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Descriptors:
Therapy; Institutionalized Persons; Correctional Education; Metacognition; Risk; Cognitive Restructuring; Behavior Modification; Recidivism; Correctional Rehabilitation; Correctional Institutions; Self Control; Outcomes of Treatment

Abstract:
Cognitive-behavioral therapy and relapse prevention represent the correctional gold standard in treatment, while the principles of risk, need, and responsivity are widely recognized as essential for reducing recidivism. Addressing responsivity has become difficult as the number of inmates with mental health diagnoses continues to rise, complicating treatment programming and highlighting the need for adjunct, complimentary therapies. Mindfulness has been shown to be effective across a number of clinical populations found within correctional settings. Furthermore, it has been shown to be effective for working with difficulties identified as dynamic, criminogenic needs; for example, self-regulation. The present article reviews mindfulness research with the goal of demonstrating the utility of this adjunct approach to working with individuals residing within the correctional system. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Special Libraries; Library Services; Correctional Institutions; Correctional Education; Library Materials; Library Policy; Library Research; Librarian Attitudes; Intellectual Freedom; Confidentiality; Online Surveys; Library Administration

Abstract:
Prison libraries have traditionally fulfilled many purposes for their incarcerated patrons, and these libraries often carry a diverse collection to serve varied patron needs. However, during the trial of Steven Hayes for the Petit family murders, the prosecution questioned the collection development policies of the institutions where Hayes had previously been incarcerated, requesting the reading lists in efforts to prove that his salacious choices in literature fueled his crimes. This request by prosecution brought two major issues into question, including (1) the collection development policies of US prison libraries and (2) the question of patron privacy in prison libraries. This article investigates current prison library policies on collection development and confidentiality of patron borrowing records through an exploratory survey of seventeen librarians currently working in correctional institutions throughout the United States. Their responses detail collection development policies in the prison library and present the ambiguity for handling the confidentiality of patron borrowing records. (Contains 1 table, 3 figures, and 8 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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College Credits; Adult Students; Correctional Education; Vocational Education; Best Practices; Correctional Institutions; Postsecondary Education; Barriers; Educational Needs; Retrenchment; Financial Problems; Community Benefits; Educational Benefits; College Preparation

Abstract:
Postsecondary programs offering vocational training and college credit to eligible inmates have had difficulty finding a place in the U.S. correctional system. Politically motivated restrictions preventing inmates from receiving federal funds for college resulted in drastic program closures. Although new laws restored funding to select inmates, enrollment in postsecondary correctional education only recently reached pre-cutback levels (established in the late 1980s). This is set in contrast to the significant increases in U.S. prison populations and spending that have occurred since the early 1990s. Contextual issues specific to the correctional system and ideological conflicts between the prison educator and prison staff may further impair enrollment and program completion. Through review of the political and contextual issues influencing the modern design of postsecondary prison education, this work seeks to propose best practices that may support the unique learning needs of the adult learner in the correctional system. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Higher Education; Correctional Education; Housing; Males; Cocaine; Criminals; Correctional Institutions; Police; Institutionalized Persons; African American Students; College Students; Correctional Rehabilitation

