MANAGEMENT AND TREATMENT OF SPECIAL POPULATIONS IN CORRECTIONS
Luz Maria Macias
B.A., University of California, Davis, 2005
B.S., California State University, Sacramento, 2007
PROJECT
Submitted in partial satisfaction of
the requirements for the degree of
MASTER OF SCIENCE
in
CRIMINAL JUSTICE
at
CALIFORNIA STATE UNIVERSITY, SACRAMENTO
FALL
2010
MANAGEMENT AND TREATMENT OF SPECIAL POPULATIONS IN CORRECTIONS
A Project
by
Luz Maria Macias
Approved by:
__________________________________, Committee Chair
Mary H. Maguire, Ph.D.
____________________________
Date
ii
Student: Luz Maria Macias
I certify that this student has met the requirements for format contained in the University format
manual, and that this project is suitable for shelving in the Library and credit is to be awarded for
the Project.
__________________________, Graduate Coordinator
Yvette Farmer, Ph.D.
Division of Criminal Justice
iii
________________
Date
Abstract
of
MANAGEMENT AND TREATMENT OF SPECIAL POPULATIONS IN CORRECTIONS
by
Luz Maria Macias
Statement of Problem
There is an urgent need to better understand the special population subgroup of offenders within
our correctional institutions. These individuals are sex offenders, security threat groups or gangs,
women, mentally ill, and geriatric offenders. Each year, millions of dollars are spent on
attempting to provide the most effective management and treatment of these offenders. Due to
the complicated backgrounds of special population offenders, critical inquiry into the
criminogenic factors of these individuals is key if correctional personnel, policy markers, and
society are to begin to truly address their management and treatment. The objective of this
project is to develop curriculum for the student, correctional administrator, or other professional
seeking the most comprehensive understanding of the special population subgroup of corrections.
Sources of Data
This project utilized a variety of sources such as government websites, peer-reviewed journal
articles, and books. The literature has been reviewed to identify areas that are vital to an
offender’s treatment and management such as drug treatment programs, prison education and
vocational training, healthcare, victimization, influence of media, security threat groups
subculture, and discharge-planning. Other sources of data, such as the lectures, provide
highlights of the textbook. The in-class assignment provides students with the opportunity to
learn about scientific writing and promotes peer discussion as well as active participation in the
class. Additional course expectations are designed to encourage students to synthesize course
material. Course lectures, syllabus, exams, assignment descriptions, and grading rubrics are
included.
Conclusions Reached
A review of previous research points to particular learning objectives needed for a more
comprehensive understanding of the special populations subgroup in corrections. Upon
completion of this course, participants will be able to: (1) articulate a correctional institution’s
risk assessment and classification process for inmates, (2) identify and describe each of the
distinct definitions of special needs offenders and (3) describe the managerial challenges that
each special needs group presents. This curriculum accomplishes its intended goal of providing
the most comprehensive information on special populations in corrections by achieving the
learning objectives. Other conclusions reached from this project are that there is no perfect
solution for the management and treatment of special population inmates. Each offender type
needs individual attention, assessment, treatment plans and supervision strategies in order to
iv
provide comprehensive management and treatment. The lack of understanding of special
population offenders serves to misguide policy and practice related to their treatment outcomes.
The lack of effective management of special populations fuels mistrust in our correctional system
and decreases the probability of successful community reintegration for these individuals. Based
on current literature in the area of special needs offenders, class lectures and in-class group
discussions appear to be an effective way to understand and examine these types of offenders.
This project concludes that a multifaceted treatment approach is essential for these types of
offenders in institutions and their communities.
_______________________, Committee Chair
Mary H. Maguire, Ph.D.
_______________________
Date
v
ACKNOWLEDGMENTS
I would like to thank my advisor, Dr. Mary Maguire, for her guidance and support. Through our
discussions when I was a post-baccalaureate student, I was inspired to study special populations
in corrections. I would also like to acknowledge Dr. Yvette Farmer for her wisdom and direction.
I’ll never forget her famous words, “immerse yourself in the literature.”
Additionally, I would like to thank my graduate cohort for the cherished memories and fun times,
which got me through graduate school. I would like to thank my fiancé Sergio for his patience
and support throughout the completion of this project. I’m grateful for his help in keeping me
motivated when I felt there would never be an end. His encouragement allowed me to realize that
there is light at the end of the tunnel. Last, I’d like to thank my friends and family. To them, I
say, ¡Si se puede!
I dedicate this project to my mother, for instilling in me the value of compassion, particularly for
vulnerable populations. She always encouraged me to work hard, and she always believed in me.
She is my hero for so many reasons.
vi
TABLE OF CONTENTS
Page
Acknowledgments.................................................................................................................... vi
Chapter
1. INTRODUCTION. ……………….……………………………………………………… 1
2. LITERATURE REVIEW ................................................................................................... 5
3. OVERVIEW OF PROJECT ............................................................................................. 24
4. CONCLUSIONS AND RECOMMENDATIONS ........................................................... 28
Appendix A. Course Syllabus ................................................................................................. 32
Appendix B. Notion of Special Needs Offenders ................................................................... 41
Appendix C. Risk Assessment, Diagnosis, Recidivism Prediction, Offender Classification. 46
Appendix D. Substance Abuse & Substance Abuse Programs ............................................... 50
Appendix E. Offenders with Communicable Diseases ........................................................... 54
Appendix F. Mentally Disordered Offenders ......................................................................... 57
Appendix G. Mentally Retarded & Learning Disabled Offenders ......................................... 62
Appendix H. Gang Members as Special Needs Offenders ..................................................... 65
Appendix I. Adult Sex Offenders ........................................................................................... 68
Appendix J. Female Offenders .............................................................................................. 73
Appendix K. Geriatric Offenders ........................................................................................... 76
Appendix L. Suggestions for Future Management of Special Needs Offenders .................... 79
Appendix M. American Me Film Notice and Consent Form .................................................. 82
Appendix N. American Me Film Questions ............................................................................ 83
Appendix O. Handout: Guide to Understanding Scientific Writing ....................................... 85
Appendix P. In-class Group Assignment Description on Sexual Violence in Prison ........... 87
Appendix Q. Correctional Institution Assignment Description .............................................. 89
Appendix R. Midterm Examination ........................................................................................ 91
Appendix S. Midterm Examination Key .............................................................................. 103
Appendix T. Final Examination ............................................................................................ 116
Appendix U. Final Examination Key.................................................................................... 127
Appendix V. Writing Assignment & Oral Presentation Rubric ............................................ 140
vii
Appendix W. Grade Sheet .................................................................................................... 141
References ............................................................................................................................. 142
viii
1
Chapter 1
INTRODUCTION
Purpose of the Study
Penal institutions across our nation face various challenges such as overcrowding
and violence (Steiner & Wooldredge, 2009). One challenge of every correctional
institution is managing groups of offenders known as special populations. This group
includes security threat groups (STGs) or gangs, female offenders, mentally ill, and sex
offenders. These groups of individuals pose a significant challenge to our penal
institutions. Not only do these inmates require the most resources because of their unique
set of problems, they are also the least understood. State correctional departments spend
a lot of resources attempting to address the “special needs” of these inmates without
extensively researching and determining the root of the problem. For example, Governor
Schwarzenegger increased California Department of Corrections & Rehabilitation’s
2007-2008 budget by $106 million for the monitoring and regulation of sex offenders
(http://www.cdcr.ca.gov/Parole/Sex_Offender_Facts/Jessicas_Law.html#stats). Policy
makers often try to implement a “one size fits all” solution to problems that affect these
offender populations without trying to address the needs of these groups more distinctly.
As Byrne & Roberts (2007) comment, “There is no one-stop shopping offender typology
available that can identify the risk level, targeted treatment protocols, and control levels”
(as cited in Adams & Ferrandino, 2008).
For this project, the term special population is conceptually defined as: (1) any
individual that requires the use of psychotropic medications in a correctional institution,
2
(2) female offenders, (3) 3-points validated “security threat groups,” gang definition from
Florida Department of Corrections (2004), which are formal or informal ongoing group,
gang, organization or association consisting of three or more members who have a
common name or common identifying signs, colors, or symbols (as cited in Hanser,
2007), (4) an individual requiring the use of medical treatment for terminal illnesses, (5)
offenders that are placed into protective custody (PC), and offenders with an intelligence
quotient (IQ) of 70 and below (Hanser, 2007). Various scholars have studied each
typology of special needs offenders.
Jacobs (1975) studied the notion of stratification and conflict among inmates as it
relates to prison gang subculture. Similarly, Banks (2004) described the attitudes, values,
and norms of a particular institution which, taken collectively, portray the institutional
culture accounting for the majority of violence, including sexual violence in prison.
Others have studied female offenders (Bloom, 1996; Owen, 1998; Robins, Martin &
Surratt, 2009). In her ethnographic study on women inmates, Owen (1998) argues that,
like men, women form a unique subculture in prison. The prison culture that emerges
within female institutions develops from the living conditions experienced by women
offenders.
In another study, Magaletta, Diamond, Faust, Daggett, & Camp (2009) examined
the prevalence rates among mentally ill inmates at federal institutions. Magaletta and his
colleagues found that throughout the 14 institutions that they sampled, 15.2% of the
offenders potentially required some level of mental health service need. Also, on
average, female offenders had twice the rates of various mental health indicators
3
compared to males (Magaletta et al., 2009, p.240). These indicators included the
psychology intake interview, inpatient psychiatric care, psychotropic medication liberal
use, including anti-depressants and the overall prevalence of mental illness (Magaletta et
al., 2009).
Although there have been studies that investigated special needs offenders, there
are very few courses, if any, at the community college level that address this significant
subgroup of offenders. Due to the lack of courses on special populations at institutions of
higher learning, it is important to study these inmate populations to better understand
their special needs and to provide programs at institutions that are better equipped to
address their needs. Likewise, it is important for correctional personnel to better
understand these individuals due to the critical management issue that they pose.
This course addresses the implications of each group and offers solutions to
managing these individuals. The intent of this project is to inform the reader of the
problems that exist in each group within a correctional setting. This course will benefit
educational institutions that wish to further explore issues within these unique
populations. It will also provide students that want to pursue careers in the criminal
justice system with the opportunity to become aware of the individuals they may
encounter throughout the course of their careers. This course will provide students with
background information that will allow them to further explore the corrections branch of
the criminal justice system. This course will also benefit criminal justice professionals
that wish to increase their knowledge of the special populations subgroup of corrections.
By becoming more educated about these types of offenders, criminal justice professionals
4
will be better equipped to handle the stressors and challenges that these individuals
present.
5
Chapter 2
LITERATURE REVIEW
Theoretical Framework
Adults and pre-adults view and understand the world differently. In his early
work, psychologist Jean Piaget explored the transformation of the human brain’s ability
to perceive and translate stimuli to meanings (Merriam, Caffarella, & Baumgartner,
2007). Although his work focused on the cognitive development of children, it is also
relevant to adult learning. His work expressed the notion that understanding or learning
is a process that is altered from innate reflexes and the ability to represent concrete
objects in symbols and words to the understanding of concepts and relationships of ideas
in a hypothetical, logical, and systematic manner (Merriam, Caffarella, & Baumgartner,
2007).
