APPENDIX A: MASTER READING LIST
All texts are available in print. No title in this curriculum requires internet access to obtain or use. Core texts are one copy per resident. Supporting texts may be held at a ratio of one copy per three to five residents, or supplied as printed excerpt packets prepared by staff. Note: SCDC currently accepts books only when shipped from approved vendors; donors should purchase through those vendors (confirm the current rule with the Interdepartmental Committee).
Core Texts (13, one per course)
| Course | Core Text | Author |
|---|---|---|
| 1 Constructing a Changed Mind | Mindsight: The New Science of Personal Transformation | Daniel J. Siegel |
| 2 The Unmaking of a Criminal | Criminality in Context and The Little Book of Restorative Justice | Craig Haney; Howard Zehr |
| 3 The Science of Safety | The Pocket Guide to Polyvagal Theory | Stephen W. Porges |
| 4 Trauma and the Brain | The Body Keeps the Score | Bessel van der Kolk |
| 5 The Unfinished Response | Waking the Tiger: Healing Trauma | Peter A. Levine |
| 6 The Engine of Violence | Daring Greatly | Brene Brown |
| 7 The Attention You Own | Full Catastrophe Living | Jon Kabat-Zinn |
| 8 Ask a Different Question | In the Realm of Hungry Ghosts and Unwanted | Gabor Mate; Jay Stringer |
| 9 Identity Is a Vote | Atomic Habits | James Clear |
| 10 Redemptive Compassion | The Age of Empathy | Frans de Waal |
| 11 Acts of Violence Are Failed Requests | Nonviolent Communication: A Language of Life | Marshall B. Rosenberg |
| 12 Leverage Points | Thinking in Systems: A Primer and Just Mercy | Donella Meadows; Bryan Stevenson |
| 13 No One Educates Alone | Pedagogy of the Oppressed and Teaching to Transgress | Paulo Freire; bell hooks |
Supporting Scholarship by Course
Course 1. Siegel, The Developing Mind. Siegel and Bryson, The Whole-Brain Child. Cozolino, The Neuroscience of Human Relationships. Allan Schore on affect regulation. Ainsworth and Main on attachment classification.
Course 2. Haney, Reforming Punishment. Zehr, Changing Lenses. Maruna, Making Good. Sered, Until We Reckon. Andrews and Bonta, The Psychology of Criminal Conduct. Sampson and Laub on life-course criminology.
Course 3. Porges, The Polyvagal Theory. Dana, Anchored and The Polyvagal Theory in Therapy. Porges and Dana, Clinical Applications of the Polyvagal Theory. Porges and Porges, Our Polyvagal World.
Course 4. Felitti, Anda et al., the Adverse Childhood Experiences Study (Kaiser Permanente and CDC, over 17,000 participants). Perry and Winfrey, What Happened to You?. Herman, Trauma and Recovery. Tedeschi and Calhoun on posttraumatic growth.
Course 5. Levine, In an Unspoken Voice and Healing Trauma. Gendlin, Focusing. Ogden, Sensorimotor Psychotherapy. Menakem, My Grandmother's Hands.
Course 6. Brown, I Thought It Was Just Me and Rising Strong. Gilligan, Violence: Reflections on a National Epidemic. Tangney and Dearing, Shame and Guilt. Tangney, Stuewig, and Martinez, "Two Faces of Shame," Psychological Science (2014), which is the specific source for the shame-proneness and guilt-proneness recidivism finding.
Course 7. Kabat-Zinn, Wherever You Go, There You Are. Segal, Williams, and Teasdale, Mindfulness-Based Cognitive Therapy for Depression. Jenny Phillips, The Dhamma Brothers (Donaldson Correctional Facility, Alabama). Fleet Maull and the Prison Mindfulness Institute. Shonin, Van Gordon, and Griffiths on mindfulness interventions in offender populations, including the methodological critiques.
Course 8. Alexander, The Globalization of Addiction and the Rat Park research. Hart, Drug Use for Grown-Ups. Volkow and the NIDA brain disease model. Berridge on incentive salience and the wanting-versus-liking distinction.
