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1
Kallman, Meghan Elizabeth. "“Living More Through Knowing More”: College Education in Prison Classrooms." Adult Education Quarterly 70, no. 4 (November 14, 2019): 321–39. http://dx.doi.org/10.1177/0741713619889589.
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A growing national focus on prison reform has led to a resurgence of interest in carceral education. However, and although college education prison is different from college education in the community, relatively little scholarship has explored why or how these variations exist, what they mean, or how they have changed over time. The present paper aims to help fill this gap, exploring the significance of this context for adult learning. I ask: how does the context of a prison shape classroom dynamics and student learning? In answering the question, I employ qualitative and ethnographic methods that focus on giving voice to the perspective of the student-inmates themselves. I find that the isolated and oppressive characteristics of the prison can, paradoxically, offer unique opportunities for learning and scholarly achievement among incarcerated students. The paper’s findings invite reflection about the types of educational strategies often employed in prisons, and provide baseline data on some important social dynamics within prison classrooms.
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Olaghere, Ajima, Kristen P. Kremer, and Carlton J. Fong. "Learning Opportunities While Incarcerated: Association of Engagement in Literacy and Numeracy Activities With Literacy and Numeracy Skills." Adult Education Quarterly 71, no. 3 (January 21, 2021): 232–50. http://dx.doi.org/10.1177/0741713620988505.
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Little is known about which educational activities are most associated with incarcerated adults’ literacy and numeracy skills. The present study examines whether informal engagement in reading, writing, and numeracy activities (e.g., reading newspapers or using calculators) is associated with incarcerated adults’ literacy and numeracy skills. Using the 2014 Program for the International Assessment of Adult Competencies (PIAAC)—U.S. Prison Study, numeracy/literacy skills were predicted from engagement in reading, writing, and numeracy activities. Literacy skills were higher among incarcerated persons who engaged in an increasing amount of writing activities along with those who completed postsecondary coursework in prison. Literacy skills and numeracy skills were not significantly associated with engagement in reading activities and numeracy activities, respectively. Findings highlight promising strategies for restructuring prison education.
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Baćak, Valerio, and Edward H. Kennedy. "Principled Machine Learning Using the Super Learner: An Application to Predicting Prison Violence." Sociological Methods & Research 48, no. 3 (January 10, 2018): 698–721. http://dx.doi.org/10.1177/0049124117747301.
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A rapidly growing number of algorithms are available to researchers who apply statistical or machine learning methods to answer social science research questions. The unique advantages and limitations of each algorithm are relatively well known, but it is not possible to know in advance which algorithm is best suited for the particular research question and the data set at hand. Typically, researchers end up choosing, in a largely arbitrary fashion, one or a handful of algorithms. In this article, we present the Super Learner—a powerful new approach to statistical learning that leverages a variety of data-adaptive methods, such as random forests and spline regression, and systematically chooses the one, or a weighted combination of many, that produces the best forecasts. We illustrate the use of the Super Learner by predicting violence among inmates from the 2005 Census of State and Federal Adult Correctional Facilities. Over the past 40 years, mass incarceration has drastically weakened prisons’ capacities to ensure inmate safety, yet we know little about the characteristics of prisons related to inmate victimization. We discuss the value of the Super Learner in social science research and the implications of our findings for understanding prison violence.
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Forbes, Marcus R., George J. Pratsinak, Thomas J. Fagan, and Robert K. Ax. "Effects of Group Prosocial Skills Training on Anger Control in Prison Inmates." Psychological Reports 70, no. 1 (February 1992): 66. http://dx.doi.org/10.2466/pr0.1992.70.1.66.
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A prosocial skills training program did not significantly affect the abilities of 48 adult male prison inmates to manage anger. Eight group treatment sessions did not influence their emotions, thoughts, and behaviors developed over years of experiential learning.
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Hemingway, Ann, Rosie Meek, and Caroline Ellis Hill. "An Exploration of an Equine-Facilitated Learning Intervention with Young Offenders." Society & Animals 23, no. 6 (November 16, 2015): 544–68. http://dx.doi.org/10.1163/15685306-12341382.
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This research reports a qualitative study to explore the behavioral responses and reflections from Young Offenders undertaking an Equine-Facilitated Learning (efl) Intervention in prison in the United Kingdom. Learning was facilitated by an instructor, and the participants were taught introductory natural horsemanship skills. Establishments holding young adult prisoners are typically characterized by increased disruption to the regime, and by greater incidents of violence, bullying, and conflict than in other types of prison. A resulting challenge for those working with young prisoners is the need to respond to increased levels of social isolation, and difficulties in managing impulsivity, problem solving, temper, and conduct. It is hoped that this research will provide some initial evidence to contribute to ideas around the nature of learning practical, positive skills and knowledge through inter-species interactions.
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Souza, Maria Celeste Reis Fernandes, Maria Gabriela Parenti Bicalho, and Eunice Maria Nazarethe Nonato. "Trajetórias e vivências escolares de mulheres em situação de privação de liberdade." education policy analysis archives 21 (September 23, 2013): 76. http://dx.doi.org/10.14507/epaa.v21n76.2013.
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This article is part of the discussion on the Education of women in situations of deprivation of liberty, a topic that has received attention from scholars in the field of Young and Adult Education. The data presented were collected in the context of a study that analyzed how the educational experiences of educated women are shaped in situations of imprisonment in the State of Minas Gerais. It refers specifically to reports produced on interviews with 5 women who attend school in one of these institutions, and 1 educator who is responsible for monitoring educational experiences in state prisons. The analysis of the interviews uses the theory of relationship with knowledge proposed by Bernard Charlot, especially the concepts of mobilization, sense and activity. The reports of school experiences show two different situations with regard to the conditions of access to basic education and the retention of students to it: paths marked by difficulties and halted prematurely, and other more regular and long lasting trajectories. Therefore prison is for some women the possibility of resuming elementary school, and for others, the inability to get to secondary school. Despite these differences, it is possible to identify common aspects in the stories that range from the perspectives on school education to the mobilization in relation to learning and achievement in school activities in prison. These aspects are presented and discussed as essentially important elements in order to understand the complex reality of the education of young and adult females in the prison system.
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Kendall, Alex, and Thomas Hopkins. "Inside Out Literacies." International Journal of Bias, Identity and Diversities in Education 4, no. 1 (January 2019): 82–99. http://dx.doi.org/10.4018/ijbide.2019010106.
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Since 1997, adult literacy education has been of increasing interest to UK policy makers amid perceptions/claims of a causal relationship between attainment in literacy and positive economic participation, social inclusion, and life chance transformation. However, research in the field of literacy studies suggests that many prisoners who identify as beginner readers, report feeling alienated by formal education failing to take sufficient account of the social identities learners bring to their learning or how they want to use literacy to bring about change in their lives. This has resulted in deficit models of the prisoner as learner that impose ‘spoiled educational identities' and fail to engage prisoners as active, agentic participants in their learning. In this article, the authors draw on data produced in the qualitative phase of a year-long study across the English prison estate of Shannon Trust's prison-based reading plan, to explore alternative approaches to prison literacy education that challenge the traditions of formal education and put learner identity and aspiration at the heart of the beginner reader learning process. The qualitative phase of the project involved twelve focus groups across eight prison settings and included 20 learner, and 37 mentor participants engaged in the Shannon Trust peer-reading programme. The authors listen closely to the voices of learners and mentors describing their experiences of peer to peer learning and plug in Anita Wilson's concepts of educentricity and third space literacies to read participants' experiences of formal and informal literacy education. They make use of this analysis to identify and describe a ‘grounded pedagogy' approach that pays attention to learning as social practice and enables prisoners to re-imagine themselves both as learners and social actors and to begin to connect their learning to self-directed desistence identity building. The authors conclude with a consideration of the implications of this work for prison literacy teaching and the potential role of grounded pedagogy ideas in the development of more provocative approaches to prison teacher education.
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Palmer, Shelby M. "Postsecondary Correctional Education." Adult Learning 23, no. 4 (October 5, 2012): 163–69. http://dx.doi.org/10.1177/1045159512457918.
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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.
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Linehan, Sally A., Dearbhla M. Duffy, Helen O'Neill, Conor O'Neill, and Harry G. Kennedy. "Irish Travellers and forensic mental health." Irish Journal of Psychological Medicine 19, no. 3 (September 2002): 76–79. http://dx.doi.org/10.1017/s0790966700007102.
