the EQUIP program to serve adult offenders. Bud is also self- employed as a consultant to correctional and educational agencies. He retired from the Ohio Department of Youth Services in 1998 after 30 years working within institutions and parole divisions. As a consultant, he has worked with agencies in 21 of the United States and 2 states in Australia. He is the past president of the Ohio Correctional and Court Services Association. Much of his professional experience has involved the use of a peer-group modality. John C. Gibbs, PhD (Harvard University, 1972), is a professor of developmental psychology at The Ohio State University. He has been a member of the State of Ohio Governor's Council on Juvenile Justice and is a faculty associate of The Ohio State University Criminal Justice Research Center. His work has focused on developmental theory, assessment of social cognition and moral judgment development, and interventions with conduct-disordered adolescents. A coauthor on the second edition of Aggression Replacement Training (Research Press, 1998), he is first author of The EQUIP Program (1995) and coauthor of The EQUIP Program Implementation Guide (2001). His other books include EQUIP for Educators (Research Press, 2005), Moral Development and Reality: Beyond the Theories of Kohlber, Hoffman, and Haidt (3rd ed.; Oxford University Press, in press) and Moral Maturity: Measuring the Development of Sociomoral Reflection (Erlbaum/Taylor & Francis, 1992). Arnold P. Goldstein, Ph.D. (1933-2002), was Professor of Psychology and Education at Syracuse University as well as Founder and Director of the Syracuse University Center for Research on Aggression. He authored over 60 books and more than 100 articles on aggression, prosocial skills training, and juvenile delinquency. He also served as Director of the New York State Task Force on Juvenile Gangs. Dr. Goldstein received many prestigious awards including the Career Achievement Award from the American Psychological Association's Commitee on Children, Youth, and Families; and the Senior Scientist Award from APA's School Psychology Division.
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