< Previous30 PERSPECTIVESVOLUME 47, NUMBER 2 TECHNOLOGY ADVANCES people with ADHD or depression train their brains to focus better and ignore distracting information. Players steer a spaceship over glowing targets in an icy river while catching red fish and ignoring other fish. The game is adaptive, adjusting the speed of gameplay to push players to keep improving. Studies have demonstrated a positive impact on adults with depression (Areán et al., 2016). Project: EVO is the first serious game to receive FDA approval as a prescription-based treatment for children with ADHD. Therapeutic Treatment Those who suffer from conditions such as post-traumatic stress, addiction, depression, paranoia, and anger can benefit from programs that incorporate simulations. A number of virtual reality scenarios have been developed for justice-involved citizens to address anger management, aggression, and intimate partner violence. One example is Virtual Reality Aggression Prevention Therapy (VRAPT), a simulation developed by CleVR BV, in which participants role-play with their therapist, who can play a number of avatars in various settings (Figure 4) (CleVR, 2022). The therapist controls the avatar’s movements and dialogue while participants practice de- escalation and self-regulation techniques. Participants’ heart rate and skin perspiration levels are recorded to track arousal and to measure progress. After this treatment, participants demonstrated reduced levels of hostility and non-planning impulsiveness as well as improved levels of anger control (Klein Tuente et al., 2020). To reduce intimate partner violence, simulations have placed participants in the role of the victim or a bystander in a virtual scenario. This role-reversal increases feelings of empathy for the victim: study results showed that participants demonstrated better recognition of fear or anger in others, a key component to reducing one’s own aggressive tendencies (Seinfeld et al., 2018). An additional advantage of these simulations is that better results can be achieved in a shorter amount of time, in part by customizing the simulation towards the participants’ greatest criminogenic needs (Barnes et al., 2022). Reentry Returning citizens who have been incarcerated for a long time may have to learn everyday tasks. Colorado, for instance, has implemented a mandatory three-year reentry program that includes virtual reality scenarios designed for former life-sentence juveniles who are now eligible for release. These scenarios include using an ATM machine, doing laundry, and using self-checkout at a grocery store (Vice News, 2017). The Pennsylvania Department of Corrections uses virtual reality as part of its InsideOut Dads and Parenting Inside Out programs. Developed by WRAP Technologies, these scenarios teach healthy parenting and communication skills, such as conflict resolution, in addition to accomplishing everyday tasks (Figure 5). Participants also have the ability to visit virtually with their children, who go to a designated community provider nearby to participate instead of traveling to the prison. Parents and children can bond in a variety of virtual settings, including coloring on a 360-degree canvas (Edinger, 2022). Simulations can also teach more complex skills including job interviewing, planning for the future, and managing time and money. Many returning citizens have little experience with job interviews, and simulations provide a safe, low-risk 31 AMERICAN PROBATION AND PAROLE ASSOCIATION TECHNOLOGY ADVANCES environment where they can practice answering difficult questions, increase confidence, and reduce anxiety. Because steady employment is so important to successful reentry, several correctional agencies have partnered with technology companies to produce virtual job interview scenarios. Even though the simulations all have similar goals, their method of delivery is different. Two of the simulations which have been developed are non-immersive (the participant selects pre-scripted answers for a fully automated interviewer) and one is a semi-immersive experience where the participant speaks spontaneously to an interviewer avatar played by an instructor. The Virtual Reality Job Interview Training (VR-JIT) is an example of a non-immersive, automated simulation for a laptop computer (Figure 6). It was developed by SIMmersion in collaboration with the University of Michigan Level Up Lab (2020). Participants begin by submitting a job application for a job for the fictional company Wondersmart, and the interview is customized according to their application (e.g., if participants admit they have a criminal conviction, they will be asked about it during the interview). During the interview, participants