Course 9. Wood, Good Habits, Bad Habits. Hayes and Wilson on values in Acceptance and Commitment Therapy. Fogg, Tiny Habits. Duhigg, The Power of Habit. Gollwitzer on implementation intentions.
Course 10. de Waal, Good Natured and Primates and Philosophers. Brosnan and de Waal, "Monkeys reject unequal pay," Nature (2003), the capuchin fairness study. Tomasello, Why We Cooperate. Hrdy, Mothers and Others. Bloom, Against Empathy. Bandura on moral disengagement. Decety on the neuroscience of empathy.
Course 11. Rosenberg, Speak Peace in a World of Conflict. Stone, Patton, and Heen, Difficult Conversations. Ury, Getting to Yes and The Third Side. Voss, Never Split the Difference.
Course 12. Meadows, "Leverage Points: Places to Intervene in a System" (essay) and "Dancing with Systems" (essay, 2001). Senge, The Fifth Discipline. Alexander, The New Jim Crow. Kania and Kramer on collective impact.
Course 13. Freire, Education for Critical Consciousness. hooks, Teaching Community. Knowles on andragogy. Heath and Heath, Made to Stick. The credible messenger mentoring literature.
APPENDIX B: INSTRUMENT INDEX
Every validated instrument named in this curriculum, with its administration requirement and its cost status. Cost status matters operationally. A curriculum that specifies four proprietary instruments per course is a curriculum that will not be measured. Where a proprietary instrument is named, a free alternative is identified.
Legend. Free = public domain or free for non-commercial research and treatment use. Permission = free but requires author or publisher permission for formal use. Proprietary = purchase required. Clinical = requires a licensed clinician to administer, score, or interpret, and requires an elevated-score response protocol.
Emotion Regulation and Mentalizing
| Instrument | Author | Course | Status |
|---|---|---|---|
| Difficulties in Emotion Regulation Scale (DERS / DERS-18) | Gratz and Roemer | 1, 8 | Free |
| Toronto Alexithymia Scale (TAS-20) | Bagby, Parker, Taylor | 1 | Permission |
| Reflective Functioning Questionnaire (RFQ-8) | Fonagy et al. | 1 | Free |
| Experiences in Close Relationships-Revised (ECR-R) | Fraley et al. | 1 | Free |
Criminal Thinking and Risk
| Instrument | Author | Course | Status |
|---|---|---|---|
| TCU Criminal Thinking Scales | TCU Institute of Behavioral Research | 2 | Free. Recommended primary. |
| TCU Drug Screen 5 | TCU Institute of Behavioral Research | 8 | Free. Recommended primary. |
| Criminal Sentiments Scale-Modified (CSS-M) | Simourd | 2 | Permission |
| Measures of Criminal Attitudes and Associates (MCAA) | Mills and Kroner | 2 | Permission |
| Psychological Inventory of Criminal Thinking Styles (PICTS) | Walters | 2 | Proprietary (Multi-Health Systems). Use TCU CTS instead unless funded. |
| Level of Service Inventory-Revised (LSI-R) | Andrews and Bonta | 2 | Proprietary and requires certified training. Use only if SCDC already administers it. |
Autonomic, Somatic, and Interoceptive
| Instrument | Author | Course | Status |
|---|---|---|---|
| Body Perception Questionnaire, Short Form (BPQ-SF) | Porges | 3 | Free |
| Multidimensional Assessment of Interoceptive Awareness (MAIA-2) | Mehling et al. | 3, 5 | Free |
| Scale of Body Connection (SBC) | Price and Thompson | 5 | Free |
| Body Awareness Questionnaire (BAQ) | Shields, Mallory, Simon | 5 | Free |
| Somatic Symptom Scale-8 (SSS-8) | Gierk et al. | 5 | Free |
| Heart Rate Variability (RMSSD, RSA) | n/a | 3 | Equipment cost only. Requires institutional approval. |
Trauma
| Instrument | Author | Course | Status |
|---|---|---|---|
| Adverse Childhood Experiences Questionnaire (ACE) | Felitti and Anda | 4 | Free. Clinical. Baseline descriptive only, never an outcome. |