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AbstractObjectives: To determine whether Irish Travellers are over-represented amongst transfers from prison to psychiatric hospital. If so, to determine whether this represents an excess over the proportion of Irish Travellers committed to prison.Method: Irish Travellers admitted to the National Forensic Psychiatry service were identified from a case register over three years 1997-1999. New prison committals were sampled and interviewed as part of the routine committal screening to identify ethnicity.Results: Irish Travellers accounted for 3.4% of forensic psychiatric admissions compared to 0.38% of the adult population. Travellers transferred from prison to psychiatric hospital had more learning disability and less severe mental illness than other groups, while black and other ethnic minorities had a higher proportion of severe mental illness. Travellers accounted for 6% (95% CI 3-11) of 154 male committals and 4% (95% CI 2-12) of 70 female committals. The estimated annualised prison committal rate was 2.8% (95% CI 2.4-3.3) of all adult male Travellers in Ireland and 1% for female Travellers (95% CI 0.8-1.3). Male Travellers had a relative risk of imprisonment compared to the settled community of 17.4 (95% CI 2.3-131.4), the relative risk for female Travellers was 12.9 (95% CI 1.7-96.7). Imprisoned Travellers had greater rates of drugs and alcohol problems than other prisoners (Relative risk 1.46, 95% C11.11-1.90).Conclusion: There is gross over-representation of Travellers in forensic psychiatric admissions. This reflects the excess of Travellers amongst prison committals.
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Tett, Lyn. "Transforming Learning Identities in Literacy Programmes." Journal of Transformative Education 17, no. 2 (January 1, 2018): 154–72. http://dx.doi.org/10.1177/1541344617750277.
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This article draws on the theories of Mezirow, Foucault, and Holland and colleagues to investigate how students were positioned in relation to their own experiences, what opportunities they had to overcome their negative positioning in relation to the power structures that inform the worlds in which they move, and how their changed practices impacted on their positional and figured worlds. Data from community- and prison-based participants in Scottish adult literacy projects are used to interrogate the factors that contributed to overcoming the negative discourses that students had been embedded in. This article concludes that by the end of their programs, the students had experienced transformative changes in their learning identities, and these changes encompassed cognitive, emotional, and social dimensions.
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Farmer, J. Forbes, Sal Ali, and Jean Dawson. "Pocket-Picking to Armed Robbery to Prison: The Life and Criminological Analysis of Good Boy, Bad Boy and Wiser Man, Sal Ali." Journal of Sociological Research 12, no. 2 (March 23, 2021): 1. http://dx.doi.org/10.5296/jsr.v12i2.18161.
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This case study examines the self-reported life story of a prisoner who has spent much of his life in juvenile detention and adult prison. His criminal history began with pocket-picking, then breaking and entry, and then advanced to armed robbery. Social learning theory, self-control theory and rational choice theory are discussed and the inmate’s reflections on them are offered in his words with illustrations from his experience.
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Temiakova, Dominika, and Robert Tomsik. "ATTITUDES OF ADULT CONVICTED WOMEN TO EDUCATION IN SLOVAKIA." Slavonic Pedagogical Studies Journal 10, no. 1 (February 2021): 18–30. http://dx.doi.org/10.18355/pg.2021.10.1.2.
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The study presents the attitudes of adult convicted women in a research sample of 186 respondents (29.5% of respondents from the basic sample) employing the questionnaire method. The research was carried out in 2017 and it was aimed to identify the most significant barriers that prevent convicted women from participating in prison training activities, how their attitudes and overall gross score relate to subjective perceptions of learning difficulty, and to identify the differences in gross attitude scores with respect to participation in discussions, lectures and quizzes. The convicts identified the lack of orientation in learning options and that the learning options do not reflect their needs and interest as the most significant barriers. Based on statistical analysis using Spearman's rho coefficient a statistically significant relationship was found between all attitude statements and subjective perception of learning difficulty (at the level of p <0.05 and p <0.01). The strongest correlation was found with the statements “I learn with ease” (rs = - 0.460), “I want to learn” (rs = -0.412), “I know how to learn"(rs = -0.432) and the total score (rs = -0.441). Based on the Mann-Whitey U test significant differences in the gross score of attitudes with respect to participation in all educational activities: discussions (U = 1505,500; p <0.001), lectures (U = 1846,500; p = 0.048), quizzes (U = 1654,000; p = 0.007) were found – respondents participating in educational activities achieved statistically more significant higher scores.
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Martins, Elcimar Simão, Ana Lúcia Nobre da Silveira, and Elisangela André da Silva Costa. "EDUCAÇÃO DE JOVENS E ADULTOS NO CONTEXTO PRISIONAL: LIMITES E POSSIBILIDADES NO MACIÇO DE BATURITÉ/CE." Revista Expressão Católica 8, no. 1 (May 21, 2019): 5. http://dx.doi.org/10.25190/rec.v8i1.3260.
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A educação escolar no contexto prisional apresenta-se como resultado de lutas e efetivação de políticas públicas e possui o propósito de reeducar e reintegrar o privado de liberdade para o convívio em sociedade. Nesse contexto, a presente pesquisa teve como objetivo investigar as contribuições da educação para as pessoas privadas de liberdade no Maciço de Baturité-CE. Esta investigação está fundamentada em uma abordagem qualitativa, por meio de um estudo de casos múltiplos em virtude da educação em prisões ser um fenômeno denso, complexo e contemporâneo, desenvolvido em um contexto da vida real. Além da revisão bibliográfica, como forma de aproximação com a realidade, foram realizadas entrevistas com uma representação dos sujeitos participantes do processo educacional carcerário, diretor administrativo da unidade prisional, educandos privados de liberdade e professoras responsáveis pela educação em prisão nas unidades prisional nos municípios de Pacoti, Aracoiaba e Ocara, pertencentes à região do Maciço de Baturité-CE. Os resultados apontam para a efetividade do processo de ensino aprendizagem, por meio das práticas pedagógicas da educação de jovens e adultos, além das participações e obtenção e êxito nas avaliações externas, com certificação do nível médio e inserção ao nível superior, constatando a superação da ociosidade e compreendendo que tais ações influenciam no processo de ressocialização dos privados de liberdade.
YOUTH AND ADULT EDUCATION IN THE PRISON CONTEXT: LIMITS AND POSSIBILITIES IN MACIÇO DE BATURITÉ/CE
ABSTRACT
School education in the prison context is a result of struggles and acting of public policies and it has the purpose of reeducating and reintegrating the imprisoned person to live in society. In this context, this research aimed at investigating the contributions of education to inmates in the region of Maciço de Baturité-CE. This research is based on a qualitative approach, through a multiple case studies since education in prison is a dense, complex and contemporary phenomenon, developed in a real context. Besides the bibliographic review, as a way to come close to reality, interviews were carried out with the representatives who participate in the education process in prison: the administrative director of the prison unit, the inmates and teachers responsible to education in prison units in the towns of Pacoti, Aracoiaba and Ocara, part of the region of Maciço de Baturité-CE. The results indicate effectiveness of the teaching and learning process, through youth and adult education’s pedagogical practices, besides the participations, achievement and success in external evaluations, providing middle school certification and insertion in higher education, observing overcoming of idleness and understanding that such actions influence in the resocialization process of prisoners.
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O’Connor, Colin. "The Transformative Power of Education as a Means of Enabling Former Offenders to Live Meaningful and Productive Lives." International Journal for Transformative Research 8, no. 1 (December 1, 2021): 33–44. http://dx.doi.org/10.2478/ijtr-2021-0004.
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Abstract Kaur (2012) raises the question, how can education be more inclusive and representative when catering to diverse groups and students? Does our entitlement to human kindness cease once incarcerated, and are we to be forever banished to the outskirts of society? The majority of offender education research assesses success or failure through mechanistic, objective and calculated criteria. Statistically, offenders repeatedly underachieve in primary and secondary education; offenders who partake in some form of adult and post-release learning continue this pattern, and face other non-learning barriers that impact on participation and accreditation outcomes (Prison Education Trust, 2018). Departing from conventional modes and methods of teaching, this article examines the transformative journeys of former offenders, and considers the role of education in supporting them to lead more productive and meaningful lives.