One of the earliest and well-known models of learning, developed by Benjamin
Bloom in 1956, has established a framework for educators in various institutions to
facilitate instruction to others. Bloom’s taxonomy of learning is comprised of three key
domains each with separate foci. In 1956, Bloom established categories of learning
recognizing that there are three types of learning: cognitive, affective, and psychomotor
(Booker, 2008). Bloom and colleagues argued that among various types of learning there
exists a six-tiered approach to mastering concepts. The categories were described as a
continuum of intellectual behaviors. The six levels ranged from low-order thinking to
high-order thinking. As Booker (2008) noted, Bloom’s Taxonomy from low-order to
high-order thinking, is conceived as
6
(1) knowledge, defined as the ability to recall specific facts, key terms, and basic
principles, (2) comprehension, defined as the ability to state ideas in one’s own terms,
and to interpret and extrapolate from a set of data, (3) application, described as the
ability to apply principles in novel situations, (4) analysis, which is the ability to
identify assumptions, spot logical errors and distinguish facts from values, (5)
synthesis, or the ability to combine extant elements into new forms and patterns, i.e.,
creativity, (6) evaluation, denoted as the ability to judge by internal and external
criteria (p. 350).
Bloom’s taxonomy has been utilized across several industries and has had
universal recognition. In 1994, Kreitzer and Madaus noted, “It receives treatment in
virtually every textbook in general education and in measurement for prospective
teachers. It has even been the subject of examination questions on teacher competency
tests. In short, has become a part of the lore of educators” (as cited in Booker, 2008,
p.351).
While Bloom’s taxonomy provided educators with the foundation needed to
create teaching modules and methods that evaluated student learning, other theories
emerged that explained and assessed learning processes. Moreover, one contemporary
theory of adult learning coined by Knowles in 1968 and revisited again in 1980 has
gained more attention in the field of education. Knowles proposed that andragogy
differentiated adult learning from pre-adult learning in distinct aspects (Yang, 2004).
Knowles’ notion of andragogy is best understood as “the art and science of helping adults
learn” (Merrriam, Caffarella, & Baumgartner, 2007, p. 84). Knowles’ ideas were
consistent with the ideology that adults were guided by internal motivation in their
learning processes and sought to understand things within the context of knowledge and
application. Moreover, andragogy was also guided by the principle that as adults mature
7
cognitively, they become more independent and therefore experience a self-directed
learning approach (Merriam, Caffarella, & Baumgartner, 2007). In order to understand
how andragogy is practiced within the learning environment, it is essential to examine the
components.
In 1998, Knowles, Holton, & Swanson examined the conceptualization of andragogy
based on six underlying assumptions, which are: (1) adult learners need to know why, what,
and how to learn; (2) adult learners are self-directing regarding self-concept; (3) adult learners
enter into educational activity with both great volume and quality of prior experiences; (4)
adult learners are ready to learn in relation to their developmental tasks and social roles; (5)
adult learners are motivated to learn regarding to orientation of application; and (6) adult
learners are motivated to learn by internal factors rather than external ones (as cited in Yang,
2004).
Special Populations
The California Department of Corrections and Rehabilitation’s (CDCR) most
deadly inmates are known as “security threat groups” or STGs. These groups of
individuals are not only the most violent offenders, but they are also the most influential.
Through the direction of their top leaders, these inmates can carry out events that occur in
the institution and on the streets (K. Pool, personal communication, October 1, 2006). In
order to understand the magnitude of the problem, it is necessary to commence with a
discussion on this population’s origin.
Jacobs (1975) studied the notion of stratification and conflict among inmates as it
8
related to prison gang subculture. Jacob stated in his study, “for most of American
history, prisons were rigidly segregated societies” (p. 477). Similarly, Banks (2004)
described this notion that when taken collectively portray the institutional culture. Such
highly defined characteristics include the attitudes, values, and norms of a particular
institution.
The first person to propose the notion that an inmate subculture exists in prison
was Donald Clemmer in 1940. In his work The Prison Community, Clemmer (1940)
argued that inmates take on the customs and culture of the penitentiary (Jacobs, 1975).
Studies have particularly focused on the notion of prisoner social stratification or a
“criminal subculture.” Despite the unofficial inmate code, many studies have focused on
the idea of inmates adopting a specific role in prison (Hunt, Riegel, Morales, & Waldorf,
1993; Jacobs, 1975). During the 1960s, one prison in California in particular became
notorious for it criminal gang subculture. It was at the state prison in Soledad, California,
where the label “gladiator school” was born. An inmate from this correctional institution
recounts his reality,
there is no conflict between policy, intent and reality here: these are the specially
segregated areas where murder, insanity and the destruction of men is accepted as a
daily way of life. It is within the wings that the race wars become the most irrational;
where the atmosphere of paranoia and loneliness congeal to create a day-to-day
existence composed of fear (Jacobs, 1975, p. 477).
The racial conflicts that were described from the prison in Soledad, California, are
common at all levels of prisons. Correctional Peace Officers work diligently to protect
the inmates from harm in their institutions, but the violence is inevitable. Another inmate
9
comments,
at Illinois’ Stateville Penitentiary, the racial lines are impregnable. It is unheard of
for members of different races to cell together. Also at this institution, for an
individual to remain neutral under these extreme conditions is nearly impossible. At
this facility, the environment itself breeds hatred and instantly creates a power
differential promoting internal conflict and massive struggles among the inmates.
This is a place where the newly arriving inmates are coerced into joining racial units
or organizations. This immediate behavioral change occurs instantaneously as the
inmates attempt to acclimate themselves to the pressures and hostile prison
environment. The structural-functional analysis of the events that take place within
the thick, cemented walls indicate that the inmate behavioral adaptation stems from
the sophisticated internal conditions that the offenders are subjected to (Jacobs, 1975,
p. 477).
Prison officials have long sought to control these violent offenders. Some prison
administrators have attempted to develop and implement various strategies to eradicate
prison gangs or security threat groups. The urgent needs to investigate and manage
prison gangs comes from the belief that today’s street gangs are becoming tomorrow’s
prison gangs (Carlson, 2001, p. 12).
Likewise, other research has found that prison gang associates are more likely to
commit other crimes while in prison and are typically more violent and harder to control
inmates (Gaes, Wallace, Gilman, Klein-Saffran, & Suppa, 2002). In addition, it was
found that membership in a gang did increase an inmates’ chance of engaging in the
violence that occurs in prison including other forms of prison misconduct. Their study
also suggested that the level of gang embeddedness was also a good indicator of the level
of violence that the inmates would engage in (Gaes et al., 2002).
10
Mentally Ill Offenders
Another significant problem for the California Department of Corrections and
Rehabilitation (CDCR) is the mentally ill offender. In one study, Adams and Ferrandino
(2008) recognized there is lack of resources directed at addressing issues for mentally ill
offenders. This is evident in a scarcity of program options for these offenders.
Additionally, Vien and Beech (2006) have noted that in order to understand mentally ill
offenders, it is important to exam the methodological approaches that some researchers
are taking when studying this population. Vien and Beech (2006) argued that a
categorical approach is ineffective at capturing all of the dimensions of psychopathology
as it relates to criminality.
Other studies have compared the mental health service need within correctional
institutions by gender. Studies found that females had twice as many factors indicating
the need for mental health services as males did within institutions (James & Glaze,
2006; Magaletta et al., 2009). Their work broadened the scope of investigation in the
area of mental health within correctional institutions because their study extended to
federal institutions. Their study also revealed that the use of multiple measures, multiple
reporting sources, and multiple time frames is important when assessing the prevalence
of mental health service needs in correctional facilities.
Given the statistic that mental health service needs are approximately 15.2% and
that women offenders are twice as likely to require mental health services, it is equally
important to examine the effectiveness of mental health courts. Proponents of mental
health courts state that they are effective at reducing recidivism in offenders. In order to
11
better understand the role that mental health courts has on the mentally ill offender
population, Moore and Hiday (2006) studied re-arrest outcomes of mentally ill adults that
participated in mental health courts and those that only utilized traditional court systems.
From this study, it was concluded that offenders who had participated in mental
health courts had half as many cases of recidivism than the group of offenders that only
used traditional court systems. Interestingly, offenders that completed the mental health
court program had even a lower incidence of re-arrest. Specifically, this figure was
approximately one-fourth when compared to the individuals that only utilized the
traditional court system (p. 670).
Sex Offenders
Sex offenders are another group of offenders for whom special considerations
must be utilized. Sex offenders are unique in that our communities don’t want to accept
them back post-incarceration; correctional personnel don’t want to work with them while
in prison; yet no one knows exactly what avenues should be taken when dealing with
them after their release from prison (J. Singer, personal communication, October 1,
2009). Sex offender reentry and reintegration pose challenges to our communities and is
also a challenge for the offender as well as their families. Often, sex offenders are named
as outcasts within their respective communities. They are feared, even hated and
stigmatized, making their community reintegration efforts even more difficult. Farkas
and Miller (2007) studied reintegration challenges faced by the families of convicted sex
offenders. In this study, it was noted that families of sex offenders are often forced to
12
change their lifestyles as they reunite with their loved ones post-incarceration.
Specifically, family members of released sex offenders undergo a process of
transformation as they restructure their familial unit to include their convicted sex
offender. Farkas and Miller (2007) reported that many families felt their lives were
disrupted by having to move in order to meet the approval of probation/parole agents and
conditions of the sex offender’s living plans (p.89). Additionally, the family members of
released sex offenders also experience stigma—only to a smaller degree.
On another hand, media coverage adds to the various challenges of reintegrating
sex offenders back into the community. Media, as a source of information, plays a
pivotal role in molding our thoughts, behaviors, even American culture. Since the media
is significant component to our culture, it is important to determine the impact the media
has on the reentry and reintegration process for sex offenders.
Horowitz (2007) studied the role that media has on attitudes toward sex offenders
and sex crimes. This study found that news stories with the words “sex offender” or
“sexual predator” increased seven times between 1991-2007 (p.146). Similarly,
headlines with similar sex offender terminology cause a wave of mass terror, hysteria,
and disgust among our American public, thus making successful community reentry for
sex offenders nearly impossible.
From the most feared inmate to the most hated, this next special needs inmate is
the most vulnerable to victimization and deleterious health outcomes. Policies that keep
inmates in prison for longer periods of time contribute to overcrowding and other issues
for correctional personnel. As time passes and inmates naturally get older, they present
13
with more health problems that require specialized treatment and housing. For example,
a national survey conducted in 2006 identified as many as 45 percent of prisoners at least
50 years old was having a chronic physical problem (Sterns, Lax, Sed, Keohane & Sterns,
2008).
Geriatric Offenders
While there is a growing body of literature shedding light on gangs, female
offenders, and mentally ill inmates, geriatric offenders did not receive much scholarly
attention until the 1980s. Just as the aforementioned groups of offenders require
individualized services, elderly offenders also require specialized treatment. This type of
offender poses a challenge to penal institutions for various reasons. Gross (2007)
examined the aging offender and found that characteristics such as declines in stamina,
balance, and agility make the adaptation to the prison environment more challenging to
the older inmate. He also found that mental illness, particularly depression, is a
characteristic feature of the older prison population (p. 59). The increase of physical and
mental health needs of this population yield a larger challenge for correctional personnel
to manage them correctly. Other issues among elderly inmates that cause concern are the
potential dangers of dehydration and hypothermia. This danger primarily comes from
natural changes in their ability to adapt to hot or cold temperatures, which occur
throughout the aging process (Gross, 2007).
