高水平监狱学教育工作者队伍建设研究

本文在当下监狱人民警察急需改善的立法现状和执法环境的背景下，探讨了监狱人民警察队伍建设以及监狱人民警察权益保障的现状和存在的问题。一是现行法律法规与当前监狱人民警察的执法环境已经存在不相适应的情况，需要完善执法依据、修补法律法规存在的漏洞；二是监狱工作是专业性极强的政治任务，需要充分发挥好人才管理体制优势，挖掘引进专业人才服务于党和人民的监狱事业；三是疫情防控常态化的背景下，监狱人民警察长期封闭工作，需从根本上解决监狱人民警察急难愁盼的问题，出台从优待警政策，加强监狱人民警察心理健康服务。笔者在立法、人才管理、加强心理健康服务等方面进行了探讨，旨在为我国监狱事业理论发展尽绵薄之力。

对冒名顶替罪的诠释应遵循立法初衷，以体系性视角展开分析。冒名顶替罪保护的法益为复合法益，其中社会管理秩序为核心内容，公民受教育权为价值内涵，自然人的人格权益为外在表现。盗用和冒用应属包含关系，冒用涵盖了经他人授权而使用的情形。顶替指挤占并取代他人实际取得的高等教育入学资格的行为，因此受害人是否入学不影响犯罪成立。对高等学历教育入学资格的范围应以高等学历教育的教育种类为依据进行认定，不应拘泥于培养模式和授课形式。冒名顶替罪与刑法第280条、第280条之一构成刑法中的“盗窃身份罪”体系，应将三罪理解为吸收关系，以厘清犯罪竞合问题，并加强本罪司法适用率。对顶替者适用刑罚应恪守宽严相济和教育改造理念，对组织、指使者应当从重处罚，对国家工作人员的认定应做限缩解释，即滥用职权实质帮助冒名者完成顶替行为的国家工作人员。

罪错未成年人既是犯罪者中的特殊群体，也是未成年人中的特殊性群体。近年来，我国未成年人的犯罪情形得到有效控制，但罪错未成年人的再犯罪形势依旧严峻。通过分析可知，刑罚执行不足与社会的排斥加速了未成年人与重复犯罪行为的链接，当成长需求无法满足或犯罪情绪失控将促使未成年人再次犯罪，家庭教育和校园教育亦是未成年人再犯罪不容忽视的原因。考虑到未成年人再犯罪的人身危险性与社会危害性，对再犯罪预防需要从司法层面加强预防力度，应当在惩罚犯罪的原则指导下，提高刑罚执行中的惩罚性；在保障刑罚实施的同时发挥教育对罪错未成年人的教化效果，促进罪错未成年人顺利回归社会，避免重复犯罪行为。

如果犯罪是被决定的，那么犯罪人就没有对其被决定的行为承担责任的正当根据，既然犯罪人不能为其被决定的行为负责，那么刑罚也就同样没有存在的必然性，因此刑罚的目的就无从谈起。犯罪人是秩序世界中不幸被决定出来偏离秩序的可怜者，面对这些被决定的偏离者，不应该预先设立刑罚然后再来讨论刑罚的目的，而应该首先确立一个目的——帮助这些偏离者正常回归社会，然后再来讨论采用何种方式方法。

贵州警察学院作为一所转型期的公安院校，非公安专业学生占了学生总数相当大的比例，其中的监狱学专业也同样面临着就业难的问题，这部分学生的就业问题，也一直是学院关注的重点。事实上监狱学专业学生从事对口专业的比率很低，就业中存在很多问题，与公安专业相比，监狱学专业无法纳入公安联考，就业范围相对较窄。如何有效提高监狱学专业学生的对口就业率，不浪费学校专业的教育投入，避免毕业即失业的困境，将是本文探讨的重点。本研究以贵州警察学院监狱学专业为研究对象，探讨了影响该专业毕业生就业的因素，通过问卷调查的方式，分析了毕业生的就业情况、就业意愿、就业能力和就业机会等方面的影响因素，同时针对这些影响因素提出对策建议，以促进该专业毕业生的就业发展。

Both local and international research converge on the finding that correctional educators (CEs) are key in the rehabilitation of incarcerated students. Nevertheless, a gap remains in understanding how CEs’ experiences affect their pedagogy and professional identity within the correctional environment. To address this gap, this study investigated the experiences of CEs and how teaching at a South African correctional facility influenced their pedagogy and professional identity. A phenomenological research design, embedded in the qualitative research approach and grounded in the Professional Identity Formation (PIF) framework, was adopted using an interpretivist approach. Purposive sampling was employed to recruit 11 participants, and data were collected through semi-structured interviews and analyzed thematically. The findings revealed an ageing workforce with substantial teaching experience, often transitioning from mainstream to correctional education, suggesting a strong emotional connection to the teaching profession. Despite numerous challenges, including a shortage of CEs and teaching resources, and a lack of sustainable professional development opportunities, CEs expressed a strong desire for continuous professional learning and institutional support in pursuit of their professional growth and empowerment. This study contributes to the scholarship of prison education by identifying challenges affecting the professional development of CEs while also offering recommendations to enhance their professional effectiveness and the responsiveness of the institutional support they yearn for, such as the allocation of adequate resources and investment in ongoing professional development.