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Asherson, Philip, Lena Johansson, Rachel Holland, Megan Bedding, Andrew Forrester, Laura Giannulli, Ylva Ginsberg, et al. "OROS-methylphenidate to reduce ADHD symptoms in male prisoners aged 16–25 years: a RCT." Efficacy and Mechanism Evaluation 9, no. 6 (June 2022): 1–114. http://dx.doi.org/10.3310/thei8200.
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Background It is estimated that 20–30% of prisoners meet diagnostic criteria for attention deficit hyperactivity disorder (ADHD). Methylphenidate reduces ADHD symptoms, but its effect among prisoners remains uncertain. Objectives The primary objective was to estimate the efficacy of osmotic release oral system (OROS) methylphenidate in reducing ADHD symptoms in male prisoners aged 16–25 years who met diagnostic criteria for ADHD. Secondary objectives investigated change for associated clinical and behavioural problems and the role of ADHD symptoms in mediating change in behaviour. Design A Phase IV, 8-week, parallel-arm, double-blind, randomised, placebo-controlled trial of OROS-methylphenidate, compared with placebo, in young male adult prisoners with ADHD. Participants were randomised in a 1 : 1 ratio of OROS-methylphenidate to placebo, stratified by prison. Setting Participants were recruited from Her Majesty’s Prison and Young Offender Institution Isis (London, England) and Her Majesty’s Young Offender Institution Polmont (Falkirk, Scotland). Participants The participants were 200 male prisoners with ADHD aged 16–25 years who met the diagnostic criteria for ADHD. Exclusion criteria included moderate or severe learning disability; serious risk of violence to researchers; current major depression, psychosis, mania or hypomania, or a past history of bipolar disorder or schizophrenia; and drug-seeking behaviour that was of sufficient severity to affect the titration protocol. Intervention The intervention was overencapsulated OROS-methylphenidate (18 mg) or placebo capsules. Trial medication was titrated weekly for 5 weeks against symptom reduction and adverse effects to a final dose of one to four capsules per day, followed by a stable dose for 3 weeks. Main outcome measures The primary outcome was ADHD symptoms at 8 weeks using the investigator-rated Conners’ Adult ADHD Rating Scale-Observer. There were 13 secondary outcomes, including measures of emotional dysregulation, general psychopathology, reports of behaviour by prison staff and engagement with educational activities. Results For the primary outcome, the estimated improvement between the OROS-methylphenidate and placebo arms was 0.57 points on the Conners’ Adult ADHD Rating Scale-Observer (95% confidence interval –2.41 to 3.56) at 8 weeks, with a standardised effect size of 0.06. The difference was not statistically significant and was smaller than the difference the trial was powered to detect. Responder rate, defined as a 20% reduction in the Conners’ Adult ADHD Rating Scale-Observer score, was 48.3% for the OROS-methylphenidate arm and 47.9% for the placebo arm. None of the 13 secondary outcomes that could be formally compared between the trial arms showed a significant effect and no mediators of change in behaviour were identified. Limitations Low adherence to trial medication and low medication dose might have affected the results. Conclusion OROS-methylphenidate was not found to have an effect, compared with placebo, on the primary and secondary outcomes investigated. The findings indicate that ADHD symptoms do not respond to a standard treatment for ADHD following titration to low doses in young adults in prison. The findings do not support the routine treatment with OROS-methylphenidate of young adult prisoners meeting diagnostic criteria for ADHD. Future research Investigations of adequate, maintained dosing, non-pharmacological interventions and community studies are suggested. Trial registration This trial is registered as ISRCTN16827947 and EudraCT 2015-004271-78. Funding This project was funded by the Efficacy and Mechanism Evaluation (EME) programme, a MRC and National Institute for Health and Care Research (NIHR) partnership. Janssen-Cilag Ltd supplied OROS-MPH (Concerta-XL). This will be published in full in Efficacy and Mechanism Evaluation; Vol. 9, No. 6. See the NIHR Journals Library website for further project information.
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Copic, Sanja, and Vesna Nikolic-Ristanovic. "Raising awareness of prisoners about restorative justice and victims: An example of the program implemented in the women’s prison in Serbia." Temida 21, no. 3 (2018): 385–410. http://dx.doi.org/10.2298/tem1803385c.
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Restorative justice is implemented in a variety of fields, contexts and situations. One possible way of implementing restorative justice is seen in introducing restorative approaches into the prison settings. It is argued that restorative justice can add more humanity into the prison system; it may help in treatment of prisoners and contribute to their preparation for the release and easier reintegration and social inclusion. Introducing victims? perspective, either through their direct involvement in restorative justice programs in prisons or through working on raising awareness of inmates about victims and their rights, needs and feelings, contributes to increase of the visibility of victims, their empowerment and healing. Taking that as a starting point, the article aims at presenting one possible way of introducing restorative justice into the prison setting through raising awareness programs for prisoners about restorative justice and victims? rights, which are implemented in some European and non-European countries. It particularly focuses on presenting the program on raising awareness about the impact of crime on a victim and on restorative justice, which was developed by the Victimology Society of Serbia as a part of its long-term advocacy and support to female prisoners. This is an integrated, gender-sensitive program developed in the spirit of positive criminology and victimology. It was piloted in 2015 in the women?s prison in Serbia. The program was implemented in a form of a series of six workshops followed by evaluation interviews with female prisoners who took part in the entire program. The program evaluation suggested that participants improved their overall knowledge related to victims; they also showed the desire to apologize to person(s) they had hurt and they recognized that the program had influenced them to change in a positive way, especially in terms of diverting from hurting others by a crime or other harmful acts. Participants also recognized the potential of restorative mechanisms in their relationship with their own victims, but also with other people. Evaluation showed that participants used learnt skills after the program ended, particularly communication skills in the spirit of restorative justice, focusing on the present moment and yoga nidra. Development and delivery of the victim awareness raising program piloted in the women?s prison in Serbia proved to be valuable learning experience. Keeping in mind lessons learnt, it is obvious that there is a need for broader use of restorative justice approaches in prison settings for both adults and juveniles in Serbia.
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Frombergerová, Anna, and Veronika Pokorná. "Feuersteinova metoda instrumentálního obohacování a její využití v praxi." E-psychologie 16, no. 1 (March 30, 2022): 71–85. http://dx.doi.org/10.29364/epsy.436.
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This article presents the theoretical background of Reuven Feuerstein´s Instrumental Enrichment and its application. It discusses Feuerstein´s life, his theory of structural cognitive modifiability, and mediated learning experience. It shows the application of the program in three areas – education, social area, and healthcare. In the area of education, it discusses the application in students with ADHD, specific learning disabilities, social disadvantage, and a teacher´s development. In the social area, it presents the application of the program in seniors, adults, and at the prison. In the area of healthcare, application in people with traumatic brain injury and Parkinson´s disease is presented.
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Startek, Ewelina, and Klaudia Węc. "LEARNING A PARENTAL ROLE DURING THE PROCESS OF REHABILITATION AND FAMILY INTEGRATION, WITHIN PRISON SETTINGS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 25, 2018): 423. http://dx.doi.org/10.17770/sie2018vol1.3325.
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Family relationships can give people a valuable sense of identity, belonging, security and responsibility. Families are important to us all, but for prisoners, they can make a huge difference to rehabilitation. They can provide emotional support and a home to go to on release. They can also provide financial assistance and help to find work. All of these things can help to reduce the risk of re-offending: Research suggests that having family ties can reduce the likelihood of re-offending by 39 percent. However, not all family relationships are positive and helpful.Not all imprisoned parents have the opportunity to learn a parenting role before they are sentenced—they may have a negative experience of being parented, themselves. Therefore, prison might offer their first opportunity to learn a parental role and to learn about parental responsibilities. These new skills may enable them to break the cycle of crime, desist from future offending, and may impact on the prevention of intergenerational crime. To ensure that the process of learning parenting skills delivers its full potential, all members of a family should be involved, with adults and children learning together.
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Rodríguez, Celestino, Trinidad García, Débora Areces, Javier Rodríguez, Gara Arteaga‐Henriquez, and Antoni Ramos‐Quiroga. "Retrospective symptoms and learning difficulties predicting ADHD in adults: Differences between prison inmates and the clinical population." Scandinavian Journal of Psychology 62, no. 3 (March 11, 2021): 301–11. http://dx.doi.org/10.1111/sjop.12716.