Few studies have noted significant implications concerning the management and
treatment of geriatric offenders. For example, Morton (2001) discussed that it is difficult
14
to manage and treat older inmates because most prison facilities are ill equipped to treat
these individuals. He further comments that most prison facilities do not have age
appropriate programs and services to provide to elderly inmates. In his commentary,
Morton (2001) claimed that there are two factors that have led to an increase in elderly
offenders in prison. It was noted that two important factors impact elderly offenders and
prisons. These two factors are a change in demographics and sentencing legislation such
as “three-strikes laws” (p.79). Another area of concern is the direction the American
justice system is taking with regard to sentencing practices. Perhaps sentencing
guidelines should address individuals, individual crimes and circumstances more closely
to determine an appropriate sentence. Another area of concern is the future
demographics of the prison population. According to Enders, Paterniti, and Meyers,
(2005) the aging prison population demands attention because in the year 2030, about one
third of the U.S. prison population will be 55 years of age and older (as cited in Kerbs &
Jolley, 2009).
Other scholars have addressed older prisoners from a health, mental health, and
programming platform. Sterns, Lax, Sed, Keohane, & Sterns (2008) examined elderly
inmate health and programming outcomes. In their study, it was found that older inmates
report more health problems than their noninstitutionalized counterparts. Specifically, in
2006, it was noted that among noninstitutionalized Americans over 65 yrs old, 41 percent
self-reported a disability. This figure was higher (67 percent) among inmates of the same
age group (p.71).
Despite scholarly work on elderly offenders, Morton (2001) noted that one of the
15
challenges of working with this offender group is the lack of consistency among
correctional facilities regarding the age that defines elderly. Another issue of working
with elderly offenders is their perception of safety within the institution. Woff and Shi
(2009) examined self-reported feelings of safety inside prisons among male offenders.
In their study, a sample of 7,221 adult male inmates was gathered across 13 correctional
institutions. Subjects were then asked to respond to a series of questions in an audiocomputer-administrated survey (CASI) format. Physical victimization of the male
inmates was then measured based on self-reported responses to questions such as “Have
you been physically assaulted by an inmate (or staff member) within the past 6 months?”
(p.805). In this study, it was noted that levels of feeling safe decreased among inmates
that admitted to prior victimization by either other inmates or staff. More specifically,
feelings of safety are negatively correlated with victimization experience (Woff & Shi,
2009, p. 812).
Offenders with Communicable Diseases
Working with offenders is dangerous and can be hazardous to one’s health if
proper precautions are not taken when in direct contact with them, especially when
dealing with offenders that have communicable diseases. Like the other type of offenders
that have been previously discussed, this type of offender is considered to be a special
population because they have special medical needs that cannot be neglected. For some
inmates with communicable diseases, their daily routines may be comprised of strict
dietary guidelines and medication regimens. Rhodes, Taxman, Friedmann, & Cropsey
16
(2008) studied Hepatitis C (HCV) infected offenders in male and female correctional
facilities. Their investigation focused on identifying HCV risk based on criminality and
gender in 685 subjects. In their study, it was found that out of the 685 offenders, 509
tested negative and 157 tested positive for HCV. 19 tested reactive or indeterminate for
HCV and were referred to a medical site for further testing (p. 496). Additionally, those
who tested positive had major differences in criminal behavior than their counterparts.
Specifically, offenders in the positive group had more lifetime arrests, a higher
percentage of drug arrests, more periods of incarceration, and a higher number of months
in confinement (p. 497). Other findings from this study indicate that individuals that
tested positive for HCV tended to participate in substance abuse treatment (p. 499).
Another significant communicable disease that has infected inmates has been is
HIV. Past literature has identified HIV institutional transmission to be a critical problem
within correctional facilities whether jails or prisons (Braithwaite & Arriola, 2003;
Myers, Zack, Kramer, Garder, Rucobo & Costa-Taylor, 2005; Pearson, Cleland, Chaple,
Hamilton, Prendergast, & Rich, 2008). In addition, in 2006, Krebs contributed to the
literature on HIV prison infection by studying transmission rates over a 22-year period.
His study estimated 33 or .63% of the inmates examined (n=5265) had contracted the
terminal illness while in prison (as cited in Beckwith, Zaller, & Rich, 2006). Krebs’
study provided valuable insight of the reality that HIV is prevalent within institutions.
Krebs work on HIV transmission shed light on such an important topic that may prompt
correctional administrators to revise particular policies regarding health education and
sexuality within their institutions. This discussion begs the question of where HIV
17
prevention and education should begin? With limited resources, where should the efforts
of correctional personnel or public health agencies be directed?
Women Offenders
Another unique group of confined individuals is female offenders. This offender
type is categorized as a special population in corrections along with security threat
groups, mentally ill, sex offenders, the elderly and offenders with communicable
diseases. Due to the increase in number of women offenders within penal institutions,
academic scholarship for this group is warranted. It is apparent that women offenders
have specific needs that are significant and demand attention. Researchers have studied
various issues concerning women offenders. Research agendas have focused on topics
such as prison education programs for women (Rose, 2004), parenting classes for prison
mothers (Kennon, Mackintosh, & Myers, 2009), drug and alcohol treatment in prison
(Mendoza, 2007; Messina, Burdon & Prendergast, 2006), adjustment to prison life for
female offenders (Loper, 2002) and vocational rehabilitation of female ex-inmates with
mental illness (Williams, Dutta, Kunda, & Welch, 2008).
Rose (2004) discussed women’s participation in prison education. More
specifically, Rose’s work reviewed previous scholarship in this area. For example,
Janusz (1991) discovered that females have less of an opportunity to participate in prison
education programs than their male counterparts. Also, female prison education
programs are generally of a lesser quality than those offered to males (as cited in Rose,
2004).
18
In another study, researchers examined parenting education for incarceration
mothers through a voluntary prison program. Kennon, Mackintosh, and Myers (2009)
noted that the mothers engaged in the parenting program had improved parenting
attitudes, improved self-esteem, and increased legal knowledge of issues affecting their
children (p.23). Prison programs that address substance abuse addictions are another
concern for not only prison personnel, but for community supervisors as well.
Messina, Burdon, and Prendergast (2006) assessed whether or not there is a
significant difference among women prisoners that participated in a prison treatment
community program and those that did not receive treatment at the Central California
Women’s Facility (CCWF). From this study, it was found that there were no significant
differences between the women that completed a treatment community program while at
CCWF and those that did not receive treatment for their substance abuse while
incarcerated. On the other hand, there was a noteworthy difference between the group of
offenders that had community-based aftercare compared with the offenders that only had
prison treatment. The women offenders that had community-based treatment in addition
to prison programs had a lower recidivism rate at 6-months post-incarceration (p.339).
An interesting phenomenon occurs in female prison institutions as they become
more familiar with the prison “way of life.” Women offenders establish clicks within an
institution, which then develop into familial units (Owen, 1998). Interestingly, the
manner and speed of prison life adaptation that the female inmate undergoes impacts her
while in prison as well as post-incarceration.
19
One study in particular examined women’s level of adjustment to prison based on
various crimes. Loper (2002) found that women convicted of drug possession offenses
reported experiencing less stress and feeling more well adjusted to prison than their peers,
who were convicted of other crimes such as drug trafficking or nondrug offenses
(p.1045). This study also found that an inmate’s adjustment to the stressors of prison also
impacts their motivation and success in prison programs. For instance, Loper (2002)
commented, “A woman who has great difficulty adjusting to prison may become
aggressive, posing a security risk to others, and could also be at increased risk for stressrelated mental illnesses” (p. 1037). Consequently, maladjustment could prevent a female
offender from taking advantage of vocational, educational, and rehabilitative
opportunities that could increase their skills and coping mechanisms vital to successful
community reintegration post incarceration.
In addition to studying adjustment patterns in women offenders, it is equally
important to study the impact that drug courts have on women offenders in the
community. Shaffer, Hartman, & Listwan (2009) examined the impact that drug courts
had on the recidivism rates of women offenders once in the community. Using a quasiexperimental design, they concluded that female drug court participants had significantly
lower rates of recidivism than women offenders that were not involved in communitybased drug courts. Similar studies have identified positive outcomes and less recidivism
among women offenders that utilized drug courts as a component of treatment (French &
Gendreau, 2006; Harrell, Roman, & Sack, 2001; Holtfreter & Morash, 2003). This study
20
supports previous findings regarding the overall effectiveness of drug courts on
recidivism rates (as cited in Shaffer, Hartman, & Listwan, 2009).
Offender Case Management and Treatment
While keeping previous scholarship in mind and following current justice
practices, one may wonder where to go from here? How are offenders best managed?
Currently, case managers, correctional personnel, and community supervisors believe that
the case management of offenders is one aspect of their professions that force them to
face additional challenges. There are, however, some correctional institutions paving the
way for other facilities to reassess and explore new case management and post-release
options for the offenders they supervise. Healey (1999) studied issues in criminal justice
case management. From this investigation, it was found that there is a lack of
consistency in the attitudes and practices of some criminal justice professionals regarding
how to properly manage their offender cases. More specifically, Healey (1999) found
that some probation and parole officers suspect that substance abuse treatment program
staff are lax in reporting violations because they either may be tolerant of some degree of
relapse or have no desire to report client failure and thus risk losing program income.
Conversely, substance abuse treatment personnel and therapists believe that probation
policies are too inflexible concerning relapse, and thus unrealistic (p. 9). One jail in
particular has developed a link between offender treatment programs and community
social services. Alexandria, VA city jail has established a link for critical care mental
health and sober living units. Both work in collaboration with other professionals such as
21
clinical social workers and psychological counselors to provide offenders with optimal
treatment services within institutions and outside community settings.
Discharge planning for offenders is also one of the most challenging tasks for
treatment and custody personnel. It becomes an even greater concern if offenders have
significant medical needs such as those experienced by offenders with communicable
diseases. The San Francisco County Jail, for example, focused their efforts on
establishing and maintaining a continuity of care for offenders that have various
communicable diseases such as HIV.
Wang, White, Jamison, Goldenson, Estes, & Tulsky (2008) investigated whether
discharge planning had any impact on the likelihood that offenders would continue
receiving health care after they discharged from the San Francisco County Jail. The
discharge planning process insured that offenders were connected with community
medical providers as well as social services that enabled them to secure comprehensive
support upon discharge from the county jail. In this study, it was concluded that
offenders that were HIV positive and received discharge planning were more likely to
continue seeking medical treatment while out in the community (Wang et al., 2008).
Results from this study indicate the necessity for offender health care continuity despite
their communicable disease. When compared to other chronic illnesses such as kidney
disease or cardiovascular disease, it was found that HIV infected inmates that received
discharge planning were 6 times more likely to receive regular medical care in their
communities. Additionally, when compared to the San Francisco general population,
inmates with chronic medical conditions other than HIV were less likely to have a regular
22
source of care if they did not participate in a discharge-planning program (p.2183).
Similarly, a lack a medical discharge planning and follow-up medical treatment may
produce even greater numbers of infected community members if offenders are not
supported in stabilizing their infectious diseases.