ABSTRACT This paper explores lenses influencing FE teachers’ professional identity in the UK, using the network of enterprises (NoE). The tool is praised for capturing professional trajectories but criticised for its individual focus. The study examines five lenses (time, passion, professional influence, personal fulfilment, and remuneration), highlighting challenges and opportunities for FE teachers, including undervaluation, role multiplicity, and CPD. This paper applies step three of the NoE, ‘assessing the significance of involvement,’ to illuminate identity formation, foregrounding FE practice’s multiplicity of roles. FE spans vocational pathways, apprenticeships, A-levels, adult and prison education. Foregrounded in systemic pressures, policy shifts, and sector recognition, this research uses qualitative analysis of interviews with nine FE teachers. The study offers practical recommendations for using the NoE to support identity development. It contributes to current debates on workforce development by illustrating how identity underpins professional growth, CPD engagement, and sectoral innovation.

Penitentiary education has been widely recognized as an essential tool for the rehabilitation and resocialization of incarcerated individuals, providing vital skills that facilitate their reintegration into society. In this context, the aim of the study was to analyze the perceptions of penitentiary education in the resocialization of incarcerated individuals among students at the National University of Moquegua.A quantitative descriptive-correlational approach was adopted, using a cross-sectional design to collect data at a single point in time. The sample included 100 students selected through stratified random sampling by academic course, ensuring representativeness. Surveys were applied to assess various dimensions of prison education and its perceived effectiveness.The results indicated a positive valuation of prison education in terms of social skills and social reintegration, although deficiencies in resources and programmatic structure were noted. The significant influence of design and institutional support on the perceived effectiveness of these programs was confirmed.It is concluded that there is a need to strengthen educational programs in penitentiary settings, improving their structure and resources to optimize their contribution to effective resocialization. Future research should be expanded to explore the persistence of educational effects and their adaptability to various penitentiary conditions.

Education in prisons is intended to transform lives. It fulfils a major role in rehabilitation and is critical to ensuring that incarcerated people have the necessary knowledge and skills to lead meaningful, productive and economically active lives when they are released back into the community. However, there is substantial evidence that highlights the poor quality of education in prisons in the United Kingdom (UK), due to lack of ambition, narrow curricula, weaknesses in assessment and lack of attention to learners’ starting points. Our review of the literature has highlighted a lack of studies which specifically privilege the voices of prison educators and prisoners who have participated in education courses during their time in incarceration. This paper draws on our conversations between both authors to illuminate the barriers to inclusion in relation to prison education. Several issues are highlighted, including lack of consistency, volatile learning environments and lack of support for learners who are enrolled on higher education courses. We offer some tentative recommendations to advance policy and practice in prison education that are informed by the literature and international comparisons.

Purpose: This study evaluates the service quality of prison education for women at Cambodia’s 2nd Correctional Center by comparing prisoners’ expectations with their actual experiences. It identifies institutional and psychosocial barriers affecting service delivery, learning outcomes, and program effectiveness. Methodology: A mixed-methods approach was used. Quantitative data were collected through structured surveys of 170 women prisoners and analyzed using a paired t-test. Qualitative insights were drawn from semi-structured interviews with 20 prisoners and 5 prison officers, analyzed thematically. Triangulation ensured validity and credibility. Findings: Statistical results showed no significant difference between expectations and perceptions (t = 0.40, p = 0.69), with a negligible mean gap (0.02). However, qualitative data revealed that the apparent alignment stemmed from structurally low expectations, limited educational relevance, trauma, and underinvestment. Women perceived minimal services as “good enough,” reflecting constrained standards rather than actual satisfaction. Novelty: This is among the first studies in Cambodia to apply the Servqual model to women’s prison education using both quantitative and gender-sensitive qualitative data. It highlights the systemic neglect of incarcerated women’s educational rights and argues for trauma-informed, gender-responsive reforms to ensure prison education is truly rehabilitative.

Prison education plays a crucial role in rehabilitation, yet its service quality remains underexplored, particularly in Cambodia. This study examines the quality of prison education at the 1st Correctional Center, addressing a key research gap by evaluating prisoners’ expectations versus their actual perceptions of educational services. The objective is to assess whether current programs meet rehabilitative goals and identify barriers to effective education delivery. Using a mixed-methods approach, the study integrates quantitative surveys and statistical analysis with qualitative interviews to evaluate service quality comprehensively. A paired t-test analysis (t = 8.95, p < 0.001) revealed that prisoners rated education services higher than expected. However, limited resources, overcrowding, inconsistent policies, and a shortage of qualified educators still hinder effectiveness. Qualitative results further highlight institutional barriers, including security restrictions limiting prisoner participation and the lack of standardized curricula across facilities. Additionally, while education is recognized as a rehabilitative tool, its role in clemency decisions and sentence reductions remains ambiguous, underscoring the need for policy enhancements. These findings contribute to ongoing prison reform efforts, highlighting the importance of inter-agency collaboration, digital learning expansion, and integrating education into legal reintegration frameworks. By addressing structural challenges and aligning prison education with global best practices, Cambodia can strengthen its correctional education system, ultimately improving prisoner rehabilitation and reintegration.

