Review with the client several examples where his/her/their rule and/or limit breaking led to negative consequences to self and others.
Use role reversal techniques to sensitize the client to his/her/their lack of empathy for others by revisiting the consequences of his/her/their behavior on others (or assign “How I Have Hurt Others” in the Adult Psychotherapy Homework Planner by Jongsma & Bruce).
Teach the client that many negative consequences are preceded by decisions that are based on criminal thinking; ask the client to list five times when antisocial behavior led to negative consequences and list the many decisions that were made along the way.
List the ways dishonesty is self-defeating. (15)
Assist the client in understanding why dishonesty results in more lies, loss of trust from others, and, ultimately, rejection.
List the reasons why criminal activity leads to a negative self-image. (16)
Help the client understand why criminal activity leads to feelings of low self-esteem (e.g. loss of respect from others, broken relationships, legal problems, lack of achievement).
Verbalize how criminal thinking is used to avoid responsibility and to blame others. (17)
Teach the client how criminal thinking (e.g. super-optimism, little empathy for others, power orientation, sense of entitlement, self-centeredness) avoids personal responsibility and leads to blaming others.
Decrease the frequency of statements blaming others or circumstances while increasing the frequency of statements accepting responsibility for one's own behavior, thoughts, and feelings. (18, 19, 20)
Help the client to understand how blaming others results in a failure to learn from one's mistakes and, therefore, making the same mistakes over again (or supplement with “Taking Inventory of Destructive Behaviors” in the Addiction Treatment Homework Planner by Lenz, Finley, & Jongsma).
Explore with the client the reasons for blaming others for one's own problems and behaviors, and how he/she/they may have learned this behavior in a punishing family environment.
Confront the client's projection of blame for his/her/their behavior, feelings, and thoughts; reinforce his/her/their acceptance of personal responsibility (or supplement with “Letter of Apology” in the Adult Psychotherapy Homework Planner by Jongsma & Bruce).
Develop a list of prosocial behaviors and practice one of these behaviors each day. (21)
Teach the client the difference between antisocial and prosocial behaviors, then help him/her/them develop a list of prosocial behaviors (e.g. helping others) to practice each day (or supplement with “Benefits of Helping Others” in the Addiction Treatment Homework Planner by Lenz, Finley, & Jongsma or “Three Acts of Kindness” in the Adult Psychotherapy Homework Planner by Jongsma & Bruce).
Write a list of typical criminal thoughts; then replace each thought with one that is respectful of self and others. (22, 23)
Confront the client's antisocial beliefs about his/her/their lack of respect for the rights and feelings of others, and model thoughtful attitudes and beliefs about the welfare of others
Assist the client in identifying his/her/their typical antisocial thoughts; list an alternate, respectful, and trusting empathic thought.
List five ways Alcoholics Anonymous/Narcotics Anonymous (AA/NA) meetings and a higher power can assist in overcoming antisocial behavior and addiction. (24)
Discuss with the client the various ways recovery groups and a belief in a higher power can assist him/her/them in recovery (e.g. provide emotional support, provide social relationships, relieve anxiety, reinforce self-worth, provide guidance) (or assign the Step 3 exercise in The Alcoholism and Drug Abuse Client Workbook by Perkinson).
Receive feedback/redirection from staff/therapist without making negative gestures or remarks. (25)
Confront the client when he/she/they break the rules, blame others, or make excuses.
Develop a written plan to address all pending legal problems in a constructive manner. (26)
Assist the client in addressing each legal problem honestly, taking responsibility for his/her/their behavior and relating substance use to legal problems (or supplement with “Accept Responsibility for Illegal Behavior” in the Adult Psychotherapy Homework Planner by Jongsma & Bruce or “What's Addiction Got to Do with My Problems” in the Addiction Treatment Homework Planner by Lenz, Finley, & Jongsma).
Encourage at least one person in recovery each day. (27, 28)
Teach the client why it is essential to attend recovery groups and to learn how to help others.
Using modeling, role-playing, and behavior rehearsal, practice with the client how he/she/they can encourage others in recovery (or supplement with “Benefits of Helping Others” in the Addiction Treatment Homework Planner by Lenz, Finley, & Jongsma).
Articulate the antisocial and addiction behaviors that have resulted in pain and disappointment to others and, therefore, a loss of their trust. (29, 30, 31)
Assist the client in developing a list of reasons why the trust of others is important as a basis for any relationship.
Help the client identify prosocial behaviors that will result in benefits that he/she/they sought from addictive behaviors (or assign “Alternatives to Addictive Behavior” in the Addiction Treatment Homework Planner by Lenz, Finley, & Jongsma).
Confront any denial of responsibility for irresponsible, self-centered, and impulsive behaviors (or supplement with the “Letter of Apology” in the Adult Psychotherapy Homework Planner by Jongsma & Bruce).
Verbalize a desire to keep commitments to others and list ways to prove oneself to be responsible, reliable, loyal, and faithful. (32)
Discuss with the client the importance of keeping commitments and promises to others and ways to prove oneself as trustworthy in relationships.
Write an aftercare plan that includes a sponsor, AA meetings, and counseling. (33, 34)
Introduce the client to his/her/their AA/NA sponsor or encourage him/her/them to ask a stable recovery person to be a sponsor; teach him/her/them the many ways a sponsor can be used in recovery.
Help the client develop an aftercare program that specifically outlines what AA meetings will be attended, the psychotherapist he/she/they will be working with, and how a daily inventory will be taken (or supplement with “Aftercare Plan Components” in the Adult Psychotherapy Homework Planner by Jongsma & Bruce or “Taking Daily Inventory” in the Addiction Treatment Homework Planner by Lenz, Finley, & Jongsma).
Family members develop an aftercare plan that focuses on what they are expected to do to help the client recover. (35, 36, 37, 38)
Teach the family members about criminal thinking and show them how to help the client correct his/her/their inaccurate thoughts (or supplement with “Crooked Thinking Leads to Crooked Behavior” in the Adult Psychotherapy Homework Planner by Jongsma & Bruce).
others. (12, 13, 14)