It is apparent that healthcare practices and opportunities for offenders are important
to study because of the serious implications they have on public health upon an
offender’s release into the community. In order to shed some light on this subject,
Wilper, Woolhandler, Boyd, Lasser, McCormick, Bor, & Himmelstein (2009) conducted
a study to understand the health and health care of US prisoners on a national scale.
Their study utilized two surveys conducted by the United States Census Bureau for the
Bureau of Justice Statistics: 2002 Survey of Inmates in Local Jails and the 2004 Survey
of Inmates in State and Federal Correctional Facilities to analyze disease prevalence and
healthcare options among the offending population. It was noted in this study that
chronic medical conditions were a common among the offending population (Wilper et
al., 2009). Specifically, illnesses included diabetes, hypertension, prior myocardial
infarction, and persistent asthma comparable to those of the US noninstitutionalized,
nonelderly population (p. 668).
Other findings from this study suggest that there is a higher prevalence of HIV
cases in prisons than in noninstitutionalized populations (p.668). Also, Wilper et al.
(2009) estimates approximately half a million inmates with a previous mental health
condition; however, according to data from the Bureau of Justice Statistics the figure may
be even higher (p. 670).
23
It is evident that institutionalized offenders who are part of a special population
become a managerial challenge for the daily operations of any institution. A few years
ago, California incorporated the word rehabilitation back into its name in an effort to
treat offenders and reduce recidivism. For the system to be correctional, it must maintain
a humanistic perspective. Correctional personnel must not dehumanize inmates and
justify reasons for neglecting their needs. This review of the literature has presented
each special needs inmate category separately to emphasize the uniqueness of each
offender type and can hopefully guide further scholarship in this area of corrections.
24
Chapter 3
OVERVIEW OF PROJECT
The intent of this project is to make others aware of the deficiencies that currently
exist in our correctional system as they pertain to the management and treatment of
offender special populations. This project was created to provide individuals, whether
students or scholars, with a comprehensive understanding of special needs offenders.
This project identifies problems or challenges that special needs inmates pose for our
American justice system. Additionally, this project includes recommendations that may
aid criminal justice professionals and community members in the management of these
individuals post incarceration.
Process
The conception for this project was derived after reviewing various colleges and
university websites in an attempt to find courses that discussed special needs offenders
and noticing a vacancy in curriculum that specifically addressed special needs offenders.
This void was particularly evident at the community college level. After reviewing
literature on this topic, this course blossomed from the obvious necessity to address these
types of offenders since our justice system must process and manage these offenders.
Persuading others of the value
This course was developed out of necessity to incorporate the special needs
offender into criminal justice curriculum. This course is intended to expose individuals
to special needs offenders whether they are students, criminal justice administrators,
25
criminal justice custody staff, or community members interested in understanding the
nature of this offender type. This course is needed in college curricula because it better
informs students about the various types of offenders that they will encounter throughout
their careers. This course is necessary for custody personnel and correctional
administrators to take in order to become more familiar with special needs offenders.
Hopefully, by learning more about these types of inmates, correction custody staff and
administrators can avoid offender-initiated lawsuits that claim neglect or other
management violations.
Development of the project materials
The idea for this course arose from an investigation in curricula throughout California
from accredited academic institutions that offered (at minimum) an associate of arts
degree in criminal justice, administration of justice, justice studies, legal studies, or other
related fields. After a thorough inspection of their course offerings and degree
requirements, it became evident that there are few courses that are specifically tailored
for discussing special population inmates. The first step to course development comes
from searching for an ideal textbook that truly captures the intention of the course.
In
this case, the course textbook embodies the course objectives as well as special needs
inmates.
Implementation of specific objectives
The course objectives are implemented in a variety of ways throughout the
course. Students are tasked with performing individually as well as collaborating in
groups throughout the semester in order to thoroughly understand the special needs
26
inmate. Additionally, they are asked to stay abreast of contemporary issues that affect the
criminal justice field by discussing current events in the news. Students are assigned one
term paper where they must critically analyze the management and treatment of a special
needs inmate at a California correctional facility.
Specific products contained in the curriculum project
The instructor manual for this course contains all required documents that one
would need to teach. Included in the instructor manual is the criminal justice curriculum
with learning objectives. The course lecture outlines are also found in the manual. The
lecture outlines are organized by chapters as followed on the course syllabus. Also
included are the midterm examination, midterm examination key, final examination, final
examination key, evaluation method for the correctional investigation and in-class
presentation. In addition, the presentation sign-up sheet and R-rated film consent form is
also included. The consent form is necessary because some high school students are
beginning to enroll in community colleges while completing high school graduation
requirements. These dual enrolled students typically are as young as 16 years of age and
would need their parents’ consent to view the R-rated film American Me in-class (see
Appendix M). The handout entitled Guide to Understanding Scientific Writing provides
students in their freshman and sophomore level courses with exposure to the scientific
inquiry process found in academic writing (see Appendix O). They are unfamiliar with
the expectations for reading science-based writing. The handout provides the student
with the guidance needed to read and dissect research articles.
27
One of the most important components of the syllabus is the Instructor/Student
course contract (see Appendix A). This enables the instructor to reinforce the most
significant aspects of the syllabus and can receive immediate acknowledgement and
acceptance from the students regarding those points. The students are asked to initial,
sign and date, and then return the form to the instructor. Essentially, the instructor
manual is designed to enable an individual to teach immediately without having to prep
for the course.
28
Chapter 4
CONCLUSIONS AND RECOMMENDATIONS
The development of this course should be effective at meeting all of the course
objectives. In doing so, it was designed with the student in mind that has little knowledge
of the criminal justice system, particularly corrections, and the various types of special
needs offenders within institutions. The current event discussion requirement enables
students to discuss events that are affecting the criminal justice system. By requiring
students to bring in a newspaper article to discuss in class once a month, students are
exposed to ideas from a multicultural perspective. It also gives students the opportunity
to practice oral articulation of relevant course topics among their peers. This assignment
is not to be limited to the field of corrections. Students can bring in a newspaper clip or
printed news media for this assignment. Finally, the exams are in a multiple choice test
format. The midterm examination and final exam can quantify and measure the degree of
learning for each student.
In the future, a separate course could be developed for each of the special needs
offenders. The course could also be adjusted to having two midterms and a cumulative
final, but since it is an introductory course, it was not designed that way for this project.
There is also the option of writing the exams to include short answer/short essay format
questions. Another future possibility for this course would include role-playing.
Students could be tasked with forming themselves into groups and would be required to
write a script and act it out in front of the class. For this assignment, each group would
29
be required to include a special needs offender, a victim and at least one individual that
provides case management or treatment services to the offender.
Implications for criminal justice practice and research
There are several implications that are significant for criminal justice
professionals as well as researchers. For criminal justice students, this course will
introduce them to culture in corrections and may guide them in deciphering what they
wish to focus on in terms of future academic study and career path. For criminal justice
professionals this course will help define and improve corrections academy training.
Also, this course will hopefully reduce lawsuits filed against justice agencies by
disgruntled inmates by improving the management of these inmates. For academic
researchers, this course will guide future research by providing scholars a platform for
critical inquiry affecting the criminal justice system. Based on the findings of
researchers, recommendations can be made to correctional administrations and treatment
professionals that management special needs/high risk inmates.
30
APPENDICES
Course Syllabus
Notion of Special Needs Offenders
Risk Assessment, Diagnosis, Recidivism Prediction, Offender Classification
Substance Abuse & Substance Abuse Programs
Offenders with Communicable Diseases
Mentally Disordered Offenders
Mentally Retarded & Learning Disabled Offenders
Gang Members as Special Needs Offenders
Adult Sex Offenders
Female Offenders
Geriatric Offenders
Suggestions for Future Management of Special Needs Offenders
American Me Film Notice and Consent Form
American Me Film Questions
Guide to Understanding Scientific Writing
In-class Group Assignment Description on Sexual Violence in Prison
Correctional Institution Assignment Description
Midterm Examination
Midterm Examination Key
Final Examination
Final Examination Key
31
Writing Assignment & Oral Presentation Rubric
Grade Sheet
32
APPENDIX A
Administration of Justice 21
Management and Treatment of Special Populations in Corrections
West Hills College, Lemoore Campus
Administration of Justice Department
Fall Semester 2010
Course Syllabus
Instructor: Luz Macias
Department: Administration of Justice
Class Meetings: M, W, F 11:00-11:50 am
Class Location: K Wing, Room 256
Faculty Office: Learning Resource Center 103A
Office Hours: M, W, F, 10:00-10:30am, 12:00-12:30pm and by appointment
Email: luzmacias@whccd.edu, when emailing include AOJ 21 in the subject line
Prerequisites: None
Course Description:
This course is designed to provide the student with an introduction to the special
population subgroup of corrections. Emphasis will be placed on the mentally ill, women,
high-risk inmates, sex offenders, security threat groups (STGs), geriatric inmates, and the
learning disabled. This course will explore identifying characteristics of each group,
contemporary issues affecting each group and possible solutions to the problems faced by
the “special needs” groups and the correctional institutions will be discussed (GE Area
D2, 3.0 units).
Course Learning Objectives:
Upon completion of this course, the student will able to doing the following:
1. Articulate the correctional institution’s risk assessment and classification process
for inmates.
2. Identify and describe each of the distinct definitions of special needs offenders.
3. Describe the managerial challenges that each special needs group presents.
4. Identify the forms of treatment utilized within institutionalized settings and
therapeutic communities.
33
5. Describe individual characteristics that impact offender recidivism.
6. Orally articulate relevant course topics within the classroom environment.
Required Course Textbook
Hanser, R. D. (2007). Special needs offenders in the community. Upper Saddle River, NJ:
Pearson Prentice-Hall.
The instructor will provide additional readings from various sources.
Course Format
This course will be presented in a lecture and discussion format. Outside readings, such
as newspaper articles or journal research studies may be supplied by the Instructor to
supplement the lecture material. The use of media will also be included to illustrate
important material.
Class Participation/Attendance/Tardiness
Class Participation
Class participation is important not only to your grade, but to learning the material as
well. This course is designed to provide you with opportunities to learn from both the
instructor and each other through the discussion of course readings and current events.
Class participation points are given for engaging in classroom discussion, in-class
assignments, completing pop quizzes, asking questions, and submitting all required
written assignments on time.
Pop Quizzes: These will be administered at random in a fill-in, multiple-choice or
true/false question format based on readings and lecture material.
Current Events: On the assigned day, you are required to bring in a current event news
article from any newspaper to discuss in class that day. Articles taken from online news
sources are allowed. You will be turning in the article. If you are not prepared to discuss
and turn in your article, you will not receive participation points for that day even if you
are present in class.
Attendance/Tardiness
Attendance will be taken at the beginning of each class session, beginning with week 2.
Regular class attendance is mandatory. Tardiness is disruptive to both your peers and the
instructor and will adversely affect your grade. Sometimes tardiness is beyond your
control, but please do not make this a habitual behavior.
Classroom Etiquette
34
Since this is a college course, you are expected to behave appropriately. Before entering
the classroom, please turn your cell phones off or on vibrate for the duration of the class.
If you are on-call at work or receive an emergency call, you may take the call outside.
Please do not text or surf the web while in class. Both are very disruptive.
Examinations
There will be a midterm exam and final. The final is not cumulative. There will be a
review the class session before the exam. All course exams will be in an objective
multiple-choice, True/False test format consisting of questions drawn from both lecture
and the textbook. If you arrive late on exam day, you will only have the remaining class
time to complete your exam.