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Widodo, Guntarto. "SISTEM PEMIDANAAN ANAK SEBAGAI PELAKU TINDAK PIDANA PERSPEKTIF UNDANG-UNDANG NOMOR 11 TAHUN 2012 TENTANG SISTEM PERADILAN PIDANA ANAK." Jurnal Surya Kencana Satu : Dinamika Masalah Hukum dan Keadilan 6, no. 1 (March 1, 2016): 58. http://dx.doi.org/10.32493/jdmhkdmhk.v6i1.339.
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This study describes The principles system of legal protection against Children as criminal perpetrator in Law of the Republic of Indonesia Law Number 11 of 2012 concerning Juvenile Criminal Justice System refer to the Convention on The Rights of The Child and it has covered most of the principles of child protection perpetrator as well. The research method used in this study is a normative legal research because it includes the scope of legal dogmatic learning or researching legal rules. The study also found First, The provision of punishment against the child has been in accordance with that stipulated in Law Number 23 of 2002 concerning Children Protection which states that imprisonment can be applied to the child when there is not last effort any longer, and shall be executed separately from the adult prison;,Second, The Child protection efforts shall be implemented by imposing sentencing restorative (restorative justice) and diversion in the event that completing the requirement of Law Number 11 of 2012 concerning Juvenile Criminal Justice System. Keywords: Sentencing System, Criminal Justice System, Child Protection
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McCarthy, Jane, Eddie Chaplin, Lisa Underwood, Andrew Forrester, Hannah Hayward, Jessica Sabet, Susan Young, Philip Asherson, Richard Mills, and Declan Murphy. "Screening and diagnostic assessment of neurodevelopmental disorders in a male prison." Journal of Intellectual Disabilities and Offending Behaviour 6, no. 2 (June 9, 2015): 102–11. http://dx.doi.org/10.1108/jidob-08-2015-0018.
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Purpose – The purpose of this paper is to identify neurodevelopmental disorders and difficulties (NDD) in a male prison. The study used standardised tools to carry out screening and diagnostic assessment of the attention deficit hyperactivity disorder (ADHD), autism spectrum disorder (ASD) and intellectual disability (ID). Design/methodology/approach – The ADHD self-report scale, 20-item autism quotient and the Learning Disability Screening Questionnaire were used to screen 240 male prisoners. Prisoners who screened positive on one or more of these scales or self-reported a diagnosis of ADHD, ASD or ID were further assessed using the diagnostic interview for ADHD in adults, adapted Autism Diagnostic Observation Schedule and the Quick Test. Findings – Of the 87 prisoners who screened positive for NDD and were further assessed, 70 met the study’s diagnostic criteria for ADHD, ASD or ID. Most of those with NDD (51 per cent) had previously gone unrecognised and a high proportion (51 per cent) were identified through staff- or self-referral to the study. Originality/value – The study demonstrated that improving awareness and providing access to skilled, standardised assessment within a male prison can result in increased recognition and identification of NDD.
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BRANCUCCI, Marco. "The language of prison re-education between agency and responsibility." Bulletin of the Transilvania University of Brașov, Series IV: Philology. Cultural Studies 13 (62), no. 1 (June 30, 2020): 135–66. http://dx.doi.org/10.31926/but.pcs.2020.62.13.1.8.
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"Learning about freedom as freedom to make right choices responsibly is the pivotal task of educational intervention (Chionna 2001). As a practitioner of juvenile penitentiary re-education I experiment it, trying to re-educate young offenders in a prison, where the “capability approach” should be invoked (Sen 2011) and, according to the relational ethics paradigm (Muschitiello, 2012), we teach the young the capacity/ability of choice between alternative life experiences, which should be inspired and embodied by the educational authority of the adults. As agency is a constitutive element of a capability, I wonder: who is the agent? The one who re-educates an inmate? Or the inmate himself? Who should be more efficient and responsible to act in prison? Is it all about specific required competencies that are influenced by the context where penitentiary personnel and inmates act/react reciprocally? Penitentiary educators should adjust their approach, improving their language-as-dialogue tools first, just because the relationship with inmates is based on a dialogic axis. No exception can be made for cultural and linguistic mediators, who are involved in the treatment of foreign inmates (Brancucci 2018). So, I investigate the agency level of penitentiary educators and cultural/linguistic mediators, working together synergistically and/or autonomously. They try to respond to different scenarios, recognizing there is no one-size -fits-all approach to managing cases of re-educational emergencies, and assuming that educational interventions recall a daily presence in the context (Bertolini 1993), especially in prison where people ‘live’ in close proximity (WHO, 2020). But, how to achieve agency when this proximity fades away, or is temporarily interrupted, even turning into a virtual telematic educational approach? The challenge is to transform the consolidated educational-linguistic-dialogic practices into a new bidirectional way to think, act/react (from prison personnel towards inmates and vice-versa), because of the social distance required by the COVID-19 breakthrough."
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Delgado-Mendez, Jesus M., José António Moreira, Sara Dias-Trindade, and Ana Machado. "Educação e cidadania ambiental em contexto prisional - um programa de extensão universitária para cidadãos reclusos (Education and environmental citizenship in prison context - a university extension program for prisoners)." Revista Eletrônica de Educação 15 (March 24, 2021): e4710042. http://dx.doi.org/10.14244/198271994710.
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e4710042At the end of the 20th century, the Council of Europe adopted a set of recommendations on needs and responsibilities related to Prison Education. These recommendations stipulated that individuals in reclusion must have access to education and training programs that serve an integral purpose of acquiring / developing life skills, leading to an effective reintegration into society and the labor market and that, simultaneously prevent recurrence. Based on these assumptions, a University Extension program was developed in the area of Environmental Citizenship, the main goal of which was to promote the acquisition of environmental citizenship skills and to develop social and emotional skills, such as critical thinking, communication and collaboration. The analysis of the program's results was developed based on the qualitative analysis of the participations of the eighteen trainees/prisoners in the virtual classrooms created in the virtual learning environment, having as reference the pedagogical model developed by Moreira (2017). The results reveal that the use of cinema in virtual environments, anchored in the pedagogical model for the deconstruction of moving images, can have very positive effects in the acquisition of knowledge in ecological science and in the development of environmental citizenship, social and emotional skills.ResumoNos finais do século XX o Conselho da Europa adotou um conjunto de recomendações sobre necessidades e responsabilidades em matéria de Educação em Prisões, sendo que essas recomendações estipulavam que os indivíduos em contexto de reclusão devem ter acesso a programas de educação e formação, que sirvam um propósito integral de aquisição/desenvolvimento de competências de vida, conduzindo a uma efetiva reintegração na sociedade e mercado de trabalho e que, em simultâneo, previnam fenómenos de recidiva. Baseados nesses pressupostos desenvolvemos um programa de Extensão Universitária, na área da Cidadania Ambiental, sendo que o seu principal objetivo foi promover a aquisição de competências de cidadania ambiental e desenvolver competências sociais e emocionais, como o pensamento crítico, a comunicação e a colaboração. A análise dos resultados do programa foi realizada a partir da análise qualitativa das participações e narrativas dos dezoito formandos/reclusos nas salas de aula virtuais criadas no ambiente virtual de aprendizagem, tendo como referencial o modelo pedagógico desenvolvido por Moreira (2017). Os resultados revelam que a utilização do cinema em ambientes virtuais, ancorado no modelo pedagógico para a desconstrução de imagens em movimento, pode ter efeitos muito positivos na aquisição de conhecimentos na ciência ecológica e no desenvolvimento de competências, quer de cidadania ambiental, quer sociais e emocionais.Palavras-chave: Educação nas prisões, Cidadania ambiental, Ambientes virtuais, reclusão.Keywords: Prison education, Environmental citizenship, Virtual environments, Imprisonment.ReferencesALBANO, A.; PICOZZI, F. Gli incerti confini del sovraffollamento carcerario. Revista Eletrônica da Faculdade de Direito da Universidade Federal de Pelotas, v. 2, n.