Transcript Chapter Fourteen Institutional Programs

Chapter Fourteen
Institutional Programs
FAULKNER UNIVERSITY
CRIMINAL JUSTICE PROGRAM
INSTRUCTOR: BILL FILMORE
HTTP://FILMORE.NET/FAULKNERCLASS/INDEX.HTML
Learning Objectives
Describe how correctional programs help address
the challenge of managing time in the correctional
setting.
2. Describe the ways that security acts as a constraint
on correctional programs offered in institutional
settings.
3. Know the meaning of the “principle of least
eligibility” and illustrate its importance.
4. Understand the importance of the classification
process and how “objective classification” works
1.
Learning Objectives
5. Describe the major kinds of institutional
programs that are offered in correctional
institutions.
6. Analyze recent developments in the field of
correctional rehabilitation.
7. Describe the main types of correctional industries
and define how each works.
8. Understand the current pressures facing
correctional programming policies.
Learning Objective 1
 Learning objective 1: Describe how
correctional programs help address the
challenge of managing time in the
correctional setting.
Managing Time
 Mitigate the oppressiveness of time
 Provide opportunities for prisoners to
improve their lives
 Keep prison time from becoming dead time
 More programs offered, the less likely
inmates’ boredom will translate into
hostility toward the staff
Managing Time
• Prison program:
–
–
Any formal, structured activity that takes prisoners
out of their cells and sets them to instrumental tasks.
5 types:
• Rehabilitative
• Medical service
• Industrial
• Daily facility maintenance
• Recreational
Learning Objective 2
 Learning objective 2: Describe the ways
that security acts as a constraint on
correctional programs offered in
institutional settings.
Constraints of Security
 Whenever a program requires sharp tools,
heavy security prevails.
 Security
requires tool counts, searches, and
detailed accounting of materials.
 Security requirements make maintenance
and industrial programs inefficient.
Learning Objective 3
 Learning objective 3: Know the
meaning of the “principle of least
eligibility” and illustrate its importance.
Least Eligibility
 The doctrine that prisoners ought to receive
no goods or services in excess of those
available to people who have lived within the
law.
 General
public often quite hostile to create
programming.
 Public does not want to reward criminal activity.
 Prison programs frequently represent weak
versions of free-society program.
Learning Objective 4
 Learning objective 4: Understand the
importance of the classification process
and how “objective classification”
works.
Classification
• Process by which prisoners are assigned to types of
custody and treatment.
–
–
–
Sentenced felon introduced to the new status of prison
Depersonalize the inductee
Serves as management tool to ensure inmates are
assigned to units appropriate to their custody level:
• Separated from those who might victimize them
• Grouped with members of their work assignment
Classification
• Objective classification:
– Predictive model:
• Designed to distinguish inmates with respect to risk of
escape, potential misconduct, and future criminal behavior.
• Statistical techniques
– Equity-based model:
• Use only a few explicitly defined legal variables reflecting
current and previous criminal characteristics, not used:
– Race
– Employment
– Education
Learning Objective 5
 Learning objective 5: Describe the
major kinds of institutional programs
that are offered in correctional
institutions.
Institutional Programs
• Rehabilitative programs:
– Aim at reforming the offender’s behavior
– Programs vary:
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•
•
•
•
•
•
•
Psychological
Behavioral
Social
Educational
Vocational
Substance abuse
Sex offender
Religious programs
Institutional Programs
• Prison industry:
– Way to manage the restlessness and idleness of prison time
– Viewed as part of the reformative process
• Prison maintenance programs:
– Typical prison must provide every major service available in a
community:
•
•
•
•
•
•
Fire department
Electrical and plumbing
Janitorial maintenance
Mail delivery
Restaurant
Drug store
Institutional Programs
 Maintenance programs cont.:
 Constitute
an elaborate pecking order of
assignments
 Choice jobs involve access to power
 Essential to managing the prison:
Lower the cost of operations by eliminating the
need to hire outside labor.
Job hierarchy provides rewards and
punishments to enforce discipline.
Institutional Programs
 Recreational:
 Two primary functions:
Integral to prison social life
Can be rehabilitative in several ways:
Teach social skills as cooperation and
teamwork
Provide a means for prisoners to grow in
experience and enhance their self-image
Serve as a productive counterpoint to the
general alienation of prison
Learning Objective 6
 Learning objective 6: Analyze recent
developments in the field of
correctional rehabilitation.
Correctional Rehabilitation
• Martinson’s 1974 study indicating prison
rehabilitation ineffective.
• New vision:
–
Prison a place that should provide safe and
secure custody while punishing offenders.
• Criminogenic needs:
–
Needs than, when successfully addressed by
treatment programs, result in lower rates of
recidivism.
Correctional Rehabilitation
• Six conditions identified by researchers under
which treatment will be effective:
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–
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–
–
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Directed toward high-risk clients.