| PTSD Checklist for DSM-5 (PCL-5) | Weathers et al. | 4 | Free (National Center for PTSD). Clinical. |
| Dissociative Experiences Scale-II (DES-II) | Carlson and Putnam | 4 | Free. Clinical. |
| Childhood Trauma Questionnaire, Short Form (CTQ-SF) | Bernstein and Fink | 4 | Proprietary (Pearson). Clinical. Optional; ACE covers most of the need. |
| Posttraumatic Growth Inventory (PTGI) | Tedeschi and Calhoun | 4 | Free |
Shame, Guilt, and Aggression
| Instrument | Author | Course | Status |
|---|---|---|---|
| Test of Self-Conscious Affect (TOSCA-3) | Tangney and Dearing | 6 | Permission. Primary measure for Course 6. |
| Guilt and Shame Proneness Scale (GASP) | Cohen et al. | 6 | Free. Shorter alternative to TOSCA-3. |
| Internalized Shame Scale (ISS) | Cook | 6 | Permission |
| Self-Compassion Scale, Short Form (SCS-SF) | Neff | 6 | Free |
| Buss-Perry Aggression Questionnaire | Buss and Perry | 3, 6, 11 | Free |
Attention, Impulsivity, and Sleep
| Instrument | Author | Course | Status |
|---|---|---|---|
| Five Facet Mindfulness Questionnaire (FFMQ-15, FFMQ-39) | Baer et al. | 7 | Free |
| Mindful Attention Awareness Scale (MAAS) | Brown and Ryan | 1, 7 | Free |
| Barratt Impulsiveness Scale (BIS-11) | Patton, Stanford, Barratt | 7 | Permission |
| Perceived Stress Scale (PSS-10) | Cohen | 3, 7 | Free |
| Pittsburgh Sleep Quality Index (PSQI) | Buysse et al. | 5, 7 | Permission (free for non-commercial) |
Addiction
| Instrument | Author | Course | Status |
|---|---|---|---|
| Severity of Dependence Scale (SDS) | Gossop et al. | 8 | Free |
| Craving Experience Questionnaire (CEQ) | May et al. | 8 | Free |
| Brief Situational Confidence Questionnaire (BSCQ) | Breslin et al. | 8 | Free |
| Hypersexual Behavior Inventory (HBI) | Reid et al. | 8 | Permission. Clinical. |
| Compulsive Sexual Behavior Inventory (CSBI) | Coleman et al. | 8 | Permission. Clinical. |
Habit, Values, and Self-Efficacy
| Instrument | Author | Course | Status |
|---|---|---|---|
| Self-Report Habit Index (SRHI) | Verplanken and Orbell | 9 | Free |
| Valued Living Questionnaire (VLQ) | Wilson et al. | 9 | Free |
| Brief Self-Control Scale (BSCS) | Tangney, Baumeister, Boone | 9 | Free |
| General Self-Efficacy Scale (GSE) | Schwarzer and Jerusalem | 9 | Free |
| Acceptance and Action Questionnaire-II (AAQ-II) | Bond et al. | 9 | Free |
Empathy, Moral Disengagement, and Communication
| Instrument | Author | Course | Status |
|---|---|---|---|
| Interpersonal Reactivity Index (IRI) | Davis | 10 | Free |
| Basic Empathy Scale (BES) | Jolliffe and Farrington | 10 | Free. Developed on youth and offender populations. |
| Moral Disengagement Scale | Bandura et al. | 10 | Free |
| Toronto Empathy Questionnaire (TEQ) | Spreng et al. | 10, 11 | Free |
| Reading the Mind in the Eyes Test (RMET) | Baron-Cohen et al. | 10 | Free. Performance-based, resistant to social desirability. |
| Rahim Organizational Conflict Inventory-II (ROCI-II) | Rahim | 11 | Proprietary but low cost |
| Interpersonal Communication Competence Scale (ICCS) | Rubin and Martin | 11 | Free |
Systems Analysis and Teaching
| Instrument | Author | Course | Status |
|---|---|---|---|
| Systems Thinking Scale (STS) | Dolansky and Moore | 12 | Free |
| Need for Cognition Scale (NCS) | Cacioppo and Petty | 12 | Free |
| Critical Consciousness Scale (CCS) | Diemer et al. | 12, 13 | Free |
| Teachers' Sense of Efficacy Scale (TSES) | Tschannen-Moran and Woolfolk Hoy | 13 | Free |
| Personal Report of Communication Apprehension (PRCA-24) | McCroskey | 13 | Free |
TJP-Developed Instruments
These do not exist elsewhere and are published with the curriculum. Each requires double-coding with inter-rater reliability reported.