Exam Materials: You will need to bring a Blue Scantron (Form #4516) and a #2 pencil on
exam day. It’s your responsibility to come prepared to take the exam. The instructor
cannot provide these items for you.
MAKE-UP EXAM POLICY: NO MAKE-UP EXAM WILL BE GIVEN UNLESS
YOU HAVE MADE AN ARRANGEMENT WITH THE INSTRUCTOR PRIOR
TO EXAMINATION DAY. MISSING AN EXAM WILL EARN YOU ZERO
POINTS TOWARD YOUR GRADE.
If you have an emergency situation arise on exam day, contact the instructor
immediately. Make-up exams will be approved at the discretion of the instructor on
a case-by-case basis.
Course Grading
At the end of the course, your grade will be calculated based on a straight or absolute
percentage scale. This allows everyone an equal opportunity to earn an A grade. There
may be an opportunity to earn extra-credit.
Course Grading Scale:
A=100-93
A- = 92-90
B+ = 89-86
B= 85-83
B- = 82-80
C+ =79-76
C= 75-73
C- =72-70
D+ =69-66
D= 65-63
D- = 62-60
F = 59 and below
For your convenience, the last page of the syllabus is a grade-tracking sheet that you may
use to track your course performance. Also, you may see the instructor to discuss your
course progress during office hours at anytime.
Course Expectations/Student Responsibilities/Grade Evaluation
35
Grades will be calculated and evaluated based on the following:
Class Discussions/In-Class Activities/Attendance/Biography: 10%
Midterm Examination: 25%
Correctional Institution Investigation: 20%
Correctional Institution Presentation: 10%
Final Examination: 35%
Correctional Institution Investigation/Critical Thinking Paper
You will be required to compose an 8-10 page critical thinking investigation on
contemporary issues affecting a correctional institution of your choice, but you must
relate it to the course. The instructor must approve your topic in advance. You are
expected to research and critically discuss a type of “special needs” offender at one of
California’s adult correctional institutions and articulate issues that affect the
management and treatment of that offender at that institution.
The writing assignment should adhere to the following guidelines: It must be type
written using Times New Roman font, size 12, 1-inch margins all around the page. The
assignment must be 8-10 pages double-spaced, black ink only. All citations must be in
APA style format. You may cite the instructor as (L.Macias, personal communication,
June 1, 2010).
Submitting Writing Assignment
Your final typed product needs to be stapled. It must include a cover page stapled
to the back of your work. Please do not write your name on the front page….this is
important. This ensures the confidentiality of your grade, objectivity and anonymity
when grading.
The cover page must include:
Your name, class name, topic and date
*Please Note: Late writing assignments will not be accepted. All assignments will only
be accepted in class unless you have made prior arrangements with the instructor.
Academic Honesty
Any student suspected of engaging in unethical academic behavior (i.e. cheating on
exams, plagiarism) will be referred to the Division of Student Affairs and will receive
zero points for their work.
Other Academic Circumstances
Accommodations
If you require any type of accommodation as per Disabled Students Program & Services
(i.e. large print, electronic text, Braille print, testing center, extra time on exams, etc.) or
believe you should, please see the instructor as soon as possible so that your needs will be
36
addressed. If you do not see the instructor in advance to discuss your concerns,
accommodations cannot be provided for any exam and/or assignment.
Writing Center
The writing center can be reached at Learning Resource Center or (559) 925-3000.
Writing tutors will assist you in the areas of organization, argument formulation, thesis
construction, etc. They do not merely proofread your work. Services are free to students.
If you feel you require additional help outside of office hours, the instructor can refer you
to the writing center.
Important Dates
August 16- Instruction Begins
September 6, Labor Day- NO CLASS
October 12, Columbus & Indigenous People Day - CLASS HELD
November 11, Veterans Day - NO CLASS (Thursday)
November 15, Last Day to Withdraw with a “W” grade
November 25-26, Thanksgiving Holiday- NO CLASS
December 13-17- Finals Week
December 17 – Last Day of the Semester
Course Lecture Schedule
Since this is a lecture and discussion format course, it is imperative that you read the
assigned chapter before coming to class and be prepared to discuss it.
Week
1
8/16 – 8/20
2
8/23-8/27
3
8/30-9/3
4
9/6-9/10
5
9/13-9/17
Chapters & Assignments
Introduction to the course/syllabus
review
Chapter 1
Selected readings from Popular
Culture and Corrections (Freeman)
Assignment 1: Autobiography
discussion
Chapter 2
*Autobiography: (Due 8/25)
Chapter 3
Chapter 4
Current Events Discussion (9/8)
Finish Chapter 4 (9/13)
Chapter 5
Topics Discussed
The Notion of Special
Needs Offenders;
Corrections culture
Risk Assessment,
Diagnosis, Recidivism
Prediction, and
Classification of Offenders
Substance Abusers and
Substance Abuse Programs
Offenders with
Communicable Diseases
Mentally Disordered
Offenders
37
6
9/20-9/24
7
9/27-10/1
8
10/4-10/8
Chapter 6
Selected readings from Games
Criminal Play (Allen & Bosta)
Introduction to Chapter 9
Handout for film: American Me
Part I of film (9/27)
Part II of film (9/29)
Midterm Review: 10/1
Midterm: Chapters 1-6 (10/4)
Discuss American Me (10/6)
Finish Chapter 9
Discuss/Return Midterm (10/8)
9
Selected readings from Sex Crimes:
10/11-10/15 Patterns and Behavior (Holmes)
Begin Chapter 11
10
Finish Chapter 11 (10/18)
10/18-10/22 Discuss Correctional Investigation
Paper; APA Style
Discuss Handout: Guide for
Understanding Scientific Writing
11
Selected readings Prison Sex:
10/25-10/29 Practice and Policy (Hensley)
Current Events Discussion (10/27)
The Prison Journal Article (10/29:
In-class group assignment)
12
11/1-11/5
A Successful Female Crack Dealer:
A Case Study of a Deviant Career
(Pogrebin)
Chapter 13
Selected readings from In the Mix
(Owen)
13
Chapter 14
11/8-11/12
14
Chapter 15
11/15-11/19 Current Events Discussion (11/17)
Mentally Retarded and
Learning-Disabled
Offenders
Security Threat Groups
Security Threat Groups
Theories of Sexual
Deviance;
Adult Sex Offenders
Adult Sex Offenders
Sexual Violence in
Prison/Warden’s Perception
of Sexual Assaults
Female Offenders
Geriatric Offenders
Restorative Justice and
Special Needs Offenders
38
In-class group assignment
15
11/22-11/26 In-class presentations
*Correctional Investigation Paper
Due In Class (11/24)
16
11/29-12/3
17
12/6-12/10
In-class presentations (11/29-TBD)
Chapter 16
Course Evaluation
Review for Final Examination
Return Critical Thinking Papers
(12/10)
Thanksgiving Break 
Predictions and Suggestions
for Future Processing,
Management, Treatment of
Special Needs Offenders
Review of All Topics
18
FINAL EXAMINATION
Wednesday
10:15 a.m. – 12:15 p.m
Chapter 9, 11, 13, 14, 16
(12/15)
Important Note: The lecture schedule is tentative and can by altered at instructor’s
discretion.
39
AOJ 21
Fall 2010
Student Course Progress
Grade Tracker
Course Expectations
Midterm
Examination
Correctional
Investigation
In-class Presentation
Final Examination
Class Participation
Grade
Course Value:
25%
Course Value:
20%
Course Value:
10%
Course Value:
35%
Course Value:
10%
Points Earned/Value:
/100
Points Earned/Value:
/100
Points Earned/Value:
/50
Points Earned/Value:
/100
Total Points Earned without
Class Participation Points
/350
Please note: This grade-tracking sheet does not include any extra-credit opportunities
that may be offered.
40
AOJ 21
Fall 2010
Instructor/Student Contract
Please read the syllabus again and complete this form. All students must complete this
form in its entirety and return it to the instructor no later than August 27, 2010.
Completion of this form counts toward your class participation grade.
I, ________________________________ (student name), have received and reviewed
the syllabus for this course AOJ 21: Management and Treatment of Special Populations
in Corrections.
By initialing below, I understand and agree to the following:
_______ Texting, surfing the web and other disruptive behavior in class will adversely
affect my grade.
_______ The instructor does not accept late work.
_______ Make-up exams will not be provided unless I speak to the instructor about my
personal situation during office hours. Make-up exams will be approved by the
instructor on a case-by-case basis.
_______ Missing a course exam will earn me zero points toward my final grade.
_______ My questions about the course and course syllabus have been answered by the
instructor.
______________________________
Student Signature
_________________
Date
41
APPENDIX B
Chapter Outlines
AOJ 21
Chapter 1
The Notion of Special Needs Offenders
Introduction
Offender recidivism is a major concern for our American justice system. This
course and text will introduce the student to the special needs offender. Chapter one lays
the foundation for studying this group of offenders by addressing the notion of “special
needs,” types of community supervision program options to various rehabilitative
strategies that are available to supervising corrections personnel.
I. Possible factors contributing to the concern
a. Cost burden to the justice system
b. Issues with overcrowding
c. Difficult to manage
d. “One size fits all” mentality is ineffective
II. Topics of Discussion
a. Notion of “special needs” offenders
b. Recidivism and community supervision programs
c. Models of delivery: Assigning and placing offenders
d. Types of therapeutic orientations
III. Notion of Special Needs Discussion (5-10 minutes in class)
In your opinion, what does it mean to have a “special need”?