º 2, p.49-59, 2016.BARATTA, A. Criminologia crítica e crítica del diritto penale: introduzione ala sociologia giurídico-penale. Bologna: Il Mulino, 1982.BARDIN L. L´analyse de contenu. Paris: PUF, 1977.CNMP. CONSELHO NACIONAL DO MINISTÉRIO PÚBLICO. A Visão do Ministério Público sobre o Sistema Prisional do Brasil. Brasília-DF, 2018.COSTA, E.; MOREIRA, J. A. O b-Learning e a percepção de competências de aprendizagem em ambientes virtuais no ensino da História. Tecnologia, Gestão e Humanismo, v.2, n.º 1, p. 42-55, 2013.DIAS-TRINDADE, S.; MOREIRA, J. A. Reintegração e Inclusão Digital em Estabelecimentos Prisionais. Um Programa de Aprendizagem para o Desenvolvimento de Competências. In: C. P. VIEIRA; J. A. MOREIRA. Educação, Cidadania e Inclusão Digital. Práticas e Desafios. Santo Tirso: Whitebooks, p. 75-88, 2018.DIAS-TRINDADE, S.; MOREIRA, J. A. Pedagogical scenarios enriched with audiovisual technologies and their impact on the promotion of the learning skills of inmate students in Portugal. Digital Education Review, n.º 35, p. 97-110, 2019. Disponível em: http://revistes.ub.edu/index.php/der/article/view/27302/pdf_1DIREÇÃO-GERAL DE REINSERÇÃO E SERVIÇOS PRISIONAIS (DGRSP). Estatísticas Prisionais Anuais, Lisboa: Ministério da Justiça, 2018. Disponível em: http://dgrsp.justiça.gov.pt/. Acesso em 20 de julho 2020.DORES, A. P. Presos são eles; presos estamos nós. Revista Eletrônica da Faculdade de Direito da Universidade Federal de Pelotas, v. 4, n.º 1, p.13-46, 2018.FOUCAULT, M. Surveiller et punir: naissance de la prision. Paris: Gallimard, 1975.GOMES, C.; DUARTE, M.: ALMEIDA, J. Crimes, penas e reinserção social: Um olhar sobre o caso português. In: Actas dos Ateliers do V Congresso Português de Sociologia – Sociedades Contemporâneas: Reflexibilidade e Acção-Atelier: Direito, Crimes e Dependências, 2004.GUAL, R. La muerte bajo custodia penal como objeto de investigación social: una perspectiva regional. Revista Eletrônica da Faculdade de Direito da Universidade Federal de Pelotas, V. 2, n.º 2, p. 29-48, 2016.MOREIRA, J. A. A pedagogical model to deconstruct moving pictures in virtual learning environments and its impact on the self-concept of postgraduate students. Journal of e-Learning and Knowledge Society, v.13, n.º 1, p. 77-90, 2017-. Disponível em: http://www.je-lks.org/ojs/index.php/Je-LKS_EN/article/view/1255. Acesso em 20 de julho 2020.MOREIRA, J.; MONTEIRO, A.; MACHADO, A. La educación superior a distância y el e-Learning en las prisiones en Portugal. Comunicar, v. 51, p. 39-49, 2017. MOREIRA, J.; MONTEIRO, A.; MACHADO, A.; BARROS, R. Sistemas Prisionais: história e desafios educacionais da era digital. Santo Tirso: Whitebooks, 2016.MOREIRA, J. A.; MACHADO, A.; DIAS-TRINDADE, S. Educação a distância no ensino superior em contexto de reclusão enquanto política de formação humana em Portugal. Education Policy Analysis Archives, vol. 26, n.º 118, 1-22, 2018. Disponível em: https://epaa.asu.edu/ojs/article/view/3689 DOI: http://dx.doi.org/10.14507/epaa.26.3689ORGANIZAÇÃO DAS NAÇÕES UNIDAS. Declaração Universal dos Direitos Humanos, 1948.PASSARINO, L. Indicadores de inclusão digital: uma análise dos multiletramentos propiciados em redes sociais online a partir da ótica do posicionamento. QUAESTIO, v. 13. n.º 2, p. 7-32, 2011.PRISON EDUCATION. Seventh Report of Session 2004-05. Volume I e II. House of Commons Education and Skills Committee.RUSCH, G.; KIRKHEIMER, O. Punição e estrutura social. Rio de Janeiro: Revan/ICC, 2004.SAMPAIO, R. A. Do poder disciplinar ao bio poder: o inelutável desaparecimento das prisões face à expansão dos mecanismos de controle. Olhares Plurais - Revista Eletrônica Multidisciplinar, v.1, n.º 14. p.121-133, 2016.THOMPSON, A. A questão penitenciária. Revista de Sociologia da USP. v.25, n.º 1. p.15-36, 1991.TRAXLER, J. Learning in a Mobile Age. International Journal of Mobile and Blended learning, v. 1, n.º 1, s.p., 2009. Disponível em: http://www.academia.edu/171500/Learning_in_a_Mobile_Age. Acesso em 20 de julho 2020TSCHARF, C.F. Educação e Formação de Adultos em Prisões Portuguesas. Aveiro: Universidade de Aveiro, Dissertação de Mestrado em Ciências da Educação, 2009.UNESCO. Confitea VI: Sixth conference on adult education, 2010. Disponível em: http://www.unesco.org/fileadmin/MULTIMEDIA/INSTITUTES/UIL/confintea/pdf/working_documents/Belem%20Framework_Final_ptg.pdf. Acesso em 20 de julho 2020VALA, J. A. Análise de conteúdo. In: SILVA, A.; PINTO, J. (eds.), Metodologia das Ciências Sociais. Porto: Edições afrontamento, 1986.WANG, F.; HANNAFIN, M. J. Design-based research and technology-enhanced learning environments. Educational Technology Research and Development, v. 53, n.º 4, p. 5-23, 2005.WARSCHAWER, M. Technology and Social Inclusion. Rethinking the digital divide. Cambridge, MA: MIT Press, 2004.
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Moreno, Julie A., and Giovanna R. Mallucci. "Dysfunction and recovery of synapses in prion disease: implications for neurodegeneration." Biochemical Society Transactions 38, no. 2 (March 22, 2010): 482–87. http://dx.doi.org/10.1042/bst0380482.
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Synaptic dysfunction is a key early process in many neurodegenerative diseases, but how this ultimately leads to neuronal loss is not clear. In health, there is ongoing remodelling of synapses and spines in the adult brain: their elimination and formation are continual physiological processes fundamental to learning and memory. But in neurodegenerative disease, including prion disease, lost synapses are not replaced, and their loss is followed by neuronal death. These two processes are separately regulated, with mechanistic, spatial and temporal segregation of the respective death routines of synapses and cell bodies. Mice with prion disease can be cured at the stage of early synaptic dysfunction, when they have reversible impairments at neurophysiological, behavioural and morphological levels. Critically, reversing synaptic dysfunction at this stage of disease rescues neurons, preventing its otherwise inevitable progression to synapse loss and cell death. These findings call for a deeper analysis of the mechanisms underlying neurotoxicity at the synapse, and have important implications for the therapy of prion and other neurodegenerative disorders.
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McCaughan, Su, Michael Anderson, and Wendy Jones. "Social work education in the creative arts space." Journal of Practice Teaching and Learning 12, no. 1 (August 26, 2013): 34–52. http://dx.doi.org/10.1921/jpts.v12i1.285.
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This case study explores how the creative arts can be used in the professional development of student social workers. The study is of a voluntary organisation that works with adults experiencing emotional or psychological distress by helping participants to explore the arts as a means of recovery. The organisation incorporates art and design studios, a community gallery and graphic design service with several community projects including a domestic abuse project, prison project and a hospital in-patient service.Since 2004 the organisation has supported over 40 student social workers in practice learning placements. The project manager and off-site practice educator, supported by the HEI, have been instrumental in developing a practice curriculum.The student social workers develop core professional skills by working with individuals, groups, communities and organisations in a setting that challenges negative assumptions about mental health. The creative arts are used as a vehicle for developing skills in relationship based practice. The study will explore how the placements have evolved; what the student social workers actually do; the effectiveness of the practice experience in preparation for the final placement and the development of their professional identity.
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Kenedi, Jon, Agus Zainal Ramat, and Suardi Jasma. "PELAKSANAAN PENDIDIKAN NONFORMAL DI LPKA BENTIRING PROVINSI BENGKULU." Journal Of Lifelong Learning 2, no. 2 (January 13, 2020): 62–66. http://dx.doi.org/10.33369/joll.2.2.62-66.