Responds to offenders’ problems that caused the criminal
behavior
Take into account offenders’ psychological maturity
Providers are allowed professional discretion on how to
manage offenders’ progress in treatment
Are fully implemented as intended
Offenders receive follow-up support after completing the
treatment programs
Correctional Rehabilitation
 Cost-benefit ratio:
A
summary measure of the value of a
correctional program in saving money
through preventing new crime.
Learning Objective 7
 Learning objective 7: Describe the main
types of correctional industries and define
how each works.
Correctional Industry
 The contract labor, piece price, and
lease systems:
A
contractor provided raw materials and
agreed to purchase goods made by prison
inmates at a set price.
 The public account system:
 A prison bought machinery and raw
materials with which inmates
manufactured a salable product.
Correctional Industry
 The state use system:
A
labor system under which goods produced
by prison industries are purchased by state
institutions and agencies exclusively and
never enter the free market.
 The public works and ways system:
A
labor system under which prison inmates
work on public construction and maintenance
projects.
Learning Objective 8
 Learning objective 8: Understand the
current pressures facing correctional
programming policies.
Current Pressures
 Most rehabilitative programs have serious
shortcomings and limited effectiveness.
 Large number of inmates are not considered to
need educational, vocational training, or
drug/alcohol rehabilitation.
 Services provided in prison settings are
substantially less effective than same programs in
community.
Chapter Fifteen
Release from Incarceration
Learning Objectives
1.
2.
3.
4.
5.
Discuss parole and explain how it operates today.
Be familiar with the origins and evolution of
parole in the United States.
Discuss the different mechanisms that are used to
release offenders from correctional facilities.
Explain how releasing authorities are organized.
Be familiar with the steps that are taken to ease
the offender’s reentry into the community.
Learning Objective 1
 Learning objective 1: Discuss parole
and explain how it operates today.
Parole
 The conditional release of an inmate from
incarceration, under supervision, after part
of the prison sentence has been served.
 Three
concepts:
Grace or privilege
Contract of consent
Custody
 Only felons released on parole
 Only state and federal governments effect parole
Learning Objective 2
 Learning objective 2: Be familiar with
the origins and evolution of parole in
the United States.
Origin and Evolution
• Parole in U.S. evolved during 19th century
• Capt. Alexander Maconochie:
– British colony administrator
– Developed classification system by which prisoners could
pass through:
1. Strict imprisonment
2. Labor on chain gangs
3. Freedom within an area
4. A ticket-of-leave or parole with conditional pardon
5. Full liberty
Origin and Evolution
 1870, National Prison Association
incorporated principles into the
Declaration of Principles
 New York, indeterminate sentencing
law, 1876:
 Zebulon
Brockway
 Superintendent of Elmira Reformatory
 Began to release prisoners on parole
Origin and Evolution
 1920 – 20 states had parole systems
 1925
– 46 states
 1942 – 48 states
 During 1970’s parole criticized on several
grounds:
 Release
was tied to treatment success
 Parole boards abusing their discretion
 Inmates being held in suspended animation
Learning Objective 3
 Learning objective 3: Discuss the
different mechanisms that are used to
release offenders from correctional
facilities.
Release Mechanisms
 Discretionary release
 Mandatory release
 Probation release
 Other conditional release
 Expiration release
Discretionary Release
• The release of an inmate from prison to
conditional supervision at the discretion of the
parole board within the boundaries set by the
sentence and the penal law.
–
–
Allows the parole board to assess prisoner’s readiness for
release
Focuses on:
• Nature of offense
• Inmate’s behavior
• Inmate’s participation in rehabilitative behavior
Mandatory Release
 The required release on an inmate from
incarceration to community supervision on
the expiration of a certain period, as
stipulated by a determinate-sentencing law
or parole guidelines.
 Matter
of bookkeeping
 Good time
 Released conditionally
Probation Release
 The release of an inmate from
incarceration to probation
supervision, as required by the
sentencing judge.
Often
tied to shock incarceration
Since 2000, use increased from 6 to
10%
Other Conditional Release
 A probationary sentence used in some states
to get around the rigidity of mandatory
release by placing convicts in various
community settings under supervision.
 Furlough
 Home
supervision
 Halfway houses
 Emergency release
Expiration Release
 The release of an inmate from
incarceration without any further
correctional supervision; the
inmate cannot be returned to
prison for any remaining portion of
the sentence for the current
offense.
19%
of prison releases
Learning Objective 4
 Learning objective 4: Explain how
releasing authorities are organized.
Organization
• Consolidated versus autonomous:
– Inside or outside the department of corrections
• Field services:
– Argued that institutional staff and the parole board must
be coordinated
• Full time versus part time:
– Full time:
• Criminal justice professionals
– Part time:
• Thought to represent the community better
Organization
Appointment:
Appointed
by governor or
correctional authority
Learning Objective 5
 Learning objective 5: Be familiar
with the steps that are taken to ease
the offender’s reentry into the
community.
Release
 2008, Second Chance Act
 Reintegration model:
 Gradually lowering level of custody
 Prerelease counseling
 Training programs
 Transfer to housing unit, family readjustment
training
 Participating in most cases voluntary
Chapter Sixteen
Making it: Supervision in the
Community
Learning Objectives
1. Know the major characteristics of the
postrelease function of the corrections
system.