IV. Notion of Special Needs
a. According to Ashford, Sales, and Reid (2000), special needs
offenders have the following characteristics
i. Offenders have some notable physical, mental, and/or
emotional challenge
ii. These challenges prevent either a subjective or objective
need from being fulfilled for that individual
iii. The lack of this subjective or an objective need impairs
their day-to-day ability to function within the confines of
the criminal law
iv. These offenders tend to be statistically unique from each
other
b. Offenders have two specific types of needs
42
i. Subjective needs- felt by the offender and are those needs
that the offender realizes to be important
ii. Objective needs-determined by society to be the needs
V. Recidivism and Community Supervision
a. Characteristics of offenders that recidivate include
i. Male and under 30 years old
ii. Unmarried, widowed, or divorced
iii. Commit crimes similar to their earlier offenses
iv. Have alcohol or drug dependency problems that are
associated with their new offense
v. Tend to be under no correctional supervision when
committing new offenses
VI. Community Supervision Programs
a. There are various ways of supervising offenders within the
community
b. Community supervision programs are typically called intermediate
sanctions
i. Intermediate sanctions- Methods of supervising offenders
using specialized programs in between probation and
prison sentences
VII. Community Supervision Programs Types
a. Probation w/Community Service & Restitution
i. Community service-Offenders are required to give back to
the community through free labor for a set number of hours
ii. Restitution-A set amount of money that an offender must
pay back to the victim, victim’s family, or the state for the
offense that has been committed
b. Intensive Supervised Probation (ISP)
i. Intensive Supervision Characteristics/Guidelines
1. Five face-to-face visits between the probation
officer and offender per week
2. Minimum of 132 hours of community service
3. A set curfew
4. Mandatory employment
5. Weekly search for any new arrests
ii. Intensive Supervised Probation
1. Automated tracking of arrests using a state crime
information system
2. Frequent yet random testing for drugs and/or
alcohol
43
3. Typically, the caseloads are small (i.e., 40
offenders)
4. Usually viewed as the most effective alternative to
incarceration
c. Day Reporting Centers
i. Type of facility that requires offenders to check in on a
daily or near daily basis
ii. Functions to provide the offender with specific treatment
programs including assignments
iii. Forces the offender to comply with program by keeping
him/her engaged
iv. Supervision occurs on a face-to-face format
d. Home Confinement with Electronic Monitoring
i. This supervision method is done without incarceration
ii. Often viewed as the most restrictive without incarceration
iii. Implemented in short periods of time (i.e., typically a 2 to 6
months)
iv. One of the most cost effective alternatives to incarceration
e. Home Confinement and Global Positioning Systems
i. This system uses satellite technology to track or locate
offenders
ii. Supervising peace officers can set limits on the geographic
area where offenders can travel
iii. When these limits are violated, officers are instantly
notified and will then take necessary course of action per
their agency guidelines
f. Residential Treatment Homes
i. Characteristics of this type of treatment
1. Focus is placed on a recovery model
2. Offenders can be treated for substance abuse
3. Has some similarities of a day reporting center
4. Offenders have more personal freedom
5. May leave to visit family
6. Flexible for the employment responsibilities of the
offender
7. Offenders can have visitors
g. Halfway Houses
i. Characteristics of halfway houses
1. Offenders are court ordered to remain in the facility
44
2. Substance abuse treatment is provided for offenders
ii. Typically, this is a more restrictive environment
1. Offenders are supervised by treatment staff
“around the clock”
2. Commonly used with probationers and parolees
3. Offenders usually have some type of mandatory
community service requirement
VIII. Models of Delivery
a. Addressing the needs of “special needs” offenders is a challenge
b. Method of assigning offenders is based on several factors (e.g.,
agency size, number of offender under jurisdiction)
c. According to Champion (2002), models include
i. Model of caseload delivery (nonspecific in nature)
1. This method of caseload delivery focuses on
a. May place the offender in a random
assignment order
b. May be based on the geographic location of
offender’s residence
ii. Specialized needs caseload model
1. Offenders placed on this type of supervision are
similar in needs
a. Supervision of these offenders requires
special skills and/or training
2. Specialized treatment is available to these types of
offenders
a. Offenders may have similar substance abuse
problems
b. They may require medication as a result of
mental health illnesses
c. These individuals may be sex offenders
d. Offenders may have similar disabilities
3. Restorative justice principles of case management
Important note to instructor: It is important that students understand the factors that
influence the delivery of services. Explain to the students that organizational culture and
the intent of the agency may affect the method of supervision delivery. Other
contributing factors may include agency management style and individual supervisory
characteristics (Hanser, 2007).
a. Restorative Justice seeks to restore justice
within the community
45
b. The focus is placed on the offender and the
community
c. Offenders are guided, counseled, and
expected to understand the damage that
he/she caused the victim, the community
and our society
d. Offenders are expected to show remorse for
their actions
IX. Types of Therapeutic Orientations
a. Cognitive Therapy
i. This type of therapy focuses on the thought processes and
patterns connected to an individual’s behavior
ii. By changing an individuals thought patterns, therapist seek
to change an individual’s behavior
b. Behavioral Therapy
i. This type of therapy seeks to observe and change an
individual’s behavior through the utilization of behavioral
modification techniques
c. Solution-focused Therapy
i. This type of therapy involves the offender and therapist and
maintains that problems have solutions and focuses on
assisting the offender to realize that most problems are
temporary and gives the offender suggestions and how to
cope with his/her problems
Chapter Conclusion
It is clear that it is important to note the type of offender one may be working with
in order to better assess their individual needs. Special needs offenders require
individualized attention and it is evident that there is not a “one size fits all” solution to
resolving their problems as well as issues that arise for the department of corrections and
it’s affiliate personnel.
46
APPENDIX C
AOJ 21
Chapter 2
Risk Assessment, Diagnosis, Recidivism Prediction, and Offender Classification
Introduction
This chapter addresses the risk assessment of offenders. It is very important to
place offenders in programs that are the most suited for them to avoid a disruption in their
treatment, rehabilitation, and community supervision efforts. Also discussed is method
of diagnosing, recidivism prediction and offender classification.
I. Coordinating services and treatment plans for offenders requires an individual to
pass through 4 various stages
a. Assessment stage
i. This stage focuses on the steps required to establish an initial
assessment of the offender including psychological interviews,
testing, offender profiling as well as observation
b. Diagnostic stage
i. In this stage, supervisory personnel assess the physical and mental
well-being of the offender and diagnose them based on specific
challenges
c. Prediction stage
i. The prediction stage incorporates the basic assessment and
diagnostic information for developing a basic risk of reoffending
category
d. Classification stage
i. This is the final stage in treatment plan coordination for the
offender. This stage involves placing the offender in housing, job,
education, treatment groups, and supervision that best meet the
needs of the offender.
Important note to instructor: It is important that the students understand the
importance of both incapacitation and rehabilitation when considering risk assessment,
diagnosis, recidivism predictions, and offender classification. One should not override
the other and students must also understand the implications if either incapacitation or
rehabilitation supersedes the other (Hanser, 2007). Explain to the class that both
incapacitation and rehabilitation should occur simultaneously if correctional agencies
wish to maintain the most effective treatment for the offender from incarceration through
community supervision.
47
II. Objective Needs Assessment of the Offender
a. There are different methods of assessing risks of offenders
i. Wisconsin Risk Assessment System
1. This assessment tool measures high, medium, or low risk
based on specific predictor criteria
2. Should be based on supervisory staff responses not
offender responses
3. Types of risks factors measured
a. Static risk factors
i. These factors remain stable and permanent
Examples include age of first conviction,
gender, sex, and mental impairments
b. Dynamic risk factors
i. These factors can change fairly quickly,
within days to a few weeks. Examples
include motivation and drug use
c. Risk-principled assessment
i. There are two main concerns with this type
of assessment: society’s safeguard and
institutional management of these offenders
ii. Primarily based on long-lasting static risk
factors
iii. Separates high-risk offenders with low-risk
offenders
d. Needs-Principle assessment
i. Under this assessment, the focus is shifted
toward treatment and reinstatement of the
offender within our society
ii. Mostly incorporates dynamic or short-lived
risk factors
iii. Takes into account things such as education,
job, or substance abuse issues
iv. Assesses offender more rigorously on the
severity of the specific need
v. Evidently more complex, multifaceted and
comprehensive in nature and function
III. Risk Assessment Discussion (5-10 minutes) in class
When taking incapacitation, treatment, and risk assessment in mind, how is the
prognosis of the offender affected?
Why is it important to accurately assess the needs of special populations
offenders?
48
IV. Subjective Needs Assessment of the Offenders
a. Treatment personnel are highly involved in this process
b. This type of assessment takes into account the skills, judgment, and
expertise of treatment personnel in order to perform the assessment
c. Subjective needs assessment entails interviewing and observing the
offender
V. Subjective Needs Offenders and the Diagnostic Stage
a. Mental health personnel and other clinicians use the Diagnostic and
Statistics Manual of Mental Disorders (4th Edition text revision) also
called DSM-IV-TR to diagnose inmates
b. The DSM-IV-TR is based on specific criteria for every mental health
disorder and has 5 separate categories called Axis
i. Axis I is reserved for major mental health diagnosis or conditions
like Schizophrenia
ii. Axis II displays personality disorders like Antisocial PD and
mental retardation
iii. Axis III shows medical conditions and diagnosis such as diabetes
iv. Axis IV lists all psychosocial and environmental problems
v. Axis V deals with the global assessment of functioning scale
(GAF)
1. This is displayed as a score between 0-100
2. The greater the score, the higher functioning the individual
will be
VI. Recidivism and Prediction Stage for the Special Needs Offenders
a. The tool used to predict recidivism is called the level of supervision
inventory-revised (LSI-R)
b. The LSI-R is quantitative survey of offender attributes and their attitudes
related to particular situations
c. Primarily used for high-risk offenders
d. Provides a summary of dynamic as well as risk factors
Important note to instructor: It is important that students understand the implications
of not correctly predicting risk for offenders, particularly special needs inmates.
Reinforce this idea through an explanation of false negatives, false positives, true
negative, and true positive of risk assessment.
e. False negatives are when the offender is expected to not reoffend, but
does
f. False positive predicts that the offender will reoffend, but doesn’t
g. True negatives are when the offender is placed on community supervision
and does not reoffend
49
h. True positives describe a situation where the offender is the predicted to
reoffend, and is placed on community supervision due to some
circumstance and does reoffend
VII. Special Needs Offenders and the Classification Stage
a. This stage is the final stage in developing a program that will best meet the
needs of the special needs offender according to treatment and corrections
personnel
i. In this stage, offenders are given a true/false question survey
containing approximately 567 objective questions
ii. The instrument is called the Minnesota Multiphase Personality
Inventory (MMPI-2)
iii. This tool is widely used in the criminal justice and mental health
field to categorize a person’s personality
iv. It contains 3 subscales that report lies (L), infrequency (I), and
correction (K)
v. Additionally, the Megargee Offender Classification System is used
to make important decisions regarding the supervision and
treatment plans of special needs offenders
1. It is especially helpful in targeting areas where the offender
may have some difficulty
2. Examples of the areas include difficulties with substance
abuse
3. Family discord or isolation from them
4. Difficulty maintain healthy, stable relationships with others
Conclusion
This chapter discussed several methods or instruments that are utilized in the
assessment, diagnosis, and risk prediction of the offender. Each of the stages describe a
unique tool employed in the process. Although the steps or stages are separate, they must
not be viewed as individual phases. Each one is highly significant to the treatment of the
offender and may often build from other phases (Hanser, 2007). This chapter discussed
the various processes that treatment and supervisory personnel utilize in order to develop
distinct individualized treatment plans for the offenders they work with from
incarceration to community supervision.
50
APPENDIX D
AOJ 21
Chapter 3
Substance Abusers and Substance Abuse Programs
Introduction
Substance abuse among offenders is highly visible within correctional facilities
and communities. According to Bartol (2002), 50 percent of adult male arrestees tested
positive for a least one drug (as cited in Hanser, 2007). Chapter 3 discusses types of drug
users based on the amount or level of drug use, screening and placement criteria, as well
as therapeutic communities. Begin this class with a brief discussion (5-10 minutes) on
substance abuse. Given the statistic that 50 percent of adult male arrestees tested
positive for at least one drug, why is it important to study the connection between drug
use and criminal behavior?
