A Theoretical Model for Correctional Education in the U.S.A.
| DOI | 10.1177/0032258X9306600213 |
| Published date | 01 April 1993 |
| Date | 01 April 1993 |
| Author | Clyde Ahmad Winters,Mohan Mathews |
| Subject Matter | Article |
DR.
MOHAN
MATHEWS
MentalHealthSpecialist, PACEInstitute,
Chicago,
Illinois, U.S.A
CLYDE
AHMAD
WINTERS
PACEInstitute, Director
Uthmain
danFodioInstitute,
Chicago,
Illinois,
U.S.A
ATHEORETICAL MODEL FOR
CORRECTIONAL EDUCATION IN
THE U.S.A.
Today over one million offenders are
housed
in our prisons, jails and
juvenilefacilities in the
U.S.A.
Eightout of tenof thesemen and
women
lacka high schooldiploma. Thisis not surprising becausemanyof these
offenderscomefromlargeurbancentres, where50per centof thestudents
whoenterinnercity schoolsdrop out.
Around
75per cent of theinmates
in correctional institutions arefunctionally illiterate.
Illiteracy leads to
unemployment.
In a recent study of pre-trial-
detainees itwasdetermined that45percentwere
unemployed,
and12per
cent were employed part-time. An educational policy is necessary to
preparemenfor a job and independent
living.
Aman witha decentjob is
less likelyto commit a crimethan one who is
unemployed.
Inaddition toilliteracy, manyoffenders andex-offenders havelearning
disabilities. Many
inmates
in our nation's correctional institutions are
mildly and/or educably mentally handicapped. The
average
I.Q.s are
below
norm.
Injuvenilefacilities 28 to 43 per cent of the
inmates
have
beenidentified withspecial education needsand an estimated 30-50per
cent of
inmates
in adult correctional institutions havespecialeducation
needs.
Need for a
Theoretical
Model
(Functions)
1. Mostinstitutions, especially those
dealing
withcrime and correction,
have their theoretical
models
(behaviour modification model,
psycho-
analytic
model,
peergroupmodelE.T.e.). It isthemodelthatconnects the
desirable behaviour changes(objectives) and the
program
activities and
techniques thatare intended to bring aboutthe desirable
changes.
2. Withoutameaningful modeltheindividual experiences andinsights of
teachers andotherstaff
members
will be totally lostwhen theyleavethe
education
program.
Thetheoretical modelmayhelpeachstaffmemberto
evaluate and meaningfully relate his or her insights, perceptions and
conceptions relating to inmate
behaviour,
attitudes and
values.
3. Themodelmayhelpto
compress,
organizeandsynthesize theindividual
experiences of the staff.
4. Themodelmay helpus tolinkourexperiences withthe scientific body
of
knowledge
relating tobehaviour
change,
especially inthecorrectional
setting.
April 1993
Tire
PoliceJournal 211
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