In this chapter, I argue that prison education is dangerous. In a context where individual incarcerated people have restricted autonomy, non‐incarcerated students, staff, and faculty from colleges and universities can cause real harm by neglecting to consider the vast power differentials between non‐ or never‐incarcerated educators and students in prison.

PURPOSE This study aims to examine how prison experience, perceived social support, and education are related to mental health distress among Brazilian inmates. DESIGN/METHODOLOGY/APPROACH A cross-sectional study was conducted with 242 male (M age = 31.84 years, SD = 8.29) prisoners from three facilities in Brazil's Central-West region. Mental health distress was assessed using the self-reporting questionnaire (SRQ-20), which captures anxiety, depression and somatic complaints. The scale of experience (SEP) in prison evaluates inmates' subjective experiences related to the prison environment, such as sense of safety, whereas the social support perception (EPSUS-A) scale measures perceived emotional and instrumental support from family, friends and others. FINDINGS Inmates reported moderate levels of mental health distress (M = 9.11, SD = 5.35), prison experience (M = 41.98, SD = 9.93) and social support (M = 45.25, SD = 21.55). Correlations showed that prison experience was positively related to perceived social support (r = 0.43, p < .001) and negatively related to mental health distress (r = -0.16, p = .024). In a multiple regression model, sociodemographic variables accounted for 15% of the variance in mental health distress (p = .07). After adding the main predictors, the final model accounted for 26% of the variance (p = 0.003). Prison experience was a significant predictor of fewer mental health symptoms (β = -0.223, p = .01). RESEARCH LIMITATIONS/IMPLICATIONS This study relied on self-report measures, which may be subject to social desirability and underreporting of symptoms. The cross-sectional design limits causal interpretations, and the sample included only male inmates from one region in Brazil, reducing generalizability. PRACTICAL IMPLICATIONS First, correctional staff should be trained to promote safer, more respectful environments, as positive prison experiences were linked to better mental health. Second, while strengthening social support networks is a practical step, future research should also focus on developing better tools to assess mental health among inmates, ensuring more accurate identification and intervention. SOCIAL IMPLICATIONS First, the study highlights the importance of improving prison environments, as positive experiences in prison were linked to better mental health outcomes. Second, it suggests that enhancing inmates' access to social support could reduce psychological distress. Together, these findings emphasize the need for correctional policies focused on fostering support within prisons to promote inmate well-being and successful reintegration into society. ORIGINALITY/VALUE Results highlight prison experience as a protective and malleable factor, suggesting targets for mental health interventions in prisons.

Higher Education in Prison (HEP) has expanded dramatically due to its success in effecting change in students, their families, and institutions. However, in demonstrating its effectiveness, research has lumped together a vast array of courses into a single construct of HEP. In this conceptual article, we encourage the discipline to think beyond this HEP monolith in order to capture and understand the variation that exists within HEP. We offer three ways to distinguish between HEP courses—by structure, student experience, and teaching practices. We argue that understanding how and why our courses achieve the positive outcomes requires systematic attention to teaching practices.

The Federal Bureau of Prisons clinical skills training development (CSTD) team accomplished the planning, creation, and execution of a first-ever national clinical skills assessment program (CSAP) for nurses and advanced practice providers (APPs). Clinical skills assessment is a part of nurse and APP credentialing and privileging and must be completed for new hires along with continued biennial recredentialing accreditation standards. A training resource manual, discipline-specific skills checklist, pre-/postprogram written examination, and standard operating procedures were created. The CSTD team used commercially available manikins, food items, and easily obtainable office supplies for simulated experiential skills assessments. The CSAP provided a consistent, reproducible, and scalable approach for the orientation, assessment, and, if indicated, remediation for correctional nurses and APPs.

Self-directed violence (SDV), comprising both suicide and self-injury, presents a continued public health challenge for correctional institutions. In fact, correctional settings are one of four primary targets for the reduction of SDV by leading professional organizations. This article presents a public health solution to SDV in correctional settings, namely the Core Competency Model for Corrections (CCM for Corrections), an educational program for correctional mental health providers. Grounded in the general CCM of Suicide Prevention, we proffer an evidence-based sample curriculum covering 10 SDV prevention competencies in correctional settings. These competencies address both clinical care (e.g., enacting evidence-based treatment plans, using best practice documentation standards) and provider-focused (e.g., managing personal attitudes about SDV and incarcerated persons, engaging in self-care and debriefing) skills. We further espouse the underlying social-cognitive theory of CCM for Corrections toward the goal of identifying mechanisms of action for improved SDV prevention skills. Finally, we highlight considerations in the initial design and testing of CCM for Corrections. These recommendations address (a) utilization of a community-academic partnership approach and corrections SDV advisory panel, (b) selection of an in-person or online training modality, and (c) measurement of sample educational program outcomes. The CCM for Corrections represents a promising approach to SDV reduction and management in correctional settings ripe for collaborative pilot testing. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