I. Important Considerations Regarding to Substance Abuse and Criminality
a. Men make up the majority of the screening and intakes for substance
abuse programs in the country
b. Demographically, Caucasians are the largest group currently seeking
treatment for substance abuse issues
c. Substance abusers are admitted for treatment of addictions for every type
of drug; however the most admissions occur for cocaine, heroin, and
marijuana
d. Drugs of choice often have demographical break-ups
i. Crack cocaine is often used among African-Americans
ii. Latinos may prefer heroin in some instances above all others
iii. Typically, methamphetamine is associated with Caucasians
iv. Types of Drug Users
1. Experimenters - These individuals that are trying drugs for
the first time
2. Floaters - These types of people fluctuate between masking
their problems with drugs and seeking pleasure
3. Compulsive Users - This group of users seeks to get the
drug and use it at all costs making them truly addicted
II. Screening and Placement Criteria
a. Correct placement of the offender is critical to their treatment and
recovery
b. Screening serves two primary purposes
i. Allows for treatment staff to confirm the substance addiction
51
ii. Determines whether the individual getting the assessment is
appropriate for the program
III. Drug Offenders in Penal Institutions and Inpatient Treatment Facilities
Important note to the instructor: It is important that the students understand the
difference between substance abuse, substance dependency, physiological dependence,
and psychological dependence.
a. Substance abuse
i. The notion of complete loss of control involving the use of a
substance. Essentially, this refers to substance addiction
b. Substance dependency
i. The use of a substance to satisfy a psychological and physiological
need or void
c. Physiological dependence
i. The body’s response to continual drug use that causes the
individual to become more tolerance of the drug resulting in an
increased amount of drug to prevent displaying negative symptoms
of drug withdrawal
d. Psychological dependence
i. The reoccurring cognitive thoughts surrounding the drug or drug
use that results from increased satisfying psychological effects
II. Detoxification and the Therapeutic Community
a. With any type of addiction, it is crucial to have the support of others
throughout the treatment and recovery period
i. For offenders, this is even more critical
ii. Therapeutic communities are the “total” package in terms of
recovery
iii. The idea for recovery is found of the notion that drug addiction and
drug abuse is condition that affects the entire human being
iv. This type of treatment incorporates altering negative cognitive
thoughts as well as the negative behaviors associated with them
v. Therapeutic communities (TC) are often run by recovering
substance abusers
b. Drug Offenders in the Community: The Use of Drug Courts
i. Due to an increase in cases involving drugs and an overwhelmed
courts system, the necessity for drug courts emerged
ii. Drug courts vary in size, target population and treatment programs
iii. Butzin, Saum, and Scarpitti (2003) found that are certain
demographic components that make-up those served by drug
courts
52
iv. Their findings conclude that while comparing males to females,
females tend to have a less positive prognosis than their
counterparts
v. Generally, older individuals are more successful in terms of
treatment
vi. It is possible that minorities do not respond as well as Caucasians
to treatment
c. Drug Offenders in the Community: Community Supervision
i. Offenders that are supervised in the community are often placed on
probation
ii. Probation is one of the many options for monitoring offenders in
the community
iii. Probation is given to offenders in lieu of incarceration or in
conjunction with incarceration
iv. Often, probation is given in conjunction with drug or other
treatment programs, community service, random drug testing and
mandatory employment requirements
III. Self-Help Groups
a. These types of programs employ the services of recovering addicts of
alcohol and/or drugs to aid in the treatment of current individuals with
addictions
b. One widely known example of self-help group is Alcoholic Anonymous
(AA) where strangers meet in union for fellowship, support, and guidance
to sustain their recovery
c. For substance abuse recovery, outpatient treatment facilities prove to be
most effective type of management system
IV. Drug Offenders and Correctional Treatment: Counseling Models
a. Styles of counseling models vary across agencies
b. They are frequently paired in conjunction with group and individual
counseling
c. Individual therapy is conducted to treat two or more major diagnoses,
which is termed comorbidity
i. Comorbidity is highly prevalent among substance abusers because
mental illness and drug abuse are often linked together
d. Sometimes mental illness may lead to substance abuse while in other cases
substance abuse may induce a psychotic episode, which later develops into
a permanent psychiatric diagnosis
e. Another form of counseling model is termed “talk therapy”
f. Behavioral-Oriented Approaches focus on learning processes that later
lead to certain types of behaviors
53
i. It this type of model, the treatment provider will work on the
individual to get that person to change their negative thoughts to
lead to negative behavior through a series of exercises
ii. This type of treatment is often referred to as Cognitive-Behavioral
Therapy (CBT)
g. Another type of treatment approach is through an analysis of the
individual’s family structure, routines, and beliefs
h. Family Systems Therapy seeks to understand the individual as a functional
unit within the family, but when that individual becomes dysfunctional,
there is motivation to seek the root cause
i. This type of treatment approach can be complex because it
incorporates an analysis of the individual as a father, husband,
brother, and son
ii. It also seeks to identify, explain and correct the familial elements
that maintain the addiction
i. The last form of treatment model focuses on relapse prevention
i. While it is important to study the cause of substance abuse and
employ treatment options for the offender, it is equally significant
to discuss and focus on relapse prevention for that individual
ii. Relapse prevention strategies aim to address the coping skills of
the individual and try to assess whether or not that person will
successfully adapt their coping skills in a particular situation
iii. Relapse prevention also aspires to prevent the individual from
decreasing their self-efficacy in particular situations
iv. The ultimate goal of relapse prevention in to detect potential
precursors that may lead the individual to relapse and assist the
individual with the development of individual coping strategies for
overcoming urges to use drugs
Conclusion
Like mental health offenders, substance abuse offenders require specialized
services and unique individualized treatment programs because of their specific
circumstances. Sometimes, their situations mandate that they be legally disposed of
through drug court systems (Hanser, 2007). This chapter noted that mental health
offenders and substance abuse are often correlated together. This chapter also discussed
various methods of assisting the offender with substance abuse recovery through the
utilization of diverse therapeutic interventions. Not only is it important that the
offender’s thought processes are changed, but the manner in which society views
substance abuse offenders much also not be neglected (Hanser, 2007).
54
APPENDIX E
AOJ 21
Chapter 4
Offenders with Communicable Diseases
Introduction
Offenders with intensive medical needs pose a security hazard particularly if their
health ailments are actively infectious. These inmates require specialized attention from
custody staff and medical personnel to ensure that their medical needs are being
immediately addressed in order to prevent great harm to the infected inmates as well as
the entire institution population.
In order to better understand offenders with communicable diseases, it is vital to
commence with a discussion on sexually transmitted diseases.
I. Sexually Transmitted Diseases (STD)
a. In short, these diseases are transmitted from individual to individual
through sexual contact
b. There are various types of STD and most are curable, but some may lead
to death
i. Human papalloma virus
1. This medical condition can lead to cervical cancer in
women, penile cancer in men and there is no known cure
ii. Syphilis
1. This STD can be spread through sexual and nonsexual
contact, but most commonly contracted through sexual
contact. Syphilis is known to cause serious damage to the
nervous system and heart of the individual
iii. Chlamydia
1. This condition is one that causes great concern because it
does not have any symptoms and if left untreated, can
damage the heart, brain, eyes, nervous system, bones,
joints, and if chronic enough, it may lead to death
iv. Gonorrhea
1. Untreated gonorrhea can lead to problems with joints, heart
valves, brain and can cause sterility in men. Treatment for
this STD includes oral antibiotics
v. Herpes
1. This STD produces painful blisters or sores around the
genital and anus areas. Although there is no cure, it can be
treated
55
II. HIV and AIDS
a. This deadly disease causes severe harm to an individual’s body and a
person infected may not display any indication that they are infected for
several years
b. Offenders that are intravenous drug users pose an even higher risk of
exposure for HIV
III. Tuberculosis (TB)
a. An inmate with TB has been infected through breathing in bacteria in
infected air particles
b. Inmates with active TB will typically experience fever, weight loss, and a
bad cough that lasts longer than a few weeks
IV. Hepatitis A, B, and C
a. Hepatitis A
i. This type of hepatitis is transmitted from individual to individual
This type is usually transmitted through close personal contact
such as sexual contact if it is in the viral stage
b. Hepatitis B
i. This type of hepatitis is spread through sexual contact with an
infected person
ii. At more serious stages, Hepatitis B can lead to hepatic cancer
iii. Intravenous drug use is also a cause for infection with the disease
c. Hepatitis C
i. Most of the individuals infected with this type of hepatitis do not
experience any symptoms at all
ii. Interestingly, this type of hepatitis is acquired faster for
intravenous drug user then with HIV or Hepatitis B
V. Inmates Behind Bars
a. According to researchers, nearly 50 percent of inmates that are infected
with HIV are housed in the state correctional facilities of Texas, New
York, Florida and California (Clear & Cole, 2003)
VI. Offenders with HIV/AIDS and/or Other Communicable Disease in the
Community
a. It is important to discuss HIV offenders within the community because the
some of the infected inmates will eventually be placed on some form on
community supervision
b. One solution to reducing cases of infected individuals is through early
detection, education, and implementation of preventative programs within
the institution particularly if the disease is communicable such as TB
56
VII. Female Offenders, Communicable Diseases, and Peripheral Issues
a. HIV/AIDS and STDs are prevalent among the female population as well
b. The majority of the HIV/AIDS infected female inmates arise from their
risk behavior in an attempt to obtain drugs and/or prostitution in order to
finance their drug habits
c. Additionally, when assessing the needs of female offenders, it is important
for the individual(s) conducting the assessment to be cognizant that the
female offender may not be completely truthful when discussing personal
information such as the number of sexual partners that she may had or
whether she engaged in other criminal activity
Conclusion
As discussed in this chapter, offenders with communicable diseases pose a
significant problem to correctional institutions and our communities. This is particularly
true for the states with the largest offender populations. Early detection and education
are two of the most influential components to getting the most effective treatment the
quickest.
57
APPENDIX F
AOJ 21
Chapter 5
Mentally Disordered Offenders
Introduction
This chapter discusses the mentally disordered offender. These types of
individuals are especially difficult to manage in penal institutions as well as in our
communities because of their irrational and bizarre behaviors. They have unpredictable
physiological and psychological reactions to things and although most mentally ill
individuals are not dangerous, generally speaking, the public fears them (Hanser, 2007).
This chapter provides exposure to the various types of mentally ill offenders.