select from a dozen or more answers listed on the computer screen (Adult Learners, 2020). Following each answer, a coach (circled in orange in Figure 6) provides non-verbal feedback including applauding or thumbs-up for good answers, and grimacing or thumbs-down for poor answers. The program draws from a bank of over 1,000 questions to tailor each interview. Other feedback includes a numerical score for each learning goal and a detailed performance review. This simulation has been implemented in several reentry Vocational Villages in Michigan, and a randomized controlled trial found significant improvements in interview skills, interview training motivation, and reduction of interview anxiety. Moreover, participants had increased rates of employment six months after release than the control group (Smith et al., 2022). By contrast, the Virtual Interactive Training Agent (VITA) is an example of a more “natural” interview experience in which participants formulate and speak aloud their own answers, instead of selecting from a pre-determined list (Figure 7). This simulation was created by the University of Southern California Institute for Creative Technologies in partnership with the Dan Marino Foundation (Dan Marino Foundation, n.d.). Participants can interact with the interviewer in a semi- immersive or non-immersive environment using a virtual reality headset, augmented reality goggles, or a computer monitor. The interviewer’s disposition can be set to friendly, neutral, or hostile; there is also a choice of six interviewer avatars and seven background settings (Stuart, 2019). In “coach” mode, the interviewer’s dialogue is controlled by an 32 PERSPECTIVESVOLUME 47, NUMBER 2 TECHNOLOGY ADVANCES instructor. In “solo” mode, the participant can practice alone, answering a standard set of questions and recording the interview for the instructor to review later. This simulation is being used in juvenile facilities across Florida. A third job interview simulation focuses not only on good interview answers, but also on appropriate interview behaviors. Reentry: Next Step was developed by Simcoach Games in partnership with Marquis Software, for use on a tablet or smartphone (Figure 8). Participants control an avatar who continually lapses into behaviors such as slouching, looking down, getting distracted, frowning, and fidgeting. These behaviors can be corrected by tapping the corresponding orange button on the right side of the screen. At the same time, participants select answers to the interview questions. There is a practice round where participants receive immediate feedback on their answers from the automated interviewer and a “real” interview round where feedback is only provided after the interview. Participants are scored on how quickly they correct the problematic behaviors and on the answers they chose. If their score is high enough, their avatar is “hired.” The gamified features of having two levels and the achievement of winning the job motivates players to learn from their mistakes and play again until their character is hired. The simulation is designed to be self-explanatory, so no staff are needed to train participants or be involved during the simulation. Reentry: Next Step is being piloted by the Kentucky Department of Corrections on inmate tablets in facilities. Following the pilot, the simulation may be made available to individuals on supervision as a smartphone app. Most simulations geared towards reentry target specific situations or scenarios. One novel simulation uses a gamified approach where participants play one week in the life of a parolee in the fictional town of Woolly Worm. Reentry: Next Step is a serious game designed by Simcoach Games and Marquis Software for tablets and smartphones (Figure 9). Players learn life skills such as time and money management, balancing work and life responsibilities, caring for their physical and mental health, and meeting conditions of supervision such as paying fees and attending treatment (Lucke, 2022). The game is an “open world” where players can explore any part of the map at any time. To succeed, they have to learn to manage their time and tasks and to make prosocial choices. They have an in-game smartphone with a calendar and to-do lists to help them stay organized. At the end of the week, players visit their parole officer who provides detailed feedback on their performance. This feedback is automated and allows players to learn from their previous decisions, so they can improve each time they play. This simulation, like Reentry: Next Step, is also being piloted by the Kentucky Department of Corrections. Considerations Simulation technology is continuing to advance at a rapid