The transition from correctional service to life in the community can be very challenging for young ex-offenders because they often lack the skills and knowledge they need to function successfully in society. This exploratory study aimed to explore whether the educational opportunities provided in correctional services really help young ex-offenders make a successful transition back into society. The study adopted a qualitative research approach, interviewing a group of 20 young ex-offenders aged 18 to 35 from the Cape Flats region. The data from the interviews were analysed through thematic analysis. The study found that correctional education, particularly programmes focused on mental health, counselling and life skills, significantly improved the mental well-being and self-efficacy of young ex-offenders, aiding their successful reintegration into society. These programmes also emphasised moral education, fostering harmonious coexistence with community members’ post-release. This study recommends a revolutionary pedagogical approach to correctional education aiming at comprehensive education of young offenders. This pedagogy should use modern digital technologies, allowing correctional educators to undertake pre-attendance assessments of each offender’s learning preferences, inclinations as well as individual aptitudes and limitations. This method facilitates the learning of basic education required for successful reintegration of young offenders into society.

Education in Polish and Hungarian penitentiaries aims at the successful social reintegration of prisoners. Penitentiary institutions support prisoners by education of primary, secondary, and vocational training. Forms of learning within prisons prepare prisoners for release and integration into the labour market. This study aims to review the most important concepts and possible interpretations of criminal pedagogy and the cultural life of prisons. We present the main cultural rights of prisoners (learning opportunities, community cultural opportunities) and their impact on prisoners, as well as highlighting the aspects that make prison a total institution. We present the goals of cultural life in prison and the current training process covering key areas. We state that cultural activities in prison are essential parts of reintegration, bringing prisoners closer to the cultural nature of the outside world. With this article, comparatively on the two countries, we would like to draw attention to the diversity and feasibility of cultural transmission for prisoners.

PURPOSE The purpose of this paper is to analyse the historical development and current challenges of professional training for prison service staff in the Czech Republic. This study focuses on the transition from a repressive system under communism to a democratic approach emphasising human rights, ethics and professionalisation. It aims to assess the effectiveness of the current training programmes and their alignment with international standards, highlighting their impact on safety, recidivism reduction and prisoner re-socialisation. The findings aim to inform policymakers and practitioners about the importance of continuous investment in education and professional development for sustainable improvements in the prison system. DESIGN/METHODOLOGY/APPROACH The authors focused on the basic professional training of prison service workers. Specifically, 247 people. Through the questionnaire, the authors investigated the reflection of the education itself and its benefit for the participants. FINDINGS This research reveals that the professional training of prison service staff significantly enhances their preparedness, ethical standards and ability to manage crisis situations. Participants acknowledged the high quality of teaching materials and the dedication of instructors. Humanities subjects, such as law and ethics, were found challenging but essential. Well-trained staff contribute to improved prison safety and reduced recidivism. This study emphasises the necessity of ongoing education, collaboration with academic experts and modern training tools. Moreover, the findings highlight the importance of tailoring training programmes to meet the evolving needs of diverse prisoner groups and the societal demand for rehabilitation. RESEARCH LIMITATIONS/IMPLICATIONS This study primarily relied on questionnaire-based data from participants in basic professional training courses, which may introduce subjective bias and limited scope. This research focused on the Czech Republic's prison system, and findings may not be directly generalisable to other contexts. Further studies could benefit from longitudinal data collection, in-depth qualitative interviews and comparative analyses across different countries. The implications emphasise the need for more comprehensive evaluation frameworks to ensure that training programmes are continuously updated in line with emerging challenges, such as increasing prisoner diversity and evolving security risks, thereby enhancing the global relevance of these findings. PRACTICAL IMPLICATIONS Implementing this study's recommendations can improve the overall quality and effectiveness of prison service training. Regular updates to curricula, inclusion of modern technologies and collaboration with external experts can address the evolving needs of the prison environment. Enhanced training in crisis management, ethics and human rights will better equip staff for real-life challenges. In addition, targeted specialisation programmes can help address the specific needs of prisoner subgroups, including those with mental disorders or cultural differences. These practical changes will contribute to safer prisons, better re-socialisation outcomes and increased public trust in the prison system. SOCIAL IMPLICATIONS By improving the quality of prison staff training, this study supports broader societal goals of reducing recidivism and promoting the successful reintegration of former prisoners. Enhanced training fosters a more humane and ethical approach to incarceration, reducing stigma and fostering public understanding of rehabilitation's value. Addressing social exclusion through effective prisoner re-socialisation directly benefits communities by reducing crime rates and improving social cohesion. The findings also underline the importance of public-private partnerships and community involvement in supporting re-entry programmes, thus contributing to a more inclusive and equitable society. ORIGINALITY/VALUE This paper offers a comprehensive analysis of the transformation of prison service training in the Czech Republic, highlighting the shift from a repressive to a rehabilitative approach. Its originality lies in combining historical, sociological and practical perspectives to assess training effectiveness. By focusing on ethical education, modern pedagogical methods and international standards, this study provides valuable insights for policymakers and practitioners aiming to enhance prison systems. The findings contribute to the global discourse on prison reform by showcasing how investment in education and professional development can lead to safer prisons and more effective reintegration of prisoners into society.