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This study aims to determine the implementation of Nonformal Education in LPKA in general. While in particular is describing whether there is an implementation of Non-formal Education in LPKA, describing the frequency of the implementation of Non-formal Education in LPKA and describing the driving factors and barriers to the implementation of Non-formal Education in LPKA. This study uses qualitative methods with descriptive data. Data analysis in this study using three methods, namely data reduction, data presentation, and Decision Making Verification. The results of this study indicate that: (1) Based on the findings of researchers in the field and existing theories, researchers concluded that the implementation of No formal Education in LPKA Benton Bengkulu Province already exists through the institution of a non-formal institution namely PKBM Ilmu Bunda with equality packages A, B and C , package B and C equality students have carried out the National Examination and Government institutions through the Provincial BLK (Training Center) which conducts training in sewing, automotive and making colek soaps to increase students' creativity while in LPKA. (2) Based on the findings of researchers in the field and existing theories, researchers can conclude that the frequency of Non-formal Education Implementation in LPKA is through PKBM Ilmu Bunda with the provisions of meeting schedules twice Thursday and Saturday, the duration of study is 60-90 minutes. Then the training specifically held by the Provincial BLK is scheduled to be erratic and has an influence on students, namely the fulfillment of the right to educate children and the independence of children to prepare the future of students after the prison period is over. (3) Based on the findings of researchers in the field and existing theories, researchers can conclude that the driving factor for the implementation of PNF in LPKA is that there is a concern for students, students have the right to get education and self-development (soft skills). Then the inhibiting factor for PNF implementation in LPKA is the building that is still with adult prisons, parents of students who have difficulty communicating and there are still students who are not cared for at all by the family. The solutions made by the LPKA to the barriers to package equality and training are: The LPKA party continues to carry out learning activities despite limited infrastructure and visits to the Provincial BLK, assisting students to meet parents to complete administration and strive for equality even though they are not managed by the family at all. Key Word : Nonformal Education, LPKA
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Torres, Eli Narciso da Silva, Timothy Denis Ireland, and Susana Inês de Almeida. "Diagnóstico da política de educação em prisões no Brasil (2020): o desafio da universalização (Diagnosis of prison education policy in Brazil (2020): the challenge of universalization)." Revista Eletrônica de Educação 15 (March 24, 2021): e4696024. http://dx.doi.org/10.14244/198271994696.
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e4696024This article presents the progress made and the challenges to be faced in order to universalize education in Brazilian prisons. Initially we trace a panorama of imprisonment and profile of detainees, before dialoguing with the principal legislation regarding education in spaces of deprivation of liberty. Thereafter we demonstrate the educational indicators based on the Technical Note n. º 14/2020/DEPEN/MJ, which was based on information rendered by the states and the Federal Penitentiary System to the National Penitentiary Department. Amongst the results, we point to the increase in the number of participants in educational actions, in prisons to the order of 276% between the years 2012 and 2019; the creation of a system of Ranking based on participation in educational activities in Brazilian prisons, which highlights the protagonism of some states in increasing the enrolment and participation rates in educational activities in absolute numbers and in comparison with others which record low performance or negative results. In synthesis, it is possible to affirm that some states have invested in promoting educational activities for detainees, despite the fact that this policy is developed in a context of overpopulation and violation of those rights, which the sentence does not affect, and their negative reflexes on the educational process. Finally, we consider that the path leading to the universalization of education in prisons still requires greater investment on the part of DEPEN, both in fomenting and in monitoring this policy which aims to guarantee the right to education of all detainees in Brazil.Resumo Este artigo apresenta os avanços e os desafios ainda a serem enfrentados para a universalização da educação nas prisões brasileiras. A análise ocupou-se no primeiro momento de demonstrar um breve panorama do encarceramento, o perfil das pessoas presas e dialoga com as principais legislações pertinentes à educação em locais de privação de liberdade. No segundo momento, demonstra os indicadores da educação no país a partir do conteúdo disponibilizado na Nota Técnica n.º 14/2020/DEPEN/MJ, elaborada mediante as informações prestadas pelos estados, e Sistema Penitenciário Federal ao Departamento Penitenciário Nacional. Dentre os resultados encontrados destacam-se, a elevação no número de participantes nas ações educacionais, da ordem de 276% entre os anos de 2012 e 2019; a criação de sistema de Ranking sobre a participação em atividades de educação em prisões, que destaca o protagonismo de alguns estados com elevação dos índices de matrícula e participação em atividades educacionais em números absolutos, em detrimento de outros que apresentam regressão ou baixo desempenho. Em síntese, pode-se afirmar que alguns estados têm investido em promover a oferta de ações educativas para as pessoas presas, apesar da política educacional ser gestada em contexto de superencarceramento, e violações dos direitos não alcançados pela pena de prisão e seus reflexos negativos no processo educacional. Por fim, considera-se que o caminho para a universalização da educação em prisões, ainda carece de maiores investimentos por parte do Depen, tanto no fomento quanto no monitoramento da política, que visa a garantia do direito à educação à pessoa presa no Brasil.Palavras-chave: Educação em prisões, Educação de Jovens e Adultos (EJA), Diagnóstico Educação em prisões, Departamento Penitenciário Nacional (DEPEN).Keywords: Education in prisons, Youth and Adult Education (EJA), Diagnosis of Education in Prisons, National Penitentiary Department (DEPEN).ReferencesATCHOARENA, David. Foreward. Books beyond bars: The transformative potential of prison libraries, KROLAK, Lisa. Hamburg: UIL, 2019.BRASIL. Lei de Execução Penal. Decreto Lei nº 7. 210 de 11 de julho de 1984. Instituição da Lei de Execução Penal (LEP). - Diário Oficial da União - Imprensa Nacional. Poder Executivo, Brasília, DF, 1984.BRASIL. Constituição da República Federativa do Brasil. Congresso Nacional. Brasília: Senado Federal, 1988.BRASIL. Resolução CNE/CEB n. 2, de 19 de maio de 2010. Dispõe sobre as Diretrizes Nacionais para a oferta de educação para jovens e adultos em situação de privação de liberdade nos estabelecimentos penais. Brasília: CNE/CEB, 2010. Disponível em: http://bit.ly/2rnRoaC.BRASIL. Resolução CNE/CEB n° 4, de 9 de março de 2010. Parecer homologado que dispõe sobre: as Diretrizes Nacionais para a oferta de educação para jovens e adultos em situação de privação de liberdade nos estabelecimentos penais. Conselho Nacional de Educação. Ministério da Educação. Câmara de Educação Básica. Brasília, 2010.BRASIL. Decreto nº 7.626, de 24 de novembro de 2011. Institui o Plano Estratégico de Educação no âmbito do Sistema Prisional. Ministério da Educação. Câmara de Educação Básica. Brasília, 2011.CARREIRA, Denise; CARNEIRO, Suelaine. Educação nas Prisões Brasileiras: Relatoria Nacional para o Direito Humano à Educação. São Paulo: Plataforma DhESCA Brasil, 2009.BRASIL. Resolução n° 4, de 30 de maio de 2016. Dispõe sobre as Diretrizes Operacionais Nacionais para a remição de pena pelo estudo de pessoas em privação de liberdade nos estabelecimentos penais do sistema prisional brasileiro. Brasília, 2016.DEPARTAMENTO PENITENCIÁRIO NACIONAL – DEPEN. Produto 02 - Análise dos Planos Estaduais de Educação nas Prisões. 2016. Disponível em: http://depen.gov.br/DEPEN/dirpp/cgpc/acoes-de-educacao/Produto2___Analise_dos_Planos_Estaduais_de_Educacao_nas_Prisoes___60.pdf. Acesso em: 25 de jun. de 2020.DEPARTAMENTO PENITENCIÁRIO NACIONAL - DEPEN. Levantamento Nacional de Informações Penitenciárias – Infopen. Brasília, DF, 2020a. Disponível em: http://depen.gov.br/DEPEN/depen/sisdepen/infopen/relatorios-analiticos. Acesso em: 26 de jun. de 2020.DEPARTAMENTO PENITENCIÁRIO NACIONAL - DEPEN. Ministério da Justiça e Segurança Pública. Nota Técnica n.º 14/2020/COECE/CGCAP/DIRPP/DEPEN /MJ. Brasília, DF, 2020b. Disponível em: http://depen.gov.br/DEPEN/copy_of_SEI_MJ11824750NotaTcnica79.pdf. Acesso em: 26 de jun. de 2020.DEPARTAMENTO PENITENCIÁRIO NACIONAL - DEPEN. Ministério da Justiça e Segurança Pública. Nota Técnica n.