2. Define community supervision and
revocation of community supervision.
3. Understand how community supervision is
structured.
4. Describe residential programs and how
they help parolees.
Learning Objectives
5. Identify the major problems parolees
confront.
6. Understand why some parolees are
viewed as dangerous and how society
handles this problem.
7. Describe the effectiveness of
postrelease supervision.
Learning Objective 1
 Learning objective 1: Know the major
characteristics of the postrelease
function of the corrections system.
Postrelease Function
 Conditions of release:
 Restrictions on conduct that parolees must obey
as a legally binding requirement of being
released.
 Parole boards only release about 1/4 of
inmates (65% in 1976)
 80% of those released now under parole
supervision (60% in 1960)
 No truly “clean” start is possible
Learning Objective 2
 Learning objective 2: Define
community supervision and
revocation of community
supervision.
Community Supervision
 Restrictions on parolees:
Personal
and material problems are
staggering
 Most are unskilled or semiskilled
 Nearly 1/4 paroles fail within 6
months
Revocation
 Revoked for 2 reasons:
 Committing new crime
 Violating conditions of parole (technical
violation):
Usually involve noncriminal conduct (fail to
change address)
 Most occur when parolee is arrested on a
serious charge or cannot be located
 Parole is a privilege
Technical Violation
 Two-stage revocation proceeding:
 Parole
board determines whether there is
probable cause that a violation has occurred:
Right to be notified of charges
Be informed of witnesses
Be heard
Present witnesses
Confront parole board witnesses (safety)
Technical Violation
 Two-stage revocation proceeding cont.:
 Parole board decides if the violation is
severe enough to warrant return to prison.
 Parole agency has several options:
 Return parolee to prison
 Note violation but strengthen supervision
 Not violation but take no action
 Highest rate of failure in first year
Learning Objective 3
 Learning objective 3: Understand how
community supervision is structured.
Structure
 Three forces:
 Parole
officer
 Parole bureaucracy
 Experiences of offender
 Complex web of attitudes, situations,
policies, and random events determines
outcome of supervision process.
Agents of Community Supervision
 Cop and social worker
 Two hidden conditions:
 Officer have certain expectations about how
clients will behave and how to treat them:
Parental approach
Welfare approach
Punitive officers
Passive agents
 Supervision plan
Bureaucracy
 Workload:
 Active
v. reduced surveillance
 Parole officers spend as much as 80% of
their time at nonsupervisory work
 Philosophy and policy
 Constraints on officers’ authority:
 Go
along with the system
Bureaucracy
 Affects offender’s postrelease experience in
several ways:
 Provides
rules and policies managing
workloads that would otherwise be
unbearable.
 Structures the activities of parole officers
according to traditional philosophical
orientations.
 Provides a context of unwritten and informal
norms that define appropriate and
inappropriate officer conduct.
Learning Objective 4
 Learning objective 4: Describe
residential programs and how they
help parolees.
Residential Programs
 Community correctional centers:
 A small-group living facility for offenders,
especially those who have been recently released
from prison:
Usually provide counseling and drug treatment
Impose strict curfews
Residents can gradually earn a reduction in
restrictions
Idea is to provide treatment while promoting
step-by-step adjustment to community relief
Residential Programs
 Work release center:
A
facility that allows offenders to work in the
community during the day while residing in the
center during nonworking hours.
 Two types:
Prisoners work during day and return at night
Offenders work and live at home during week,
return to center on weekends
Learning Objective 5
 Learning objective 5: Identify the major
problems parolees confront.
Postrelease Life
 Strangeness of reentry
 Supervision and Surveillance
 Unmet personal needs
 Barriers to success:
 Civil disabilities:
Right to vote
 Public assistance and food stamps
 Public housing
 Driver’s licenses
 Adoptions and foster care
 Student loans

Postrelease Life
 Barriers to success:
 Employment:
 Expungement:
 A legal process that results in the removal of a
conviction from official records.
 Pardon:
 An action of the executive branch of the state or
federal government excusing an offense and
absolving the offender of the consequences of the
crime.
Learning Objective 6
 Learning objective 6: Understand
why some parolees are viewed as
dangerous and how society handles
this problem.
Parolee as Dangerous
 By 1997, 32 states and the federal
government had passed sex offender
notification laws:
 Notification
laws seem to have heightened
public discomfort
 Isolated tragedies can exaggerate the actual
danger
 No correlation between numbers of
parolees and crime rate
Learning Objective 7
 Learning objective 7: Describe the
effectiveness of postrelease
supervision.
Effectiveness
 Measured in terms of rates of
recidivism
 Less
than 1/2 of those released from prison
remain prison free after 3 years
 Mandatory release only seems to work for
property offenders
 Case management
 Overall, success of parole supervision is
mixed
THE END
NEXT WEEK:
RESEARCH PAPERS DUE!
CHAPTERS 18, 20 AND 21
REVIEW FOR FINAL EXAM