Abstract The training of teachers working in prison schools needs to consider the specificities of people deprived of liberty that go beyond the program content established by curriculum guidelines, and is a way to assist them in the process of resocialization. The objective of this study was to map scientific evidence on the content covered in the training process for teachers working in prison schools. The research was conducted through a Scope Review anchored in the Joanna Briggs Institute (JBI) framework, based on the guiding question: “How is the content covered in the training process for teachers working in prison units characterized?” There was no specific time frame, and the search was conducted in selected databases, as well as through a Google Scholar search, during June and August 2023. The studies were selected based on the titles, abstracts, and full texts by two independent reviewers. The final sample consisted of twelve studies published between 1921 and 2022, of which eleven were published in English and only one in Portuguese. The content covered in the training process was categorized into three empirical cores: Safety Techniques, Pedagogical Processes, and Behavior Management. In this sense, it is concluded that the content is insufficient to support teachers in dealing with the nuances and complexity of the prison context, which requires the adoption of strategies focused on the continuous development of comprehensive and context-specific training curricula.

This activity involves cooperation with various parties, including correctional officers, professionals in the field of Education and the Government in this case the Ministry of Education, Research and Technology in the field of Community-Based Empowerment. Through this community service activity, it is expected that correctional officers can improve their capacity and welfare through various professional and personal development programs. This program is designed to support the effectiveness of officers' work and their work-life balance. In this training, it is explained how Service Excellence and Managerial Skills can be carried out. This training was delivered to officers in the service sector totaling 30 people who are ASN Salemba Prison. Participants are 25-33 years old with a Bachelor's degree in Law, Education, Economics and Social. Male participants 60% and female 40%. Among the participants were 2 structural officials. Preparation for the implementation was carried out in two meetings. The first meeting discussed the event rundown, division of tasks for each lecturer, provision of materials and preparation of questions to be asked to participants, availability of supporting equipment to make it easier for Prison 2A officers to listen to presentations from the Perbanas Institute. The second meeting involved the head of the Salemba Class IIA Prison who discussed the revised material and adjusted it to the situation at the Salemba Class IIA Prison. This Community Service Activity was carried out on Thursday, August 22, 2024 face-to-face and the material provided was about how IIA Prison officers provide the best service, improve employee managerial skills, and provide solutions to obstacles and results obtained from the situations discussed previously. The implementation went smoothly according to the predetermined schedule, the speakers delivered their materials according to the prepared concept, namely regarding service excellence and managerial skills.

This paper explores the Rehabilitation through Media and Communication (RMC) model as an innovative approach to correctional education and reintegration. It examines how media-based strategies can be employed to support the rehabilitation process by addressing incarcerated individuals' educational, psychological, and social needs. Through a detailed review of existing case studies and successful applications of media in correctional settings, the paper identifies key benefits of the RMC model, including enhanced educational opportunities, improved emotional well-being, and more effective reintegration into society. Despite its potential, the model faces significant challenges, including limited technological infrastructure, resistance from correctional staff, and insufficient funding. The paper concludes with policy recommendations for overcoming these challenges, such as investing in technology, developing media-based curricula, and training correctional staff. By fostering collaboration and providing ongoing support, the RMC model can revolutionize correctional rehabilitation, offering a holistic, adaptable solution to reduce recidivism and promote long-term success for incarcerated individuals.

Boundary violations occurring in corrections settings require special attention. There is a unique relationship between officers and inmates, governed by policies and procedures as well as ethics in general (e.g., the lack of ability for a person in a controlled environment to consent to a relationship due to power imbalance). Recent high-profile cases between corrections officers and inmates demonstrate the complexities inherent in these relationships. We examine several recent cases and offer analysis of the factors leading to these dangerous encounters. We discuss how a special relationship develops between a corrections employee and an inmate and how that can lead to blackmail, the introduction of contraband to the prison, or other illegal activity. It is easy to state that one should not engage in sexual encounters, but it is harder to discuss and identify feelings that develop in correctional settings, such as transference and counter-transference feelings in a therapeutic relationship. Lessons of professionalism from the doctor-patient relationship parallel the relationships between officers and inmates.

Educational practices and strategies have changed very little over the years, and even emerging advances in technology have become the prisoners of traditional academic norms. Thus, while there is increasing emphasis on evaluating and aligning caregiving processes with the strongest evidence of effectiveness, there is little demonstration or role-modeling of this same expectation in either the formal or continuing educational processes of behavioral healthcare providers. This "disconnect" is a significant problem in the field. This paper addresses the urgent need to inform the education and training of the behavioral health workforce with current theories regarding the teaching-learning process and evidence about the effectiveness of various teaching strategies. The relevant theories and available bodies of evidence are described, and the implications for workforce education and training are identified.