| Instrument | Course | Measures |
|---|---|---|
| NVC Transcript Coding Protocol | 11 | Observation-to-evaluation ratio, feeling-word accuracy, need identification, request-versus-demand classification |
| Analysis Quality Rubric | 12 | Structural accuracy, sourcing, leverage ranking, feasibility realism, red-team rigor |
| Facilitation Competency Rubric | 13 | Objectives, arc, pacing, question handling, participation distribution |
| Participant Learning Gain Assessment | 13 | Pre and post knowledge change in the audience, not the resident |
| Keystone Panel Rubric | Keystone | Specificity, evidentiary rigor, deployability, honesty, adoption potential |
APPENDIX C: IMPLEMENTATION NOTES
Minimum Viable Launch
TJP does not need thirteen courses running to start. It needs the first courses of Cohort A, run well, with measurement in place from day one. The Cohort Rotation Plan sets the order, and the first five courses are chosen for exactly this reason:
- Course 11, Acts of Violence Are Failed Requests. Fastest visible institutional result, lowest clinical risk, highest immediate utility to residents.
- Course 9, Identity Is a Vote. Low clinical sensitivity, a good training ground for first peer facilitators, and a tangible reentry artifact.
- Course 1, Constructing a Changed Mind. Supplies the vocabulary every later course borrows.
- Course 3, The Science of Safety. The highest-leverage safety course, and the nervous-system foundation for the clinical block.
- Course 13, No One Educates Alone. Manufactures the peer facilitation capacity that every later cohort depends on.
Run those, measure them properly, publish the results internally through the TJP Monthly Report, and the case for the rest writes itself.
Sequencing Constraint
Courses 4 (Trauma and the Brain), 5 (The Unfinished Response), 6 (The Engine of Violence), and 8 (Ask a Different Question) carry the highest clinical requirements and should not run until a licensed mental health professional, or a facilitator trained in trauma-sensitive somatic practice for Course 5, is confirmed available for the designated sessions. If that confirmation is not in place one full quarter before the course is due, the Interdepartmental Committee swaps in a lower-risk course and moves the clinical block back. Running any of these without that presence is the single most likely way to generate an adverse incident and lose institutional support for the whole project.
What Would Make This Fail
An honest statement, included because a curriculum that cannot name its own failure modes should not be trusted with the ones it is trying to fix.
- Measurement collapse. Instruments administered at baseline and never again. This is the most common failure and it is fatal, because it converts a research project into a program with anecdotes.
- Peer facilitation drift. Peer facilitators leading Staff-led sessions because staffing was short that week. The clinical boundary holds absolutely or it does not hold.
- Product without adoption. Thirteen excellent products sitting in a binder because nobody built the external relationships to place them. The four channels require relationship work that no curriculum can do for you. That work belongs to the Board of Volunteers and TJP's partners, guided by the TJP Partner Prospectus.
- Credibility damage from a single bad public session. One resident losing a room of visitors costs more external trust than ten good sessions build. Course 13 is not optional.
- Self-serving analysis. The moment a Leverage Series brief reads as advocacy for the authors' own interests, TJP's external credibility is gone and does not come back.
Companion Documents
This curriculum is one part of the TJP Operating System. Its companions are the TJP Meeting Rhythm, the TJP Playbook, the TJP Needs Analysis, the TJP Partner Prospectus, the TJP Evidence System and Workbook, the TJP Monthly Report, the TJP Cohort Rotation Plan, the Personal Narrative, Forks in the Road (the TJP map of intervention points), and the ADOPT Model workshop for task force teams.