Transcript Chapter Ten Incarceration

Chapter Ten
Incarceration
AMERICAN CORRECTIONS
NINTH EDITION
Learning Objectives
1. Explain how today’s prisons are linked to
2.
3.
4.
5.
the past.
Discuss the goals of incarceration.
Be familiar with the organization of
incarceration.
Discuss the factors that influence the
classification of prisons.
Explain who is in prison.
Learning Objective 1
 Learning objective 1: Explain how today’s prisons are
linked to the past.
Links to the Past
• Oldest prison in America still houses
prisoners (New Jersey)
• Elements of major reform movements still
found in prisons.
–
During 60’s and 70’s when rehabilitation
dominated, big block prisons converted into
correctional institutions.
• Number of African American and Hispanic
inmates has greatly increased.
Links to the Past
• More inmates:
– Come from urban areas
– Convicted of drug related and violent offenses
• Increased number of correctional officers joining
public employee unions
• Focus of corrections has changed to crime control.
• Modern prison faces:
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Racial conflicts
Legal issues
Limited resources
Growing population
Learning Objective 2
 Learning objective 2: Discuss the goals of
incarceration.
Goals of Incarceration
• The custodial model:
– Emphasizes security, discipline, and order.
• The rehabilitation model:
– Emphasizes the provision of treatment programs designed to
reform the offender.
• The reintegration model:
– Emphasizes maintenance of the offender’s ties to family and
the community as a method of reform, in recognition of the
fact that the offender will be returning to the community.
Learning Objective 3
 Learning objective 3: Be familiar with the
organization of incarceration.
Organization of Incarceration
• Federal Bureau of Prisons:
– 1930:
•
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Federal Bureau of Prisons created:
– Responsible for, “the safekeeping, care, protection, instruction,
and discipline of all persons charged or convicted of offenses
against the U.S.”
Today,
•
Highly centralized:
– Director
– 6 regional directors
– Staff of over 35,000
– More than 201,000 prisoners
Federal Bureau of Prisons
 Drug offender numbers steadily
increased.
 Currently
constitute about 53.3%
 Over 53,000 federal inmates are
citizens of other countries
 Operate 102 confinement facilities:
5
security levels from minimum to high
 1 Super max in Florence, CO
State Prison Systems
 Executive branch administers prisons.
 Prisons administered by a warden or
superintendent.
 Approximately 390,000 people work in
state institutions.
 States vary in number, size, type, and
location of correctional facilities.
Learning Objective 4
 Learning objective 4: Discuss the factors that
influence the classification of prisons.
Maximum Security
 Designed and organized to minimize
the possibility of escapes and violence;
to that end, it imposes strict limitations
on the freedom of inmates and visitors.
 355
facilities in U.S., that house 38% of
state inmates
 Strict routines
 Headcounts frequent
Medium Security
• Designed and organized to prevent escapes and
violence, but in which restrictions on inmates and
visitors are less rigid than in maximum-security
facilities.
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438 in U.S. holding 43% of state inmates
Resemble maximum security, organized differently
More privileges and contact with outside world
Campus or courtyard style
Razor-wire, guard towers remain
Minimum Security
• Designed and organized to permit inmates
and visitors as much freedom as is
consistent with the concept of incarceration.
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926 facilities housing 19% of state inmates
Lacks guard towers and walls
Prisoners live in dormitories or small private
rooms.
More personal freedom
Still a prison
Private Prisons
 Taxpayers pay $38.2 billion on prisons:
 $3.3
billion on inmate medical care
 $1.2 billion on feeding prisoners
 $996 million for utilities
 By end of 2007, private facilities
housed 125,975 inmates
 Corrections Corporation of America
Learning Objective 5
 Learning objective 5: Explain who is in prison.
Who is in Prison?
 Majority are men
 Members of minority groups
 Convicted of violent crimes
 40% of state prisoners have not completed
high school
 44% of prisoners rearrested within first year
after release
 25%
within 3 years
Who is in Prison?