The author in this article tries to find out the other aspect of human rights as it is felt by the subordinate staff of an Indian prison. He tried to put the problem on headings like 'human rights in prisons', 'human rights and prison staff', 'the problem of subordinate prison staff' and concludes with human rights education and prison staff.

As the need for mental healthcare services within correctional settings in the US increases, so does the need for a mental health workforce that is motivated to work within such systems. One potentially effective method by which to increase the number of psychiatrists working in jails, prisons, and parole clinics is to provide exposure to these environments during their training. Correctional settings can serve as unique training sites for medical students and psychiatric residents and fellows. Such training experiences can provide a host of benefits to both trainees and staff within the correctional mental health system. Alongside many potential benefits exist substantial potential barriers to coordinating correctional training experiences, including both programme directors' and residents' concerns regarding safety and enjoyment and negative perceptions of inmate and prisoner patients. The establishment of academic affiliations with correctional institutions and didactic instruction on commonly encountered clinical issues with inmate populations may be methods of diffusing these concerns. Improving residents' and fellows' training experiences offers a hope for increasing the attractiveness of a career in correctional psychiatry.

Prisons and jails are facing sharply increased demands in caring for aged and dying inmates. Our Toolkit for Enhancing End-of-life Care in Prisons effectively addressed end-of-life (EOL) care; however, geriatric content was limited, and the product was not formatted for broad dissemination. Prior research adapted best practices in EOL care and aging; but, delivery methods lacked emerging technology-focused learning and interactivity. Our purposes were to uncover current training approaches and preferences and to ascertain the technological capacity of correctional settings to deliver computer-based and other e-learning training. An environmental scan was conducted with 11 participants from U.S. prisons and jails to ensure proper fit, in terms of content and technology capacity, between an envisioned computer-based training product and correctional settings. Environmental scan findings focused on content of training, desirable qualities of training, prominence of "homegrown" products, and feasibility of commercial e-learning. This study identified qualities of training programs to adopt and pitfalls to avoid and revealed technology-related issues to be mindful of when designing computer-based training for correctional settings, and participants spontaneously expressed an interest in geriatrics and EOL training using this learning modality as long as training allowed for tailoring of materials.

No abstract

The purposes of this exploratory study are to present a model of the competency-based counseling training program with correctional officers in Taiwan and highlight findings from a qualitative exploration. Grounded theory procedures are used to explore 23 correctional officers' perceptions of the training program. This training program results in positive feelings about the significant learning experience, greater theoretical knowledge, and a greater understanding of the counseling work. In addition, eight themes emerging from the data pertain to the significant experiences of the training process. These themes are outlined and discussed. Implications for correctional officers' counseling training program and research questions for future study are also suggested.

The purposes of this study were (a) to determine whether a competency-based counseling training program can be effective in developing the counseling skills of correctional officers with diverse backgrounds and (b) to examine if participants would demonstrate positive changes in counseling skills regardless of their differences among a variety of demographic variables. One hundred and six correctional officers were selected to participate in this study. Both qualitative and quantitative research methods were applied for collecting and analyzing data. The results indicate that the participants' counseling skills were significantly improved. Because the participants demonstrated positive changes in their overall counseling skills, the present research further supports no significant difference among a variety of variables. The training program also brought out deeper reflection on the significant learning experiences, greater theoretical knowledge, as well as greater understanding of the counseling work for the participants.

No abstract

The main task of nurses is to take care of sick and healthy people and evaluate changes in their health conditions. The goal is to take the appropriate measures to help their recovery or guarantee a dignified death, and if possible, help them regain autonomy and independence. Nursing is present in different areas: primary health, mental health, accident and emergencies, intensive and coronary care, surgical care, paediatrics, geriatrics, public health, occupational health, teaching, etc. In our case, prison nursing, one of the least known branches of the profession, we wanted to investigate more deeply the work of nurses in prisons, which aspect of health care they are responsible for and to what type of population they are geared towards, as well as the necessary training to be able to work in such a particular environment. To conclude, we have seen that university degrees in general nursing do not include knowledge in this area, and that authors from different countries support the specialization of prison nursing and the need for nurses to be trained according to the health conditions of inmates and the characteristics of prisons.

Problem-solving skills training is adaptable, inexpensive and simple to deliver. However, its application with prisoners who self-harm is unknown. The study assessed the feasibility and acceptability of a problem-solving training (PST) intervention for prison staff and prisoners who self-harm, to inform the design of a large-scale study. A mixed-methods design used routinely collected data, individual outcome measures, an economic protocol and qualitative interviews at four prisons in Yorkshire and Humber, UK. (i) Front-line prison staff, (ii) male and female prisoners with an episode of self-harm in the previous 2 weeks. The intervention comprised a 1 hour staff training session and a 30 min prisoner session using adapted workbooks and case studies. We assessed the study processes-coverage of training; recruitment and retention rates and adequacy of intervention delivery-and available data (completeness of outcome data, integrity of routinely collected data and access to the National Health Service (NHS) resource information). Prisoner outcomes assessed incidence of self-harm, quality of life and depression at baseline and at follow-up. Qualitative findings are presented elsewhere. Recruitment was higher than anticipated for staff n=280, but lower for prisoners, n=48. Retention was good with 43/48 (89%) prisoners completing the intervention, at follow-up we collected individual outcome data for 34/48 (71%) of prisoners. Access to routinely collected data was inconsistent. Prisoners were frequent users of NHS healthcare. The additional cost of training and intervention delivery was deemed minimal in comparison to 'treatment as usual'. Outcome measures of self-harm, quality of life and depression were found to be acceptable. The intervention proved feasible to adapt. Staff training was delivered but on the whole it was not deemed feasible for staff to deliver the intervention. A large-scale study is warranted, but modifications to the implementation of the intervention are required.

