Emotional Intelligence in Prison

According to theorist Daniel Goleman emotional intelligence is a combination of factors. It is the ability to know what you are feeling and managing those feeling while making good decisions. For example, being emotionally intelligent means “calming yourself when you're anxious and handling your anger appropriately. It's maintaining hope in the face of setbacks, having empathy and being able to get along with people” (Brown, 1996, para. 4). Several studies have shown by teaching prisoners these abilities and the skill to stop and think before they react resulted in fewer conflicts which are important for the safety of other prisoners, prison staff, and the public once released (Vacca, 2004, p. 297). With the rapid increase in offender populations and high rates of recidivism should an emotional intelligence training program be implemented to help reduce violence in prison and reduce reentry rates?

In Nevada, approximately 24% of prisoners released reoffend within 36-months of their release date (Livingston, 2009, p. 20). The key to any prisoner’s success after release is determined by the offender’s ability to integrate back into the community and by avoiding further convictions after release. There have been several studies conducted on the effectiveness of educational programs and how they contribute to reducing recidivism rates. These studies have shown that prisoners who attend educational programs during their sentencing are less likely to reoffend after being released. Additionally, having the right kind of educational programs available will reduce prison violence, create a positive prison environment and reduce recidivism. Emotional intelligence training is important to the overall prison atmosphere because it will develop the prisoner’s self-awareness, self-regulation, motivation, empathy, and social skills which in turn will reduce recidivism (Livingston, 2009, p. 21).

As Goleman points out in his book Social Intelligence (2006) the majority of prisoners seldom get to learn how to correct the behaviors and conditions that keep them repeating the cycle of release, relapse, and prison again (p. 293). This same majority suffer from a short circuit in their social brain which is essential in expressing empathy and for regulating emotional impulses. In the Nevada prison system approximately 25% of prisoners are under the age of twenty-five which in perfect for transforming this short circuit into a more law-abiding pattern. Evaluations of current prison rehabilitation programs have found that by targeting the younger and first time offenders is more successful in preventing future criminal activity after released and reducing recidivism (Goleman, 2006, p. 293). All educational programs in the prison system have one goal in common they all want to help offenders learn to be better people, not better criminals. Emotional intelligence training is the first step in this transformation (Goleman, 2006, p. 297).
References
Brown, S. A. (1996, May 13). Talent for living. Success, says Daniel Goleman, requires skill in handling emotions, not just being smart. People, 45 (19). Retrieved from Talent for Living : People.com
Goleman, D. (2006). Social intelligence: The new science of human relationships. New York, NY: Bantam Book.
Livingston, A. (2009). Nevada Department of Corrections fiscal year 2009 statistical abstract. Retrieved from http://www.doc.nv.gov/stats/annual/fy2009.pdf
Vacca, J. (2004). Educated prisoners are less likely to return to prison. Journal of Correctional Education, 55(4), 297-305. Retrieved from Educated Prisoners Are Less Likely to Return to Prison

Cultural Diversity Issues in the Correctional Education Classroom

My position on cultural diversity in correctional education and learning is to create a learning environment that is safe, respectful, and encouraging. I work in a cultural diverse environment and I have found that by understanding and respecting the beliefs of others helps to create a more peaceful atmosphere. However, as a future correctional educator it is my duty to not only to educate inmates but to be their mentor. This is possible by developing my awareness of cultural diversity in the classroom. By expanding my knowledge and understanding of the individual needs of my students both culturally and emotionally will lead to new ideas to ensure the transfer of learning both inside and outside the classroom. According to Spry (2003) a correctional educator needs to possess various skills in addition to the ordinary classroom curriculum and practices. She believes that “a correctional educator should posses a basis in multi-cultural awareness, human relations, psychology, and diversity understanding” (p. 75).

There are many programs that teach cultural diversity in the workplace and rehabilitation education. I have found the best cultural diversity concepts for correctional education is Spry’s (2003) philosophy because she provides first-hand knowledge of being a white, female correctional educator in a predominately African American, male prison classroom (p.75). She developed this philosophy by creating components to consider when dealing with diversity issues. Spry (2003) discusses the challenges in teaching in the Michigan Department of Corrections. Her first challenge was dealing with the cultural gender role and other diversity concepts that come with taking a job in a male correctional setting. Another challenge she faced was redevelopment of base line skills such as study habits, classroom practices, and moral diversity because of the majority of students entering into prison are middle-aged and often are a functional illiterate. This issue of age diversity leads to dealing with the cultural issues related to relearning basic classroom skills later in life (p. 75). In the Nevada prison system the average age of male inmates is thirty-two (Legislature Counsel Bureau, 2012) and frequently have a reading level of lower than an 8th grader (NDOC, 2012). I find Spry’s inside knowledge helpful in developing the necessary diversity concepts for the correctional setting.