pace, providing ever-evolving opportunities for application. At the same time, we still have a great deal to learn about which simulations are the most effective for justice-involved individuals. We know that simulations can be highly engaging, but this does not always translate to more effective outcomes compared to traditional methods. It would also be a mistake to assume that better technology (i.e., more immersive experiences) automatically leads to better learning (Howard & Gutworth, 2020). Many more pilot programs and evaluative studies are needed before we can confidently identify “what works” for implementation and scaling in correctional settings (Russo et al., 2022). With what we know so far, here are some important considerations for introducing simulations into community corrections.33 AMERICAN PROBATION AND PAROLE ASSOCIATION TECHNOLOGY ADVANCES Hardware Costs and Maintenance: The price of semi- immersive virtual reality equipment has plummeted in the last decade, but purchasing large numbers of devices can still be a significant expense for a department. Some setups require a computer with high-end processing capabilities. Maintenance costs are also important to bear in mind; if the equipment will be used by many different people, the likelihood of damage increases (Cornet & Van Gelder, 2020). Staff Resources: Some simulations require significant staff involvement, particularly those that are part of therapeutic treatment. Staff may be needed to: train participants how to use the devices, role-play during the simulation, provide detailed feedback, and monitor participants for adverse reactions such as eyestrain or cybersickness (a condition similar to motion sickness that may include feelings of nausea, dizziness, and headaches). Such adverse responses are most common in semi-immersive environments. Accessibility: The need for specialized hardware or staff involvement will limit participants’ access to some simulations. Few individuals will own their own virtual reality equipment, so they would need to travel to specific locations to use it. If staff have to be involved, the need to schedule appointments will further limit accessibility. It is worth noting that many of the simulations discussed above have been implemented only in correctional facilities, even though their content is completely relevant to individuals on supervision. There are many reasons for this, but one significant factor is the hurdle of accessibility, which is much higher for those in community corrections compared to those in facilities. Simulations for Community Corrections Given the above considerations, certain kinds of simulations may be a better fit for community corrections agencies. Simulations that require no specialized hardware, are inherently engaging, and have minimal staff involvement will be more affordable and accessible. Available Hardware: About 85% of Americans today own smartphones; in low-income and rural areas, the number is still 75-80% (Pew Research Center, 2021). Smartphones are therefore a common and convenient vehicle by which to provide simulations, and would solve several of the challenges presented above: there is no additional cost to the department for hardware or maintenance; staff are not needed to monitor participants for adverse effects; training is minimized because participants are already familiar with the device; and participants can access the simulation without having to travel to a specific location. Gamification: Adding gamified features can exponentially increase participants’ motivation to practice the learning goals of a simulation. Numerous studies have demonstrated that, compared to non-gamified modes of learning, serious games produce higher levels of retention and procedural knowledge (Riopel et al., 2019). Participants also voluntarily engage with serious games and play them for longer periods of time, reinforcing their learning and increasing confidence in their abilities (Dankbaar et al., 2017). If individuals are using a simulation on their own without direct staff involvement, then making the simulation as appealing as possible will be an important component. Automation: Simulations are more accessible and affordable when there is less need for staff to be involved. As already mentioned, the choice of smartphones for the hardware reduces the need for staff to train and monitor participants. The other areas of staff involvement—role-playing and feedback—can be addressed through automation. Many simulations already provide automated feedback, as we saw with the VR-JIT job interview simulation and the Reentry: Next Step and Reentry: Fresh Start simulations. Simulations can also be automated to replace role-playing with