History of persistent criminality
Increased number of elderly
prisoners
Many prisoners with HIV/AIDS
Mentally ill
Long-term prisoners
Chapter 11
The Prison Experience
Learning Objectives
1. Discuss the “inmate code” and talk
about where the values of the prison
subculture come from.
2. Be familiar with the prison economy.
3. Explain the different types of prison
violence.
4. Discuss what can be done about
prison violence.
Learning Objective 1
 Learning objective 1: Discuss the “inmate code” and
talk about where the values of the prison subculture
come from.
Inmate Code
 A set of rules of conduct that reflect the
values and norms of the prison social system
and help define for inmates the image of the
model prisoner.
 Don’t
interfere with inmate interests
 Don’t quarrel with fellow inmates
 Don’t exploit inmates
 Don’t trust the guards or the things they stand
for
Prisonization
 The process by which a new inmate
absorbs the customs of prison society
and learns to adapt to the environment.
 Short
sentence, continuation of contacts
with the outside, a stable personality, and
refusal to become part of the group weaken
prisonization.
Norms and Values
Convict society organized along
racial, ethnic, and age lines.
Many inmates conform to
subculture even though their
own values run contrary to the
inmate code.
Adaptive Roles
 Four basic role orientations:
 Doing
time
Cost of doing business
 Gleaning
Better themselves
 Jailing
Construct life within prison
 Disorganized criminal
Those who cannot develop other three
Learning Objective 2
 Learning objective 2: Be familiar with the prison
economy.
Prison Economy
 Prisons have a commissary or store
 Informal underground economy is major
element of prison life
 Goods
and services unique to prison can take on
exaggerated importance
 Reinforces norms and role of the social
system
 Certain positions enhance opportunities
 Lockdowns can disrupt the economy
Learning Objective 3
 Learning objective 3: Explain the different types of
prison violence.
Prisoner-Prisoner Violence
• Rate is 28 attacks per 1,000 inmates
– Prison gangs
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Also known as security threat groups
Linked to acts of violence in most prison systems
Tightly organized
Prison administrators use variety of strategies to weaken gang
influence:
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Identifying members
Segregating housing
Restricting gang symbols
Strip searches
Monitoring mail and telephones
Prisoner-Prisoner Violence
• Protective custody:
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6,000 state prisoners in protective custody
Known as Special Management Inmates
Life not pleasant, limited opportunities
• Prison rape
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September 4, 2003 – Prison Rape Elimination Act
Perpetrators tend to be
• Male
• Black (49%) or White (39%)
Prison Rape
• Victims:
– Male
– Under age of 40
– White
– Also:
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First-time, nonviolent offenders
Convicted of a crime against a minor
Physically weak
Viewed as effeminate
Not affiliated with a gang
Believed to have “snitched”
Prisoner-Officer Violence
 Occurs in specific situations and
against certain individuals
 Yearly, inmates assault approximately
18,000 prison staff members
 Officer’s greatest fear is unexpected
attacks
 After attack, officers transferred to
tower duty
Officer-Prisoner Violence
 Many guards view physical force as an
everyday, legitimate procedure.
 Goon squads
 Worse case in California
 Officers authorized to use force to
enforce prison rules and to uphold
discipline and prevent escapes.
Learning Objective 4
 Learning objective 4: Discuss what can be done
about prison violence.
Decreasing Prison Violence
 Architecture and size:
New
generation institutions
Small housing units
Clear sight lines
Security corridors
Relationship between prison crowding
and violence is unclear.
Decreasing Prison Violence
 The role of management:
 Improve classification
 Create opportunities for fearful inmates
 Increase size, racial diversity, and training for
custody force
 Redesign facilities
Surveillance
 Install grievance mechanisms
 Augment reward system
THE END
NEXT WEEK:
CHAPTERS 12 AND 13
NO MID-TERM REVIEW