Spry’s (2003) philosophy is based on several components dealing with cultural diversity concepts and issues in the correctional education setting. She created her own way at looking at diversity. The first component focuses on dependability. Dependability is based on the educators ability to portray the educational material in a dependable way by showing students they can depend on them to support and encourage their personal growth and learning. In addition, the students must show dependability by displaying their desire to learn by participating in class activities and discussions. This component builds a sense of self-worth and helps change the patterns of responsibility by demanding accountability in classroom, regardless of race, gender, or other demographic characteristics. This component is important because it develops a student’s dependability skills which in turn will better prepare students for staying out of prison once released (p. 75-76). Other components address integrity, validity and new ventures, enthusiasm, reliability, reasonableness, realistic goals, and reachability of instructor, sympathetic and sensible, idealistic and intelligence, tolerance, and yearning (p. 76-77). All of these components can help to address the issues of cultural diversity in the correctional setting.

References

Legislative Counsel Bureau. (2012, January). Policy and Program Report. Corrections. Retrieved from http://www.leg.state.nv.us/Division/Research/Publications/PandPReport/29-C.pdf

NDOC. (2012). Nevada Department of Corrections website located at Nevada Department of Corrections

Spry, S. A. (2003). Making diversity in correctional education classrooms work for correctional educators and incarcerated students and workers. Journal of Correctional Education, 54(2), 75-78. Retrieved from http://ehis.ebscohost.com.ezp.waldenulibrary.org/eds/pdfviewer/pdfviewer?vid=4&hid=6&sid=64a10114-4491-4e3e-ad8e-253cd95dd3d3%40sessionmgr10

Contemporary Cultural Diversity in Correctional Education

In Nevada, approximately 24% of prisoners released reoffend within 36-months of their release date (Livingston, 2009, p. 20). The key to any prisoner’s success after release is determined by the offender’s ability to integrate back into the community and by avoiding further convictions after release. There have been several studies conducted on the effectiveness of educational programs and how they contribute to reducing recidivism rates. These studies have shown that prisoners who attend educational programs during their sentencing are less likely to reoffend after being released (Cochrane, 2011). However, does contemporary cultural diversity effect the quality of the inmates education?

What is Contemporary Cultural Diversity?
Contemporary cultural diversity is a group of people residing in a geographical location in modern day whose beliefs differ in numerous ways from that of one's neighbor as a result of religious and spiritual practices, family values, morals, and ethnic background (Tarver, 2001).

Have you had any issues with cultural diversity? Please comment!!!

References

Livingston, A. (2009).  Nevada Department of Corrections fiscal year 2009 statistical abstract.  Retrieved from http://www.doc.nv.gov/stats/annual/fy2009.pdf

Tarver, M. (2001). Rehabilitation Strategies for Diverse Inmate Populations: Considerations for Recreational Therapists, Counselors and Educators, 167-171. Retrieved from http://ehis.ebscohost.com.ezp.waldenulibrary.org/eds/pdfviewer/pdfviewer?vid=4&hid=5&sid=c20d3b53-4f6f-41eb-9cf6-6c63c5f156d6%40sessionmgr14.

Learning in Prison

Participation in postsecondary programs in correctional settings remains low,
despite evidence of positive outcomes and a recent emphasis on postsecondary
education as a means to meet labor market demands. For example, recent
national surveys showed that postsecondary academic and vocational
programs were available at between 35% and 42% of correctional facilities and
that only about 5% of the inmate population participated (Erisman & Contardo,
2005; Stephan, 2008). Postsecondary programs represent a relatively small
part of the education programming available in the nation's prisons and their
availability is often limited by funding, prison school resources and staff, and
the availability of local education providers. Postsecondary programs in prison
tend to focus on vocational education and most are delivered via onsite
instruction and through partnerships with local community colleges. While
access to the Internet is unavailable in nearly all prison settings, distance
education (e.g., via telecourses, interactive television, and correspondence
courses) is also widely used to deliver these programs (as cited in Journal
of Correctional Education). What do you think about higher education in prison?

Higher Education in Prison

In order to meet the educational needs of the American’s prison populations and reduce recidivism rates, stakeholders have turned to postsecondary correctional education (PSCE). PSCE includes any academic or vocational coursework an inmate takes beyond the high school diploma or equivalent that can be used toward a certificate or an associates, bachelors, or graduate degree. Though research on the importance of PSCE is limited due mostly to the lack of systematically collected data which is comparable across states, research suggests that 35 to 42% of correctional facilities offer some form of PSCE (Erisman & Contardo 2005; Stephan 2008). For those offenders that participated in PSCE during incarceration studies observed several positive post-release outcomes such as an increased educational attainment levels, reduced recidivism rates, and improved post-release employment opportunities and earnings (Gaes 2008; Meyer, Fredrick, Borden, & Richardson, 2010; Winterfield et al. 2009). Regardless of the positive outcomes associated with PSCE, discussion of postsecondary opportunity for the America’s prison population is missing from the top of any state and federal policy agendas. This lack of top line policy attention to PSCE is detrimental to the country because postsecondary education plays a critical role extenuating challenging social conditions intensified by the increase in the prison population (Gorgol & Sponsler, 2011).  Even with the Second Chance Act postsecondary education opportunities are minimal for the prison population (Cochrane, 2012).