4 Hours / 4 CEs

On Demand | Self-Paced Professional Training

This on-demand professional training program on the Assessment & Treatment of Criminogenic Needs is presented by Ashley Batastini, PhD, and Nichola Tyler, PhD.

This badge-earning program can be shared digitally on platforms like LinkedIn or your resume and counts towards a certificate. Enroll in this program to earn credit towards the Correctional Mental Health Certificate and share your new digital credentials 

While not required, it is recommended that participants take the introductory course on Correctional Mental Health training. 

Since its introduction in 1990, the Risk-Needs-Responsivity (RNR) Model has become the most predominant framework for assessing and managing the risk of offending behavior internationally. Yet, many people working in correctional environments remain unfamiliar with this model or how to fully apply it in practice. 

This program covers the historical background that led to the development of RNR, an overview of its three interconnected principles, the research supporting RNR, and considerations for translating the model into the field. We also discuss common criticisms of the model and how correctional staff can better distinguish between effective programs and so-called "correctional quackery."

Program Outline

  • Brief summary of historical trends in attitudes towards and research related to correctional rehabilitation, leading to the introduction of the RNR model
  • Overview of the three principles of RNR (theoretical rationale, application in the field)
  • Application of RNR to offending subpopulations (e.g., women, youth) and offense types (e.g., violent, sexual)
  • Research on the efficacy of RNR and current gaps/limitations in the literature
  • Common criticisms of RNR, responses to criticisms, and proposed expansions of the model
  • What doesn't work--how to determine whether new interventions are promising practices or "correctional quackery"

The presentation is predominantly didactic but includes case illustrations and other Interactive elements (e.g., polling questions) to illustrate key points. 

This program could benefit a wide range of audience members, from students interested in pursuing a career in corrections to clinicians and other correctional staff already working in these environments. Some research suggests that even treatment providers, especially those with generalist training backgrounds, who work with clients in correctional settings may not be familiar with the RNR model. The presentation would also benefit individuals working (or pursuing work) in in-custody or community-based corrections settings.

Learning Objectives

Upon completion of this training, participants will be able to:

  • 1 Describe the predominant rehabilitative framework for reducing offending behavior, as well as it's research support and common criticisms
  • 2 Describe the importance of validated assessment tools in predicting and managing risk of offending behavior
  • 3 Describe how to critically evaluate intervention options for reducing offending behavior
  • 4 Describe how non-criminogenic factors such as mental illness and cultural considerations fit within the framework

  • Intended Audience

    This training is designed for individuals interested in understanding and applying the Risk-Needs-Responsivity (RNR) Model within correctional and forensic mental health contexts. It is ideal for professionals, students, and correctional staff who work with justice-involved populations, as well as clinicians with generalist backgrounds who may be unfamiliar with the RNR model. The program is valuable for those pursuing or currently working in corrections, forensic psychology, or related fields. Job titles or roles:

    • Mental Health Professional
    • Psychologist
    • Counselor
    • Social Worker
    • Correctional Staff
    • Correctional Administrator
    • Student (corrections, forensic psychology, or related fields)
    • Clinician with a generalist background

  • Experience Level

    This training is designed for licensed and pre-licensed mental health professionals at all experience levels who work with or are interested in correctional populations.

    • Beginner: Participants new to correctional mental health or unfamiliar with the Risk-Needs-Responsivity (RNR) model; may have limited experience applying evidence-based frameworks in correctional settings.
    • Intermediate: Participants with some experience in correctional or forensic environments who are seeking to deepen their understanding of the RNR model, its research base, and practical application to diverse populations.
    • Advanced: Participants with substantial experience in correctional mental health who wish to critically evaluate current practices, address criticisms of the RNR model, and explore advanced applications and emerging research.

  • Practice Setting

      Participants in this training typically work in environments where they engage with justice-involved individuals, such as correctional facilities, forensic mental health units, community supervision programs, or related agencies. These settings may include secure institutions (e.g., prisons, jails, juvenile detention centers), community-based correctional programs (e.g., probation, parole, halfway houses), or outpatient clinics serving forensic populations. The work environment is often multidisciplinary, involving collaboration among mental health professionals, correctional staff, administrators, and other service providers to assess, manage, and rehabilitate individuals at risk of reoffending. Examples of practice settings:
    • State or federal prisons and jails
    • Juvenile detention centers
    • Forensic psychiatric hospitals or units
    • Community corrections offices (probation, parole)
    • Residential reentry centers or halfway houses
    • Outpatient mental health clinics serving justice-involved clients
    • Court-based diversion or specialty courts (e.g., mental health courts)
    • Correctional administration offices or policy agencies

