This paper evaluates whether participation in the Thinking for a Change cognitive behavioral program produces improvement in social problemsolving skills in a prison context. Data are derived from a randomized experiment, with a focus on whether improvement in social problemsolving skills varies across modified delivery formats, and whether improvements are attributable to program completion or program dosage. We find that there are significant improvements in social problem solving between the pre- and post-test, and that delivery of the curriculum using video conferencing technology or inmate co-facilitated formats produces equivalent outcomes relative to traditional classroom administration. On average, significant improvements accrue to participants who receive greater program dosage. However, program completion, commonly viewed as a primary marker of satisfactory program performance, is not associated with improvement in social problem solving. Implications of the findings for rehabilitation programming are discussed, including considerations in a pandemic context.

本文评估参与 Thinking for a Change 认知行为计划是否会提高监狱环境中的社会问题解决能力。数据来自随机实验，重点关注社会问题解决技能的提高是否因修改后的交付形式而异，以及改进是否归因于项目完成或项目剂量。我们发现在前测和后测之间解决社会问题方面有显着改进，并且使用视频会议技术或囚犯共同促进格式的课程交付产生了与传统课堂管理相当的结果。平均而言，接受更大程序剂量的参与者会获得显着改善。然而，程序完成，通常被视为令人满意的计划绩效的主要标志，与解决社会问题的改善无关。讨论了研究结果对康复规划的影响，包括在大流行背景下的考虑。