R&R 2 FO R Y OUTHS

A Prosocial Competence Training Program

Robert R. Ross, Ph.D., Professor (Ret.), University of Ottawa, Canada
James Hilborn, Director,Cognitive Centre of Estonia

The R&R2 Youth program is designed for 12-16 year old youth who are engaging
in disruptive or anti-social behaviors at home, in school or in the community and
for youths whose antisocial behavior has led to their involvement with social
agencies, special schools, residential units, educational or psychiatric clinics or
the juvenile justice system. The program not only targets antisocial behavior
associated with delinquency and crime. It is also designed for the very large
population of "at risk" youth who have not (or not yet) been adjudicated in
juvenile or adult court.

It can be conducted in schools, social service agencies, recreational centers,

group homes, institutions and in any other setting including those in which
youths are available for only short periods of time.

The program is based on the "Reasoning and Rehabilitation" (R&R) program, a

cognitive behavioural group program developed at the University of Ottawa that
has been delivered over the past 21 years by more than a thousand Trainers to
more than seventy thousand at risk and antisocial adolescents and adults in
seventeen countries. The program materials have been translated in thirteen
languages.

The efficacy of R&R in reducing antisocial behavior has been demonstrated in

numerous independent, international evaluations and through comprehensive
reviews, meta-analyses and cost-benefit analyses.

The R&R2 for Youths program is a new edition of a shortened version of the
original R&R program (Ross & Hilborn, 2004) that was field-tested in Estonia and
widely implemented in Scotland, England and Wales. A recent experimental
evaluation of that program with 13-14 year old antisocial youth in Scotland
demonstrated that the program was effective in reducing misconduct and level of
risk of re-offending:

Investigation of the effects of the programme on level of risk of general

reoffending, problem solving ability, behavior, and criminal attitudes were
observed for the treatment group. Improvements in the outcome measures,
level of risk of re-offending and behavior were observed for the treatment
group. In comparison, the control group showed no significant
improvement in any of the treatment outcome measures1.
1
Curran, J. (2006). The effect that programmes can have on reducing antisocial
behaviour. Applied Forensic Psychology Dissertation. University of Leicester, U.K.
PROGRAM CONTENT & TEACHING METHODS

The R&R2 for Youths program provides a core curriculum of cognitive and
behavioral training exercises through which youths are taught prosocial problem
solving skills; interpersonal skills; critical reasoning skills; negotiation skills; and
conflict management skills. The prosocial cognitive/emotional/behavioral skills
are taught as they have been effectively taught for more than twenty years in the
original R&R program using guided group interaction and intensive discussion
exercises in a Socratic process through which they discover (rather than being
told) what are appropriate and effective ways to achieve their goals and cope with
problems they are experiencing. The exercises are designed to foster the
development of the youths' rational, executive functions.

Improving their cognitive skills is not enough. The R&R cognitive-behavioural

approach is supplemented in the R&R2 program by prosocial
neurodevelopmental training. Neuroscience has established that adolescence is a
period during which youths are experiencing extraordinarily rapid brain
development. Based on recent social cognitive neuroscience, the program is
designed to help them acquire prosocial competence not only in cognitive skills
but also in emotional skills. The youths are engaged in exercises through which
they acquire skills in self-monitoring, emotional recognition, emotional regulation
and emotional management.

The program also engages the youths in activities designed to foster prosocial
neurodevelopment through neurobic exercises, prosocial simulation training and
prosocial role-taking. They acquire prosocial values, attitudes and beliefs as their
egocentricity comes to be replaced by social perspective taking and concern for
others – the basis of a prosocial identity.

The R&R2 for Youths program also uses experiential learning methods in which
the participants practice using their newly acquired skills in helping others in the
group solve personal problems that each is experiencing and submits to the
group (anonymously).

In order to ensure transfer of skills from the 'classroom' to 'real-life', each session
includes assignments for out-of-class practice of the skills taught in the session.
Thus, the participants are led to realize that the skills can be effective. They also
learn that they are acquiring skills that other individuals have never learned.

The program is manualized and includes detailed step-by-step instructions for

the Trainer, a suggested script to guide him/her to follow in delivering each
session, audio-visual materials designed to maintain the youths' interest, in-class
exercises and out of class assignments for practicing the skills.
The program is a brief, 18 hour, 12 session program. Each session requires 90
minutes of training. Thus, by delivering 3 sessions per week, the program can be
taught in 4 weeks. The ideal group size for the program is six. This varies, of
course, with the characteristics of the members of each particular group, but the
aim should be to have no less than four and no more than eight participants in
any session. The only physical facility required is a small classroom or group
discussion room which can accommodate 6-8 participants seated around tables.
There must be sufficient room to enable participants to role play in full view of the
other participants.

R&R2 for Youth can be conducted in settings where youths are available for only
short periods of time, and for youths who do not require extensive training. Most
such youth will benefit from their involvement in the program and will not require
additional training. However, their performance in the program also provides the
Trainer with an opportunity to assess whether any individual requires and would
likely benefit from more extensive training. The program serves both as an
'appetizer' and as a motivator for such youths.

The materials for conducting the program are presented in a program kit in an
attractive professional portfolio that includes the following:

• PROGRAM HANDBOOK - describes the program principles and provides

complete and detailed step-by-step instructions including a suggested
script that serves as a guide for Trainers in delivering the program.

• CD – provides PowerPoint slides for each session and a number of brain-

teasers with which to practice acquired thinking and problem-solving
skills. PowerPoint slides can be presented on a projector or a large
computer monitor or if such equipment is not available, the PP slides can
be converted to overhead transparencies.

• PARTICIPANTS WORKBOOKS – reproducible by certified Trainers

• LESSON CARDS: A variety of reproducible wallet size cards including

cards for participants that list the steps that they are trained to follow in
solving problems, and cards to be used during roleplay exercises in
sessions.

• CERTIFICATES OF ACHIEVEMENT – reproducible by certified Trainers

Information on training, certification, materials and training schedules can

be obtained from the Cognitive Centre of Canada: www.cognitivecentre.ca
Email: cogcen@canada.com