º 1/2020/GAB-DEPEN/DEPEN/MJ. Brasília, DF, 2020c. Disponível em: http://depen.gov.br/DEPEN/copy_of_SEI_MJ10792998NotaTcnica.pdf Acesso em: 25 de jun. 2020.FONSECA, Vicente.; BONFIM FILHO, Ernany. Políticas Públicas: conceito, ciclo, processo de formação e sua ineficácia no âmbito do sistema penitenciário brasileiro. Revista Neiba, Cadernos Argentina-Brasil, Rio de Janeiro, Vol. 8, 2019.GAETE, Marcela. Efecto zapping. La educación no formal en prisiones en Chile. Revista Educação e Cultura Contemporânea, Rio de Janeiro, Volume 17, n. 48, 2020.GRACIANO, Mariângela. A educação nas prisões. Um estudo sobre a participação da sociedade civil. 2010. 261f. Tese (Doutorado em Educação) – Universidade de São Paulo, São Paulo.Instituto Nacional de Estudos e Pesquisas Educacionais (INEP). Matrículas na educação de jovens e adultos caem; 3,3 milhões de estudantes na EJA em 2019. Sítio oficial, 2020. Disponível em: http://inep.gov.br/artigo/- /asset_publisher/B4AQV9zFY7Bv/content/matriculas-na-educacao-de-jovens-e-adultos-cai-3-3-milhoes-de-estudantes-na-eja-em-2019/21206. Acesso em: 17 de dezembro de 2020.IRELAND, Timothy Denis. Educação em prisões no Brasil: direito, contradições e desafios. Em Aberto, Brasília: INEP/MEC, v.24, n.86, p.19-39, 2011.JOSÉ, Gesilane de Oliveira Maciel; LEITE, Yoshie Ussami Ferrari. Educação Básica em Prisões no Brasil: entre avanços e desafios. Revista Brasileira de Execução Penal, Depen, Brasília, n. 1. 2020. p. 33-58.KROLAK, Lisa. Books beyond bars: The transformative potential of prison libraries. Hamburg: UIL, 2019.LOPES, Henrique; McKAY, Veronica. Adult learning and education as a tool to contain pandemics: The COVID 19 experience. International Review of Education. 66, p. 575-602, 2020. https://doi.org/10.1007/s11159-020-09843-0MAEYER, Marc de. Ter tempo não basta para que alguém se decida a aprender. Em Aberto, Brasília: INEP/MEC, v.24, n.86, p.43-56, 2011.SUPREMO TRIBUNAL FEDERAL (STF). STF inicia julgamento de ação que pede providências para crise prisional. Sitio oficial, 2015. Disponível em: http://www.stf.jus.br/portal/cms/verNoticiaDetalhe.asp?idConteudo=298600. Acesso em: 03 de agosto de 2020.TORRES, Eli Narciso. A Gênese da remição de pena pelo estudo: o dispositivo jurídico-político e a garantia do direito à educação aos privados de liberdade no Brasil. 2017. 290f. Tese (Doutorado em Educação), Universidade Estadual de Campinas. Campinas, 2017.TORRES, Eli Narciso. Prisão, educação e remição no Brasil: a institucionalização da política para pessoas privadas de liberdade. Jundiaí: Paco, 2019.TORRES, Eli Narciso. A máquina de contar dias é a mesma de moer gente: educação, remição de pena e a dinâmica penitenciária. Revista Educação e Cultura Contemporânea, Rio de Janeiro, Volume 17, n. 48, 2020.VIEIRA, A. D. O Princípio da less eligibility e a imposição de padrões mínimos de ambiência carcerária. In: SANTORO, Bastos et al. Direitos Humanos em uma época de insegurança. Porto Alegre: Tomo Editorial, 2010. p. 165-178.
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Sanguanini, Michele, and Antonino Cattaneo. "A continuous model of physiological prion aggregation suggests a role for Orb2 in gating long-term synaptic information." Royal Society Open Science 5, no. 12 (December 2018): 180336. http://dx.doi.org/10.1098/rsos.180336.
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The regulation of mRNA translation at the level of the synapse is believed to be fundamental in memory and learning at the cellular level. The family of cytoplasmic polyadenylation element binding (CPEB) proteins emerged as an important RNA-binding protein family during development and in adult neurons. Drosophila Orb2 (homologue of mouse CPEB3 protein and of the neural isoform of Aplysia CPEB) has been found to be involved in the translation of plasticity-dependent mRNAs and has been associated with long-term memory. Orb2 protein presents two main isoforms, Orb2A and Orb2B, which form an activity-induced amyloid-like functional aggregate, thought to be the translation-inducing state of the RNA-binding protein. Here we present a first two-states continuous differential model for Orb2A–Orb2B aggregation. This model provides new working hypotheses for studying the role of prion-like CPEB proteins in long-term synaptic plasticity. Moreover, this model can be used as a first step to integrate translation- and protein aggregation-dependent phenomena in synaptic facilitation rules.
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McCorkel,, Jill. "Service Learning in Prison." Journal of Catholic Social Thought 8, no. 1 (2011): 57–59. http://dx.doi.org/10.5840/jcathsoc2011815.
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Pike, Anne, and Susan Hopkins. "Transformative Learning." International Journal of Bias, Identity and Diversities in Education 4, no. 1 (January 2019): 48–65. http://dx.doi.org/10.4018/ijbide.2019010104.
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On entering prison, prisoners lose their home, their possessions and their very identity as a person, becoming just a number. Transformative learning through Prison-based Higher-level Distance Learning (PHDL) can be the vehicle by which prisoners begin to find a new positive identity as a student. This article argues that PHDL, post-secondary self-study using distance-learning materials, is potentially transformative, leading to positive changes in personal and social identity and making a positive difference to learners' lives during and after incarceration. The study on which this article is based, investigates perceptions of transformative learning for ex-prisoners and prisoners (men and women) who were due for release from 10 prisons in England and Wales. Using the ‘voices' of the participants, this article describes their learning journeys, the motivation to study and the network of support required to overcome the extreme difficulties of study in prison. Although results varied from prison to prison, participation in PHDL produced psychological outcomes including, increased self-awareness, positive identity and resilience. The article concludes that PHDL encourages positive personal change in incarcerated students through transformative learning, with raised hope and realistic aspirations for continuation of learning, employment and a brighter future upon release.
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Moreira, José; António, Angélica Monteiro, and Ana Machado. "Adult higher education in a portuguese prison." European Journal for Research on the Education and Learning of Adults 8, no. 1 (April 3, 2017): 37–53. http://dx.doi.org/10.3384/rela.2000-7426.rela9120.
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Kuanliang, Attapol, Jon R. Sorensen, and Mark D. Cunningham. "Juvenile Inmates in an Adult Prison System." Criminal Justice and Behavior 35, no. 9 (September 2008): 1186–201. http://dx.doi.org/10.1177/0093854808322744.
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Károly-Molnár, Attila, and Mária Kraiciné-Szokoly. "Prison andragogy or learning opportunities in Hungarian prisons." Andragoske studije, no. 2 (2020): 147–61. http://dx.doi.org/10.5937/andstud2001147k.
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Successful reintegration is the goal of prison education in Hungarian penitentiaries. Prisons support prisoners with primary school education, high school education, and vocational training. These forms of learning within prison are implemented to prepare prisoners for their release, so they can integrate into the labor market afterwards (Penal Act CCXL, 2013). In the context of successful reintegration, we assume that prisoners are capable of being trained. Based on this supposition, three studies were conducted on learning and education in prison at Eötvös Loránd University Doctoral School. First, theoretical research was conducted about prison: the learning possibilities of prison, examining what it provides, what it allows, what it prevents. Second, a survey was conducted on some prisoners' perceptions of their learning opportunities. Third, an interview was carried out that has examined the perceptions of prison learning with some educators teaching in the penitentiary. Our studies on prison learning have confirmed some of our hypotheses reflected in the following statements. In Hungary, the training of prisoners is an essential part of prison life, furthermore, education can be implemented through pieces of training that can be essential tools for personal development in prison. Although most prisoners look for learning opportunities, the way they approach learning is seemingly different. Teachers who work in prison say there is a huge possibility in educating prisoners, but they would require more tools and a more functional learning environment in order to do their best.
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Wolff, Nancy, Jing Shi, and Jane A. Siegel. "Patterns of Victimization Among Male and Female Inmates: Evidence of an Enduring Legacy." Violence and Victims 24, no. 4 (August 2009): 469–84. http://dx.doi.org/10.1891/0886-6708.24.4.469.