adaptive programming. This means the simulation can adapt immediately to the participant’s input by changing the scenario. We saw an example again with the VR-JIT job interview, where the computer selects from a pool of 1,000 questions based on the answer chosen. Even with simulations which are usually staff intensive, such as therapeutic treatments, participants may be able to practice some aspects of the therapy with adaptive programming. An example could be an exposure therapy simulation which helps patients overcome fears by exposing them to objects of their fear in controlled amounts. The simulation could track the participant’s heart rate and then adapt to show images that are more frightening, or more soothing, based on those physiological measurements (Lindner, 2020). All computer-based simulations have the ability to record a participant’s usage and progress. This feature can be particularly beneficial when a simulation is fully automated. The simulation can submit reports to staff, who can thereby see objective measures of how a participant is engaging with the simulation, rather than having to rely on the participant’s self-reporting. Conclusion34 PERSPECTIVESVOLUME 47, NUMBER 2 TECHNOLOGY ADVANCES Simulations can enhance education, training, and therapy. As a starting point, community corrections agencies may want to explore simulations for smartphones that are fully automated and gamified. These can be implemented and scaled at a fraction of the cost of immersive, customized virtual reality scenarios that require specialized equipment and dedicated staff. The use of simulations in criminal justice settings is still new and will benefit from additional pilot programs and research to determine best practices. Future studies could explore what content is most appropriate for justice-involved populations; what learning and therapeutic approaches produce the best long-term results; and the most cost- effective methods to develop and deliver the simulations. References Areán, P. A., Hallgren, K. A., Jordan, J. T., Gazzaley, A., Atkins, D. C., Heagerty, P. J., & Anguera, J. A. (2016). The use and effectiveness of mobile apps for depression: Results from a fully remote clinical trial. Journal of Medical Internet Research, 18(12), Article e330. https://doi. org/10.2196/jmir.6482 Barnes, M., Szilassy, E., Herbert, A., Heron, J., Feder, G., Fraser, A., Howe, L. D., & Barter, C. (2022). Being silenced, loneliness and being heard: understanding pathways to intimate partner violence & abuse in young adults. a mixed- methods study. BMC Public Health, 22(1), Article 1562. https://doi.org/10.1186/s12889-022-13990-4 CleVR. (2022). Virtual Reality Aggression Prevention Therapy [image]. Retrieved December 6, 2022, from https:// clevr.net/en/products.html Cornet, L. J. M., & Van Gelder, J.-L. (2020). Virtual reality: A use case for criminal justice practice. Psychology, Crime & Law, 26(7), 631-647. https://doi.org/10.1080/106831 6X.2019.1708357 Cuervo, M. (2022, August 4). Virtual reality helping juvenile prisoners re-enter the world. The Learning Curve. https:// www.the-learning-agency-lab.com/the-learning-curve/ virtual-reality-helping-juvenile-prisoners-re-enter-the-world Dankbaar, M. E. W., Richters, O., Kalkman, C. J., Prins, G., ten Cate, O. T. J., van Merrienboer, J. J. G., & Schuit, S. C. E. (2017). Comparative effectiveness of a serious game and an e-module to support patient safety knowledge and awareness. BMC Medical Education 17(30). https://doi. org/10.1186/s12909-016-0836-5 Dan Marino Foundation. (n.d.) VI ready [image]. Retrieved December 10, 2022, from https://vi-ready.com/#!demo Edinger, J. (2022, November 17). Pennsylvania corrections uses VR to prepare parents for re-entry. Government Technology. https://www.govtech.com/public-safety/ pennsylvania-corrections-uses-vr-to-prepare-parents-for- re-entry Howard, M. C., & Gutworth, M. B. (2020). A meta- analysis of virtual reality training programs for social skill development. Computers & Education, 144, Article 103707. https://doi.org/10.1016/j.compedu.2019.103707 Institute of Translational Health Sciences. (2017, January 9). Evo: Challenge [image]. Retrieved December 5, 2022, from https://www.iths.org/news/researcher-takes-aim-at- treating-depression-with-video-games Klein Tuente, S., Bogaerts, S., Bulten, E., Keulen-de Vos, M., Vos, M., Bokern, H., IJzendoorn, S. van, Geraets, C. N. W., & Veling, W. (2020). Virtual Reality Aggression Prevention Therapy (VRAPT) versus Waiting List Control for Forensic Psychiatric Inpatients: A Multicenter Randomized Controlled Trial. 