Presented By

Ashley Batastini, PhD, Associate Professor in the Centre for Forensic Behavioural Science at Swinburne University of Technology

Ashley Batastini is an Associate Professor in the Centre for Forensic Behavioural Science at Swinburne University of Technology. She earned her Ph.D. in Counseling Psychology at Texas Tech University in the United States in 2015. Her work focuses on developing novel intervention strategies for higher-risk populations, improving access to appropriate interventions at various stages of criminal legal involvement, and addressing systemic factors within the carceral setting that can diminish the efficacy of interventions. Her research often considers ways to integrate technology into forensic and correctional mental health services. Beyond her research interests, Dr. Batastini has clinical expertise in conducting forensic mental health evaluations.

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Ashley Batastini, PhD

Presented By

Nichola Tyler, PhD, Senior Lecturer in Forensic Psychology at the Centre for Forensic Behavioural Science

Dr Nichola Tyler is a Senior Lecturer in Forensic Psychology at the Centre for Forensic Behavioural Science, Swinburne University of Technology. Dr Tyler completed her PhD at the University of Kent (UK) and has held academic positions at universities in the UK, New Zealand, and Australia. Dr Tyler's research primarily focuses on improving understanding, assessment, and prevention of deliberate firesetting and arson, and justice professionals' wellbeing. She has also published research on topics in forensic mental health and sexual violence prevention. Dr Tyler's research has been funded by the National Health Service (UK), New Zealand Evidence Based Policing Centre, Royal Society of New Zealand, and Fire and Emergency New Zealand. She also has experience of working with people who have offended in UK prisons, and community and inpatient forensic mental health services.

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Nichola Tyler, PhD

Training Outline

Key topics covered in this training include:

  • Brief summary of historical trends in attitudes towards and research related to correctional rehabilitation, leading to the introduction of the RNR model

  • Overview of the three principles of RNR (theoretical rationale, application in the field)

  • Application of RNR to offending subpopulations (e.g., women, youth) and offense types (e.g., violent, sexual)

  • Research on the efficacy of RNR and current gaps/limitations in the literature

  • Common criticisms of RNR, responses to criticisms, and proposed expansions of the model

  • What doesn't work--how to determine whether new interventions are promising practices or "correctional quackery"

Earning a Certificate

This is a badge-earning program, which means it will help you earn a certificate that can be showcased on digital platforms like LinkedIn.
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CE Sponsorship Information

Palo Alto University, Continuing & Professional Studies (CONCEPT) is approved by, recognized by, or maintains sponsorship provider status with the following boards and agencies. We maintain responsibility for all content in our CE/CPD programs. For more information, visit here. 

  1. American Psychological Association (APA): Approved sponsor of continuing education for psychologists.

  2. Association of Social Work Boards (ASWB): Approved continuing education provider (ACE program, Provider #1480), 11/22/2023–11/22/2026.

  3. Canadian Psychological Association (CPA): Approved to sponsor continuing education for psychologists.

  4. National Board for Certified Counselors (NBCC): Approved Continuing Education Provider (ACEP No. 7190).



Palo Alto University, Continuing and Professional Studies (CONCEPT) is approved by the American Psychological Association to sponsor continuing education for psychologists. Palo Alto University, Continuing and Professional Studies (CONCEPT) maintains responsibility for this program and its content. Palo Alto University, Continuing and Professional Studies (CONCEPT), is approved by the Canadian Psychological Association to offer continuing education for psychologists. Palo Alto University, Continuing and Professional Studies (CONCEPT), SW CPE is recognized by the New York State Education Department’s State Board for Social Work as an approved provider of continuing education for licensed social workers #SW-0356 and the New York State Education Department’s State Board for Mental Health Practitioners as an approved provider of continuing education for licensed mental health counselors. #MHC-0073. Palo Alto University, Continuing and Professional Studies (CONCEPT) has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 6811. Programs that do not qualify for NBCC credit are clearly identified. CONCEPT Professional Training, #1480, is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved as ACE providers. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. CONCEPT Professional Training maintains responsibility for this course. ACE provider approval period: 11/22/23-11/22/26. Social workers completing this course receive (clinical or social work ethics) continuing education credits.