Access to high-quality curriculum and instruction is essential for all youth incarcerated in juvenile corrections facilities. In a landmark 2014 collaboration between the U.S. Departments of Education and Justice

Speech, language and communication needs (SLCN) are strongly overrepresented in young offender populations, and there is growing commitment internationally to ensuring access to speech-language therapy services for such young people. However there is currently no framework in which such interventions might be conceptualized, delivered and evaluated. This is significant given the role of language competence in the development of prosocial skills and also in the transition to literacy. To present Response to Intervention (RTI) as a framework in which SLCN of young offenders might be systematically addressed and evaluated within youth justice settings, led by speech-language therapists, in conjunction with other education and welfare team members. Literature regarding prevalence rates of SLCN in young offenders is reviewed, together with the limited extant evidence on interventions for this group. The importance of applying evidence-based interventions is argued, and a framework for adapting RTI for SLCN in custodial settings is outlined. A framework for adapting RTI to design, deliver and evaluate speech-language therapy interventions in youth custodial settings is presented. Speech-language therapy interventions for young offenders will be better addressed at policy, practice and research levels if a framework such as an RTI adaptation is employed. It is expected, however, that this model will evolve over time, as intervention evidence pertaining to the youth offender population emerges.

People experiencing incarceration in the United States face numerous health disparities before, during, and after imprisonment, with prison conditions often exacerbating the severity of their health conditions. Within prisons, inadequate nutrition may contribute to the high prevalence of chronic disease such as diabetes and heart disease. This article discusses the development of an evidence-based nutrition curriculum for prison settings, informed by literature on current nutrition in prison, as well as previous health interventions designed to improve the health of incarcerated individuals. The curriculum was developed using guidelines for an effective health curriculum from the Centers for Disease Control and Prevention. Furthermore, this article discusses the theoretical foundations and effective pedagogies for teaching health materials in prison and provides further recommendations for improving nutrition in correctional institutions.

The overrepresentation of persons with mental illness in carceral settings has led to justifiable concerns about their wellbeing and the appropriateness of their care. Correctional officers may be the first point of recognition and management for incarcerated persons experiencing mental illness. Correctional officers thus unknowingly participate in mental health care without a formally recognized mental health care role or knowledge of mental health educational best practice standards. This article reviews the small literature linking specific factors in mental health educational interventions for correctional officers to improvement in knowledge, skills, attitudes, and potentially to incarcerated persons' mental health outcomes. Synthesizing that literature with the authors' experience in creating a mental health educational program for correctional officers at a large provincial detention center in Ontario, Canada, we propose a five-principle framework to guide such programs. We propose such programs be intentionally designed and evaluated with educational and quality improvement best practices in mind, an inclusive attitude toward participants and the intersectional factors in mental health in carceral settings, the use of interactive teaching methods, consideration of instructor relatability, and integration of educational programs into broader philosophical changes in carceral institutions.

Correctional staff work in demanding job environments that can lead to increased burnout. Research aims were to determine the prevalence of burnout and devaluation of consumers (i.e., individuals in their care) and their families among correctional staff, examine associations between burnout and devaluation of consumers and their families, and determine significant predictors of burnout. This exploratory study investigated 30 correctional staff in a specialized psychiatric correctional facility for individuals with mental illness in Mexico City. Correctional staff experienced low to moderate burnout, reported high levels of devaluation of consumers (DCS), and low levels of devaluation of consumers' families (DCFS). The implications of burnout on DCS and DCFS warrant large scale research and should compare burnout and devaluation in specialized psychiatric correctional facilities versus general correctional facilities.

Mental health challenges appear to be extremely prolific and challenging for correctional service employees, affecting persons working in community, institutional, and administrative correctional services. Focusing specifically on correctional workers employed by the Ontario Ministry of the Solicitor General, we shed light on their interpretations of the complexities of their occupational work and of how their work affects staff. Using a qualitative thematic approach to data analyses, we show that participants (

Burnout is a state of emotional, physical, and mental exhaustion often caused by excessive and prolonged stress. Given the emotionally and often physically demanding nature of the work of correctional professionals, they are at substantial risk of suffering the adverse consequences of burnout. We systematically reviewed (Stage 1) the influence of burnout amongst forensic psychologists, psychiatrists, case workers, nurses, and correction officers. Interventions were then reviewed (Stage 2) at the individual and collective level to examine the effectiveness or efficacy of treatments for burnout among professionals working in corrections.