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Mobile fact sheet. https://www.pewresearch.org/internet/fact-sheet/mobile Riopel, M., Nenciovici, L., Potvin, P., Chastenay, P., Charland, P., Sarrasin, J. B., & Masson, S. (2019) Impact of serious games on science learning achievement compared with more conventional instruction: an overview and a meta-analysis, Studies in Science Education, 55(2), 169- 214, https://doi.org/10.1080/03057267.2019.1722420 Russo, J. (2021, June 3). When will virtual reality be a reality for community corrections? Part 2. American Parole 35 AMERICAN PROBATION AND PAROLE ASSOCIATION TECHNOLOGY ADVANCES and Probation Association. https://connect.appa-net.org/ blogs/60b3e1308498c8070fb6dfcd Russo, J., Vermeer, M. J. D., Woods, D., & Jackson, B. A. (2022). Leveraging technology to support prisoner reentry. RAND Corporation. https://www.rand.org/pubs/research_ reports/RRA108-12.html. Seinfeld, S., Arroyo-Palacios, J., Iruretagoyena, G., Hortensius, R., Zapata, L. E., Borland, D., de Gelder, B., Slater, M., & Sanchez-Vives, M. V. (2018). Offenders become the victim in virtual reality: impact of changing perspective in domestic violence. Scientific Reports 8, Article 2692. https://doi.org/10.1038/s41598-018-19987-7 Smith, M. J., Smith, J. D., Blajeski, S., Ross, B., Jordan, N., Bell, M. D., McGurk, S. R., Mueser, K. T., Burke-Miller, J. K., Oulvey, E. A., Fleming, M. F., Nelson, K., Brown, A., Prestipino, J., Pashka, N. J., & Razzano, L. A. (2022). An RCT of Virtual Reality Job Interview Training for individuals with serious mental illness in IPS supported employment. Psychiatric services (Washington, D.C.), 73(9), 1027–1038. https://doi.org/10.1176/appi.ps.202100516 Stuart, S. C. (2019, January 19). AR trial wants to give juvenile offenders a ‘second chance’. PC Mag. https://www. pcmag.com/news/ar-trial-wants-to-give-juvenile-offenders- a-second-chance Ticknor, B. (2019). Virtual reality and correctional rehabilitation: A game changer. Criminal Justice and Behavior, 46(9), 1319–1336. https://doi. org/10.1177/0093854819842588 Vice News. (2017, December 27). Inmates are using VR for a chance to get out of prison [Video]. YouTube. https:// www.youtube.com/watch?v=s7hPBZxHvk4 Wikimedia. (2012). iPhone 5 [image]. Retrieved 1 December 2022, from https://commons.wikimedia.org/wiki/ File:IPhone_5.png. Licensed and adapted under Creative Commons Attribution-Share Alike 3.0 Unported license. https://creativecommons.org/licenses/by-sa/3.0/deed.en Wikimedia. (2013). Nexus 7 (2013) [image]. Retrieved 1 December 2022, from https://commons.wikimedia.org/wiki/ File:Nexus_7_%282013%29.png. Licensed and adapted under Creative Commons Attribution 2.5 Generic license. https://creativecommons.org/licenses/by/2.5/deed.en Wikimedia. (2016). Job Simulator screenshot - Constore 02 [image]. Retrieved 1 December 2022, from https:// commons.wikimedia.org/wiki/File:IPhone_5.png. Attribution: Owlchemy Labs. Licensed and adapted under Creative Commons Attribution-Share Alike 3.0 Unported license. https://creativecommons.org/licenses/by-sa/3.0/deed.en Wikimedia. (2018). Truck sim virage [image]. Retrieved 1 December 2022, from https://commons.wikimedia.org/wiki/ File:Truck_sim_virage.png. Licensed and adapted under Creative Commons Attribution-Share Alike 4.0 International license. https://creativecommons.org/licenses/by-sa/4.0/ deed.en Wikimedia. (2020). Virtual Environment exercise experience for senior citizens [image]. Retrieved 1 December 2022, from https://commons.wikimedia.org/wiki/File:Virtual_ Environment_exercise_experience_for_senior_citizens.36 PERSPECTIVESVOLUME 47, NUMBER 2 TECHNOLOGY ADVANCES Page intentionally left blank for figure displacement Serve your community. Stand for justice. Connect with others. Ready to make a deeper impact in your community? JOIN TODAY! 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Clare Strange, Ph.D., Drexel University Jordan Hyatt, J.D., Ph.D., Drexel University Nathan Link, Ph.D., Rutgers University, Camden Kathleen Powell, Ph.D., Drexel University FINANCIAL OBLIGATIONS, DIVERSIONARY PROGRAMS, AND COMMUNITY SUPERVISION: Critical Issues and Innovative Strategies39 AMERICAN PROBATION AND PAROLE ASSOCIATION TECHNOLOGY ADVANCES C. Clare Strange, Ph.D., Drexel University Jordan Hyatt, J.D., Ph.D., Drexel University Nathan Link, Ph.D., Rutgers University, Camden Kathleen Powell, Ph.D., Drexel University Legal financial obligations (LFOs), including court- and community supervision-related costs, fines, fees, and restitution, have received much recent attention for their potential impacts on justice-involved people, their families, and the communities they come from. In limited contexts LFOs have been associated with recidivism and extended justice involvement (Bannon et al., 2010; Cohen, 1995; Piquero & Jennings, 2017) as well as increased