Abstract:
Walter Fortson never expected to finish college, especially as inmate 819161D at the Mountainview Youth Correctional Facility, in Hunterdon County, N.J. A few years ago, he chose to be a crack dealer to support his family and his reckless spending habits. He thought he was too smart to get caught, until one day in 2008 when he made a bad move. He was a 25-year-old black male driving through an Atlantic City public-housing project in an expensive red Chevrolet Suburban with gleaming chrome hubcaps and out-of-state tags. Thinking he looked suspicious, police officers pulled him over and found crack cocaine, marijuana, and two handguns in the SUV. Today, though, Mr. Fortson is an honor student in his senior year at Rutgers University at New Brunswick. While serving part of a six-year sentence for drugs and weapons offenses, he met a Rutgers historian who tutors inmates and runs a re-entry program that helps felons go from prison to college. Mr. Fortson is a rarity in higher education, for reasons that have to do with race, economics, expectations, and criminal-justice practices. As one of many young black men with a criminal history, he has been given a second chance. He is an exception to a rule which seems to dictate that punishment for a crime does not end when a felon leaves prison. A criminal conviction often creates barriers to voting, employment, and housing, and forecloses opportunities to attend college. By enrolling in a four-year college, Mr. Fortson is also defying higher education's gender gap, which touches all races and ethnic groups but is widest among black students. Mr. Fortson is thriving at Rutgers these days, with a 3.7 GPA. He's majoring in exercise physiology and giving speeches about his journey from cellblock to campus. He recently became the first convicted felon to be named a Truman Scholar, a national award that carries a $30,000 scholarship to help pay for graduate school. He hopes to pursue a Ph.D. in exercise physiology. His ultimate goal is to work at a think tank on criminal-justice policy and incarceration. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Correctional Education; Citizenship Education; Democracy; Correctional Institutions; Institutionalized Persons; Interviews; Social Justice; Power Structure; Transformative Learning

Abstract:
Many educators view the process of education as transformative. This transformation is important in all classrooms, but it takes on added importance in prison classrooms. The education that inmates receive in prison can mean the difference between the doorway of freedom with a productive future and the revolving door of recidivism. For many prison educators, this transformative and liberating education process takes the form of democratic citizenship education. This article on interviews with five instructors from Ball State University's Department of Extended Education as well as the teaching experiences of the author. While the subjects taught by these individuals range from computer science to English to anthropology, their approaches and views of transformation through democratic citizen education were very similar. By addressing the societal inequality that is reflected in prisons, these educators are themselves acting as engaged citizens. They show the twin ideas of awareness and action that are required of all citizens. These educators promote citizenship education by creating safe democratic spaces in their classrooms, which depend upon power sharing with their students. Finally, they seek to transform their students into active, aware, and engaged citizens by fostering critical thinking skills, encouraging debate, and applying course lessons to the lives of their students. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Academic Degrees; Liberal Arts; Correctional Education; Program Effectiveness; Economic Climate; Correctional Institutions; Institutionalized Persons; Federal Aid; Higher Education; Program Implementation; Educational Finance

Abstract:
In the current economic climate it is more crucial than ever to select federal spending projects that are visionary as well as cost-effective. Saving money today may well cost money tomorrow. Such is the case with correctional education postsecondary programming. Selling vocational or trade-training for offenders to the general public is much easier than the liberal arts academic degree track. However, the benefits of such academic programming are well-documented. States continue to seek effective programming. Simultaneously, federal funding for postsecondary education in prisons (Community and Transition Training for Incarcerated Individuals Program) was cut 100% for FY 2012. As states consider postsecondary providers and as correctional education leaders and policy makers begin to re-frame postsecondary funding for prisons, this presents an ideal time for outlining steps to establishing these academic programs. This practical guide emanates from three years of conducting and observing research and implementation of such programming. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Volunteers; Correctional Education; Correctional Rehabilitation; Outreach Programs; Program Descriptions; Partnerships in Education; College Programs; College Credits; Educational Practices; Instructional Development

Abstract:
The Princeton Teaching Initiative at Princeton University is an all-volunteer group formed to teach for-credit college courses in the New Jersey state prison system. The courses are coordinated with the Mercer County Community College (MCCC), which accredits the courses and maintains the students' transcripts. Volunteer professors, postdoctoral fellows, staff, graduate and undergraduate students from Princeton, Rutgers University, and other institutions teach three-or four-credit courses each semester, with all the classroom instruction by teachers with a master's degree or higher. The credits can be transferred to other state colleges and, together with courses taught by MCCC and the College of New Jersey, can lead to an associate's degree. In this article, the authors discuss the benefits of high-stakes prison teaching. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Correctional Education; Criminals; College Graduates; Community Colleges; Correctional Institutions; Labor Market; Employment Potential; Crime; Recidivism; Educational Attainment; Individual Development; Educational Finance; Financial Support; Budgets