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People inside prison have above-average rates of childhood and adult victimization. Little is known, however, about the relationship between types of victimization inside prison and that experienced in childhood. This article estimates rates of victimization for male and female inmates by type of perpetrator and form of victimization (sexual, physical, either, or both) and their association with types of childhood victimization (sexual or physical). Data for these estimates are based on a random sample of approximately 7,500 inmates housed in 12 adult male prisons and one adult female prison in a single state. The significance of the findings for practice are discussed along with recommendations to improve the health and welfare of people inside prison.
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McShane, Marilyn D., and Frank P. Williams. "The Prison Adjustment of Juvenile Offenders." Crime & Delinquency 35, no. 2 (April 1989): 254–69. http://dx.doi.org/10.1177/0011128789035002005.
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While young adult offenders have traditionally been characterized as making a poor adjustment to institutional life, the juvenile incarcerated in an adult facility represents a potentially greater problem. This study examined adjustment after separating the young violent offenders into two groups: those who committed their crimes prior to age 17 and those who committed crimes between 17 and 21. Juvenile inmates were almost twice as likely to be problem inmates, resulting in their not working or earning good-time credit. They were also three times more likely than their slightly older counterparts to be in the most restrictive custody grades. With current legislation enabling the continued incarceration of juveniles in adult facilities, administrators should adopt strategies to manage this special population more effectively.
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Fox, Tricia A. "Prison educators’ practice of adult education in prison education programmes: A Canadian case study." International Journal of Lifelong Education 10, no. 1 (January 1991): 35–44. http://dx.doi.org/10.1080/0260137910100104.
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Kopera-Frye, Karen, Mary Taylor Harrison, Josette Iribarne, Liz Dampsey, Michelle Adams, Tammy Grabreck, Tara McMullen, Kenneth Peak, and William Harrison. "Reflections on Being an Older Adult in Prison." International Journal of Aging and Society 1, no. 4 (2012): 27–36. http://dx.doi.org/10.18848/2160-1909/cgp/v01i04/35176.
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Haller, Dagmar M., and Anne Meynard. "Adolescent detainees in an adult prison in Geneva." Acta Paediatrica 94, no. 12 (January 2, 2007): 1831–33. http://dx.doi.org/10.1111/j.1651-2227.2005.tb01862.x.
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Fox, Triciaa. "Adult Education Practices in a Canadian Federal Prison." Journal of Offender Rehabilitation 27, no. 1-2 (June 10, 1998): 107–21. http://dx.doi.org/10.1300/j076v27n01_08.
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Haller, Dagmar, and Anne Meynard. "Adolescent detainees in an adult prison in Geneva." Acta Paediatrica 94, no. 12 (December 1, 2005): 1831–33. http://dx.doi.org/10.1080/08035250510028650.
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Murrie, Daniel C., Craig E. Henderson, Gina M. Vincent, Jennifer L. Rockett, and Cynthia Mundt. "Psychiatric Symptoms Among Juveniles Incarcerated in Adult Prison." Psychiatric Services 60, no. 8 (August 2009): 1092–97. http://dx.doi.org/10.1176/ps.2009.60.8.1092.
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Mack, A. H. "Psychiatric Symptoms Among Juveniles Incarcerated in Adult Prison." Yearbook of Psychiatry and Applied Mental Health 2011 (January 2011): 51–53. http://dx.doi.org/10.1016/j.ypsy.2010.09.010.
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Trulson, Chad R., Jessica M. Craig, Jonathan W. Caudill, and Matt DeLisi. "The Impact of Adult Prison Transfer on the Recidivism Outcomes of Blended-Sentenced Juvenile Delinquents." Crime & Delinquency 66, no. 6-7 (March 14, 2020): 887–914. http://dx.doi.org/10.1177/0011128720911640.
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Juvenile justice systems today have various methods to sanction serious, violent, and chronic delinquents. One of these methods is through blended sentencing. Broadly, blended sentencing processes allow for juvenile justice sanctioning first and then, if needed, criminal justice sanctioning—including placement in adult prisons. The current study examines the recidivism outcomes of blended-sentenced youth transferred to adult prisons following a period of state juvenile incarceration compared with a matched group of blended-sentenced youth that avoided adult prison transfer following state juvenile incarceration. Drawing on data from 905 serious delinquent offenders sentenced between 2005 and 2013 in Texas, the current study used Propensity Score Matching and found no post-release recidivism differences between those transferred to adult prison following a period of state juvenile incarceration and those who were released from state juvenile incarceration to the community without experiencing adult prison incarceration.
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Valdez, Avelardo. "Mexican American Youth and Adult Prison Gangs in a Changing Heroin Market." Journal of Drug Issues 35, no. 4 (October 2005): 843–67. http://dx.doi.org/10.1177/002204260503500409.
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This article focuses on the interaction between the larger community's drug markets and youth and adult prison gangs, and the process that leads to specific adverse consequences both to the youth gangs as organizations, and to individual members. Described is the emergence of a restructured heroin market dominated by an adult prison gang. A major consequence of this was the increasing use of heroin among Mexican American gang members and their transformation from autonomous youth gangs to extensions of the adult prison gangs or their demise. Data was collected from 160 members of 26 Mexican American youth gangs and key informants in San Antonio. Findings focus on organizational rules, drug market transformations, consequences on members, and the impact of heroin on the gang's organization. Discussed is how the dominance of prison gangs is related to the increased incarceration and recidivism rates of Mexican Americans and declining economic opportunities for urban minorities.
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Benjamin, John T. "Adult Learning." Archives of Pediatrics & Adolescent Medicine 160, no. 1 (January 1, 2006): 106. http://dx.doi.org/10.1001/archpedi.160.1.106-b.
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Parish, Colin. "Prison staff receive training on learning disabilities." Learning Disability Practice 16, no. 4 (May 2013): 6. http://dx.doi.org/10.7748/ldp2013.05.16.4.6.s9.
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Pike, Anne. "Education in prison: Studying through distance learning." Widening Participation and Lifelong Learning 15, no. 1 (April 1, 2013): 86–89. http://dx.doi.org/10.5456/wpll.15.1.86.
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Ramsay, Laura, Helen Wakeling, Rebecca De Lucchi, and Hannah Gilbert. "Learning disability screening: impact on prison programmes." Journal of Intellectual Disabilities and Offending Behaviour 11, no. 3 (April 23, 2020): 145–58. http://dx.doi.org/10.1108/jidob-10-2019-0022.
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Purpose The purpose of this paper is to examine staff views’ of the usefulness of the Her Majesty’s Prison and Probation Service (HMPPS) screening tools for learning disability and/or learning challenges (LDC) on offending behaviour programme selection and programme participant’s learning experiences. Design/methodology/approach In total, 11 treatment managers (TMs) and 10 programme graduates across 4 prison sites, from a range of HMPPS accredited programmes were interviewed. The interviews were transcribed, analysed and interpreted using Braun and Clarke’s (2006) method of thematic analysis. Findings Overall, TMs found the screening tools useful in aiding programme allocation decisions, particularly, in terms of the triangulated approach and were, in general, using them in line with the guidance. A number of key factors influenced programme allocation decisions, including participant factors, information gathered from a number of sources and from a range of staff and in collaboration with the individual. The importance of being responsive to the needs of the individual was highlighted. Group participants generally felt they were on the right programme according to their needs and found the programmes responsive. Suggestions for further research and improving programme selection are made. Research limitations/implications Data were collected from four prisons, each providing a number of different accredited programmes. Caution is, therefore, needed when generalising the findings. Originality/value This research contributes to ensuring that those with LDC have equality of opportunity in reducing their risk of reoffending through accessing HMPPS accredited offending behaviour programmes most responsive to their learning needs. It also contributes to the growing evidence base about the effective use of LDC screening tools in forensic settings.
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Fajonyomi, Ayodele. "Strategic learning ideologies in prison education programs." International Journal of Lifelong Education 38, no. 1 (November 28, 2018): 124–26. http://dx.doi.org/10.1080/02601370.2018.1551798.
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Kuhlmann, Annette. "Prison Dances: Teaching and Learning behind Bars." Humanity & Society 30, no. 3 (August 2006): 237–53. http://dx.doi.org/10.1177/016059760603000302.
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