stress and issues with mental health and family relationships (Harris, 2016; Ruhland, 2021; Travis, 2005). Unpaid LFO debt has also been associated with reduced access to housing, credit, driver’s licenses, and bank or educational loans (Bannon et al., 2010; Martin et al., 2018; Pager et al., 2022). These outcomes have important potential implications for the long- term economic stability of individuals and their families. Scholars note, however, that many questions about LFOs remain (see Link et al., 2020; Ruhland & Link, 2020). The full range and extent of LFOs that individuals may be assessed when processed through the system, and how they may be differentially applied within and between jurisdictions, is unclear. Because of these gaps in knowledge, it is difficult to draw broad conclusions about their positive or negative impacts. One specific type of monetary obligation that has been insufficiently explored is the fees associated with front-end court programs that result in diversion to community supervision as an alternative to more punitive punishments. Fees are a subset of LFOs that generally (but not exclusively) include charges that are imposed to reimburse courts or programs for mandated activities or services such as substance use assessments and treatment (Gleicher & Delong, 2018). What is the impact of diversion-related fees on individual and community outcomes? Again, research has been too limited to provide an answer, and this is a critical shortcoming in the literature, as such fees can uniquely influence an individual’s progression through the criminal legal system. They not only add to the total financial cost of case processing but in practice may effectively shut the gate to successful participation in diversion programs for some individuals, especially since additional LFOs may be incurred by way of the costs associated with monthly supervision fees and mandatory substance use assessments and treatment. These combined barriers may prevent diversion program and/ or community supervision completion, and, ultimately, record expungement. If diversion entry and completion hinge on fee payment, those unable to meet diversion requirements for financial reasons may face an increasingly punitive criminal legal process, prolonged justice system involvement, and more collateral consequences. These adverse consequences are antithetical to the philosophical premise of diversion. Clearly, relevant research on the prevalence and true impacts of front-end diversion program fees is needed, and here we use prior research and preliminary data from Philadelphia’s version of a statewide diversion program, Accelerated Rehabilitative Disposition (ARD), to support our call for a more rigorous research and policy agenda. Background Community Supervision and LFOs Diversion program participants are simultaneously under community supervision and expected to actively repay their LFOs to remain in compliance and eventually complete the program. This creates a complex landscape for repayment and also one in which non-payment could lead to both civil consequences (e.g., debt collection) as well as criminal consequences (e.g., revocation) (Gordon & Glaser, 1991; Pager et al., 2022). The potential impacts of LFOs on community supervision outcomes has typically been studied in the “post- sentencing” diversion context in which an individual’s sentence (including its maximum) is defined (see Table 1 in Iratzoqui & Metcalfe, 2017). However, in many cases, such as in Philadelphia, the diversion program population is largely pretrial. While these cases are treated similarly from a supervision standpoint, the potential consequences of nonpayment for pretrial diversion participants are unique. Whereas nonpayment within a post-sentencing community supervision context may result in a revocation (for which the resulting sentence is capped at its predetermined maximum), the consequence of revocation for a pretrial diversion participant is sentencing for the first-time—potentially to the statutory maximum—and loss of the opportunity for expungement and all its collateral benefits. Given these key differences it is fundamental that we understand the policy structures within front-end diversionary programs and how program participants are impacted by LFOs. This information will further our limited understanding of access to justice, particularly among those living in poverty. Front-end Diversionary Programs Front-end diversionary programs redirect “low-level” defendants from punitive sanctions like incarceration to more rehabilitative, community-based ones. They FINANCIAL OBLIGATIONS, DIVERSIONARY PROGRAMS, AND COMMUNITY SUPERVISION: CRITICAL ISSUES AND INNOVATIVE STRATEGIESNext >