Abstract:
The national push to graduate more students excludes no demographic group, and those with lagging completion rates become particular targets of attention. Now some community colleges are zeroing in on another underserved population: ex-offenders. Roughly 1.6 million people are in state and federal prisons across the country, and each year, about 700,000 inmates are released. In fact, more black men get out of prison annually than receive a college degree: 260,000 compared with 150,000 in 2009, according to the College Board Advocacy and Policy Center. Ex-offenders often leave with little more than the personal belongings they brought--and the hope, if not the preparation, to become productive citizens. Educating the formerly incarcerated has become more important as less federal and state money flows into postsecondary correctional education programs, leaving inmates with fewer academic opportunities while in prison. A lack of education and skills can compound stigmas and make it difficult for many ex-offenders to land jobs. Ex-offenders are offered 50 percent fewer jobs and earn less than people who have never been incarcerated, according to the Pew Charitable Trusts. Without gainful employment, many return to a life of crime: About half of all released inmates return to jail or prison within three years, according to the College Board's center. But two-year institutions are looking to change that. Chemeketa Community College, in Oregon, and Wayne County Community College District, in Michigan, are offering academic and personal-development programs on their campuses to help ex-offenders gain skills and start new lives. Two-year colleges are poised to play a central role in reducing recidivism. Many already partner with correctional facilities to provide GED classes and vocational or associate-degree programs in prisons. But as resources for such programs dwindle, and the labor market increasingly demands higher levels of education and training from prospective employees, the colleges' work with ex-offenders has taken on more urgency. Budgets for and public interest in educating the formerly incarcerated may be low, but college leaders are committed to the cause--and recognize its role in the national completion agenda. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Psychological Patterns; Social Environment; Music; Coping; Correctional Institutions; Institutionalized Persons; Foreign Countries; Self Esteem; Music Education; Music Activities; Learning Activities; Interviews; Communication Skills; Interpersonal Competence; Program Effectiveness; Philanthropic Foundations; Social Theories; Correctional Education

Abstract:
Good Vibrations is a charity that runs gamelan projects with offenders in prison and on probation. A recent Birmingham City University study investigating the short-, medium- and long-term impact of the project found that participation in a Good Vibrations project acted as a catalyst for positive change. The research found that not only did participants feel more able to communicate with other offenders within the project, they found confidence in their own voice so as to continue to develop their communication and coping skills within prison and as ex-offenders in the community. Furthermore, the project contributed to the development of anger management skills and provided an outlet for self-expression leading to a feeling of "being normal". This article presents the findings of the study, and considers why Good Vibrations inspires positive change. Using a three-dimensional model of Activity Theory, the concept of learning through social music-making is explored in terms of how the individual interacts with the social environment in order to develop skills and how participation in a musical learning activity can lead to a positive change of identity. (Contains 2 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Ability; Program Effectiveness; Intervention; Correctional Education; Writing Difficulties; Economically Disadvantaged; Verbal Ability; Intelligence; Mathematical Aptitude; Outcomes of Treatment; Correctional Institutions; Juvenile Justice; Reading Ability; Writing Ability; Pretests Posttests; Family Characteristics; Outcome Measures; Children

Abstract:
The present study was under taken during 2003-2005 with the objectives to study the level of learning abilities and study the impact of intervention on learning abilities among children residing in juvenile institutions of Dharwad division in Karanataka. Level of scholastic ability and scholastic problems of children was assessed before intervention. School based intervention program focused on improving reading, writing and arithmetic abilities of children. Results indicated that nearly 50% of institutional children were poor in reading and arithmetic abilities and nearly one third (23%) were poor in writing. Further school based intervention had significant effect in reducing reading, and writing difficulties and improved their ability to solve arithmetic sums except graded multiplication and division sums. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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