Burnout syndrome is a phenomenon that seems to be studied globally in relation to all types of populations. The staff in the system of correctional institutions in Bulgaria, however, is oddly left out of this tendency. There is no standardized model in Bulgaria that can be used to detect possible susceptibility to professional burnout. The methods available at present only register the irreversible changes that have already set in the functioning of the individual. V. Boyko's method for burnout assessment allows clinicians to use individual approach to patients and affords easy comparability of results with data from other psychodiagnostic instruments. Adaptation of the assessment instruments to fit the specificities of a study population (linguistic, ethno-cultural, etc.) is obligatory so that the instrument could be correctly used and yield valid results. Validation is one of the most frequently used technique to achieve this. The aim of the present study was to adapt and validate V. Boyko's burnout inventory for diagnosing burnout and assessment of the severity of the burnout syndrome in correctional officers. We conducted a pilot study with 50 officers working in the Plovdiv Regional Correction Facility by test-retest survey performed at an interval of 2 to 4 months. All participants completed the adapted questionnaire translated into Bulgarian voluntarily and anonymously. Statistical analysis was performed using SPSS v.17. We found a mild-to-strong statistically significant correlation (P<0.01) across all subscales between the most frequently used questionnaire for assessing the burnout syndrome, the Maslach Burnout Inventory, and the tool we propose here. The high Cronbach's α coefficient (α=0.94) and Spearman-Brown coefficient (rsb=0.86), and the low mean between-item correlation (r=0.30) demonstrated the instrument's good reliability and validity. With the validation herein presented we offer a highly reliable Bulgarian variant of Boyko's method for burnout assessment and research.

The staff of correctional facilities voluntarily work in prisons. It seems plausible that the professionals, officers, and administrators engaged in such employment may have unconscious feelings of a desire or need for punishment. This topic does, in fact, appear common in the jokes and casual conversation in such facilities, perhaps indicating such an underlying theme. Indeed, those employees who were willing to discuss their experience in more depth corroborated the hypothesis. A sense of a need or desire for punishment in a staff's members may profoundly affect the prisoner's transference with the staff, and the staff's countertransference. These feelings may affect the many important decisions of correctional and clinical staff in prisons and related settings.

This article discusses the role of correctional line staff in treatment of prison inmates with serious mental illness. The authors assert that many roles and duties traditionally attributed to clinicians can and often should be performed not only by mental health professionals, but by line staff such as correctional officers and nurses. Moreover, the optimal climate for effective treatment is one in which mental health professionals and line staff work collaboratively, especially since line staff alone are in contact with inmates 24 hours per day. The specific activities which comprise mental health treatment in prison are described as: 1) counseling and psychotherapy-talking with inmates, 2) consultation-talking about inmates, 3) special housing, activities, and behavioral programs, and 4) medication. Case examples demonstrate how correctional officers, nurses, and other line staff perform each of these activities. Recognition and nurturance of these activities will improve the quality of services and reduce stress on staff and inmates alike. Consultation with line staff, joint training, and use of multi-disciplinary treatment teams are advocated as methods of reaching these goals.

Continued uncertainty on overrepresentation of autism spectrum disorder (ASD) in the criminal justice system (CJS), although important, has shifted focus away from other questions of CJS treatment of neurodiverse individuals and left little guidance on best practice for people with ASD. For ASD individuals involved in sex offenses, there remains even less guidance. Because aspects of ASD symptomatology can highly influence sexual behaviors in ways that differ from neurotypical sex offending, it is imperative that clinicians and correctional professionals know more about this potential influence of ASD on sex offending behaviors. This knowledge should then inform efforts to enact more effective and equitable policies when interacting with the ASD population. This article reviews the connection between ASD symptoms and sexual behaviors as well as the lack of ASD-oriented sex education that could result in sex offending charges. A review of literature examining sex offending risk and its relation to ASD follows. Recommendations for more equitable treatment are discussed for different aspects of the correctional system, including forensic assessment, treatment efforts, and correctional staff interactions.

The work of nurses and correctional officers alike has long been pointed at as among the most stressful in the world. The primary aim was to evaluate the prevalence and level of occupational burnout among 214 hospital nurses and 201 correctional officers from Bulgaria. One of the focuses was to examine whether gender roles or occupational roles were more related to burnout. The current work used a descriptive cross-sectional inter-occupational comparative survey design. The participation was voluntary, individually and anonymously without any financial compensation. The only qualification in the sample selection was that the employee had direct contact with patients and inmates respectively. A translated MBI-Bulgarian version was used to measure burnout. Data were entered into SPSS17.0 to carry out data analysis. The level of emotional exhaustion and personal accomplishment of nurses were significantly higher than that of correctional officers. Mean depersonalization score of correctional officers was significantly higher than that of nurses. Correctional officers demonstrated a higher prevalence of burnout syndrome compared with nurses. To examine whether gender is associated with burnout, Mann-Whitney U test was utilized to assess gender differences of correctional officers. Our results suggest that being male or female is not a critical determinant of burnout. Correctional officers were found to have a higher prevalence of burnout syndrome compared with nurses.