I. Common Types of Mental Disorders in the Criminal Justice System
a. Three of the most prominent mental health illnesses found among
offenders are mood disorders, schizophrenic type disorders and
personality disorders
i. Mood Disorders
1. These types of disorders include major depressive disorder,
bipolar disorder and dystymic disorder
2. Major Depressive Disorder
a. This type of disorder is characterized by at least two
weeks of a depressed mood in conjunction with
other symptoms of depression
b. Although, there are common symptoms experienced
by individuals with depression, the symptoms of
depressed individuals are very diverse
c. Some of the common symptoms include persistent
sad, anxious, or “empty” mood
d. Other symptoms include feeling hopeless, decreased
energy, fatigue, or difficulty concentrating,
remembering, or making decisions
3. Bipolar Disorder
a. This type of mood disorder is also common in the
offender population
b. Some of the symptoms that individuals experience
includes abnormal or excessive elation, unusual
irritability, decreased need for sleep, poor judgment
and inappropriate social behavior
ii. Schizophrenic disorders
58
1. This type of disorder is characterized by delusions,
hallucinations, disorganized speech, grossly disorganized
behavior and inappropriate affect
2. There are five types of schizophrenic disorders
a. Disorganized
i. Where the individual displays disorganized
speech, disorganized thoughts, and
inappropriate affect. One example of
inappropriate affect would be laughing
during a funeral
b. Catatonic
i. This type of schizophrenia is characterized
by an inability to talk and/or the individual
will become very rigid in motor skills
c. Paranoid
i. This type of schizophrenia is characterized
by persistent delusions and/or hallucinations
ii. Usually the delusions are either grandiose or
persecutory in nature
d. Undifferentiated
i. This type of schizophrenia is characterized
by the presence of at least two of the
symptoms above throughout a period of a
month
e. Residual
i. This is the last type of schizophrenia. This
type is only diagnosed in cases where the
individual could not be diagnosed as any of
the other types and the current evaluation
does not witness any psychotic symptoms
3. Offenders with schizophrenia that are placed in isolation or
near isolation tend to not do as well. These individuals
may report an increase in symptoms
iii. Personality Disorders
1. Borderline personality disorder is a condition that affects
the individual, the individual’s ability to maintain healthy
and stable relationships, as well as displaying impulsive
behavior
a. Offenders with domestic abuse convictions may be
diagnosed with borderline personality disorder
because the display a lot of the diagnostic criteria
found in the Diagnostic and Statistics Manual of
59
Mental Disorders, 4th Edition, Text Revision (DSM
IV-TR)
b. Some of the criteria displayed by domestic abusers
are jealousy, manipulation and substance abuse
2. Histrionic personality disorder
a. Offenders with this type of disorder persistently
seek attention, use physical appearance to draw
attention to self and interact provocatively with
others
b. This disorder is seen mostly among the female
offending population because females tend to be
codependent or easily influenced by their male
counterparts
3. Narcissistic personality disorder
a. This disorder denotes an on-going pattern of
grandiosity ideation or behavior displayed by the
individual
b. Individuals with this disorder believe they are
superior to others, they lack empathy, and they
often shown arrogance or attitudes
c. Among the offender population, this disorder is
diagnosed in approximately 2 to 16 percent of
inmates
II. Anxiety and Stress-Related Disorders
a. Generalized anxiety disorder
i. This is the occurrence of excessive worry or anxiety for a period of
6 months to the point that it impairs the person from properly
functioning in basic life skills
b. Post-traumatic Stress Disorder
i. This disorder develops as the result of the individual experiencing
a highly traumatic or stress event
ii. Individuals with this disorder recollect the traumatic event, are
easily startled, have distressing dreams of the event and intense
physiological reactivity after the event
III. Antisocial Personality Disorder and Psychopathy
a. Antisocial Personality Disorder
i. Offenders with this type of disorder are at a heightened risk of
violence
ii. They present with failure to conform to societal norms,
impulsivity, and lack of remorse for their actions
b. Psychopathy
60
i. Robert Hare first coined the term in 1970
ii. Unlike the end of the violent cycle displayed with antisocial
personality disorder in the individual’s late 40s, psychopathy
persists
IV. Mentally Ill Offenders and Insanity Defense
a. Contrary to popular belief, the insanity defense is a legal term and not a
mental health term
b. It is rarely used, but when it is the pleas are entered as not guilty by reason
of insanity
V. Screening, Treatment, and Medication
a. Early screening and immediate treatment for mental illness is the best
course of action to take when working with special needs offenders
b. When dealing with mentally ill offenders, early assessment is crucial to
identifying other potential risks such as suicide
c. When mental illness is detected in an inmate, that individual begins
treatment of psychotropic drugs including antipsychotic, anti-anxiety,
antidepressants and mood stabilizers depending on their individual
medical diagnoses
Important note to the instructor: It is important that the students understand the use of
malingering within correctional institutions. Explain to the student that inmates often
falsely claim that they have a mental illness and or consciously display symptoms to
custody or mental health professionals. Encourage the class to read Games Criminals
Play.
VI. Mental illness discussion (5-10 minutes) in class
Why is it important for correctional custody personnel to be trained in crisis
intervention? Is the training that correctional officers receive at the academy
enough? Who should conduct the trainings for correctional officers and why?
VII. Mentally Ill Offenders in the Community
a. It is apparent that supervising mentally ill offenders is a significant and
often dangerous challenge inside penal institutions as well as communities
b. The lack of prelease planning and system follow through only augments
this problem
c. Incarcerating mentally ill offenders is very costly, but the consequences of
not providing them adequate resources and supervisory after-care upon
release can produce even greater negative effects for the communities that
they will reside in and our society
61
d. Other problems, like homelessness, are often precursors to further
criminality for offenders released on probation and/or parole without
effective system reintegration
Conclusion
It is apparent that assessing, supervising, and providing treatment for mentally ill
offenders requires advanced trained personnel and multiple resources. These individuals
are often misunderstood by the public and criminal justice system. Like in pleabargaining, many of these offenders get funneled through the justice system without the
appropriate care and as a result may become repeat offenders upon release into the
community (Hanser, 2007). To that end, a “one-size-fits-all” attitude is not appropriate
for their treatment. Each mentally ill offender has a unique situation, requires specialized
treatment and individualized attention or society will be confronted with the
consequences of not handling mentally ill offenders properly.
62
APPENDIX G
AOJ 21
Chapter 6
Mentally Retarded and Learning Disabled Offenders
Introduction
Within the offender population are mentally retarded and learning disabled
individuals. These inmates present correctional staff with special problems because they
become easy targets for other offenders. One of the biggest challenges to working with
this type of offender is that they may not be able to fully and accurately articulate their
personal concerns and needs to the correctional staff that supervise them. This chapter
explores other issues pertinent to the mentally retarded and learning disabled offenders.
I. Background of Offenders with Mental Retardation
a. Offenders with mental retardation have difficulty getting accepted by their
peers early in their childhood
b. For the purposes of this chapter, mental retardation is defined as
“significantly sub-average general intellectual functioning…manifested
during the developmental period” (Hanser, 2007, p. 153)
c. Mentally retarded offenders pose a problem to the criminal justice system
for various reasons
d. They are highly susceptible to victimization within institutions
e. They may not fully understand their procedural rights
f. They may confess to a crime they did not commit as a result of
intimidation during an interrogation
g. Due to their poor psychosocial adjustment and lack of acceptance among
peers, they are influenced by others to commit criminal offenses
II. Offenders with Mental Retardation
a. According to the DSM IV-TR, there are four categories of mental
retardation, which depend on the severity of mental retardation
i. Levels of Mental Retardation
1. Mild has an IQ of 51-69
2. Moderate has an IQ of 36-50
3. Severe has an IQ of 21-35
4. Profound has an IQ of below 20
ii. One of the challenges of working with mentally retarded offenders
is that it may not be easy to determine that inmate has mental
retardation if there are no visible physical characteristics indicating
63
cognitive deficiencies—as one may find in individuals with
Down’s Syndrome.
iii. Another challenge that custody staff may face with these offenders
is the issue of dual diagnosis. The offenders may be mentally ill
and have a mental retardation condition. In that case, the treatment
staff would have to take extra precaution when working with these
individuals because their situation would be a little more complex
than other offenders
iv. Further challenges arise when the offenders present both learning
and emotion based mental disorder. Examples of this are clearly
visible in individuals that have attention deficit disorder (ADD) or
attention-deficit/hyperactivity disorder (ADHD) and bipolar
disorder
III. Mental Retardation, Learning Disabilities & Delinquency Links
a. Due to the challenges and daily struggles of individuals with learning
disabilities successful achievement in school may not be possible.
b. As a result, these individuals may become failures in school and
eventually drop out.
c. If they willingly drop out, they will associate themselves with others that
are equally low academic performers.
IV. Supervising Mentally Retarded and Learning Disabled (LD) Offenders in Jail and
Prison
a. Supervising mentally retarded or LD offenders in institutions requires that
correctional personnel use a reward type of system that will help to control
their behaviors
b. One example of an effective program is known as token economy that
assigns points or reward to desirable behavior
c. Another example of an effective tool to use with mentally retarded
individuals is the utilization of occupational skills and training
V. Community Supervision of Mental Retarded & LD Offenders
a. Developing and Implementing a Special Education Program
i. Developing and implementing a special education program
requires the expertise, understanding, and knowledge of various
professionals
ii. As noted earlier, determining the needs of special populations
offenders is often difficult and must begin with accurate
assessment if correctional agencies wish to addresses their needs,
punish them, treat them, and hopefully reduce recidivism rates
within this type of offender
64
VI. Treatment Issues with these Offenders
a. Psychopharmacology
i. While the use of psychotropic medication may be useful in some
cases, psychiatrists must be cautious of not over medicating
mentally retarded offenders
b. Counseling/Psychotherapy
i. Counseling and psychotherapy are beneficial to the individual that
can communicate their emotional experiences and frustrations. In
these cases, only those offenders with mild mental retardation
would benefit from this type of treatment. Others may not be able
express their concerns to the psychotherapist well enough to
receive the treatment that they need
c. Cognitive Therapy
i. This type of treatment focuses on the individual’s thought
processes and works with the individual with the hope that they
will be able to understand behavior that society would view or
right from wrong
ii. This therapeutic intervention exposes the mentally retarded
offender to their actions that led them to incarceration then focuses
on finding appropriate solutions to their problems
d. Behavior management
i. This type of treatment focuses on the offender’s behavior and
utilizes a series of rewards and punishments to change behavior or
maintain a response or behavior in an individual
e. Social skills training
i. This treatment mechanism focuses on the individual’s behavior
and interactions with others. The purpose of social skills training
is to work with the individual in order to teach and maintain
healthy, positive interactions with others
f. Activity, music, and art therapy
i. Generally, activity, music and art therapy are relatively
inexpensive and can be fun for the offenders to engage in
Conclusion
As discussed earlier, mentally retarded offenders pose a challenge to correctional
personnel for a variety of reasons. Mentally retarded offenders can be easy targets
behind the often-violent prisons walls that confine them. For this reason, correctional
custody personnel must be well trained in working with these types of offenders. They
must also be highly vigilant of the dangerous, violent offenders that reside with the
mentally retarded or learning disabled until they are assessed, referred to treatment and
moved into special dormitory or housing units where they will be safe from ridicule and
victimization.
65
APPENDIX H
AOJ 21
Chapter 9
Gang Members As Special Needs Offenders
Introduction
The criminal justice system faces a multiplicity of problems daily. Gangs are just
one of the majors concerns for not only the criminal justice system, but for our society as
well. Nonetheless, it is difficult to address this issue without identifying other related
components of the problem. This chapter exposes the truth on gangs and explains why
they are a considered to be a special population of inmates.
I. Defining the Gang Problem
a. One of the greatest obstacles in combating this issue is the lack of
universality in the definition of what it means to be in a “gang”
b. Some individuals place institutional gangs in the same category along with
street gangs or organized crime group (Howell, 2000)
c. Generally a “gang” is a representation of a group of 3 or more individuals,
that identify themselves as with a specific symbol or color and they work
together for a common criminal goal (Wilson, 1994)
d. In order to get a better understanding of the definition of gang, the
National Alliance of Gang Investigators Association adopted it and other
agencies have subsequently adopted it
II. Gang Offenders Behind Bars
a. In the field of corrections, the term most commonly used to refer to
inmates is security threat group
b. Gang members are labeled as such during the classification process when
they first enter the institution as part of the department of corrections
intake procedures
c. When offenders are then classified as gang members, they are often placed
in administrative segregation, also known as “ad seg” in order to isolate
them and hopefully prevent them from contact to other gang members and
further criminality
d. Some of the most dangerous and well-known prison gang includes Aryan
Brotherhoood, Mexican Mafia, La Nuestra Familia, the Black Guerilla
Family, the Texas Syndicate, and the Mexikanemi
e. Correctional custody personnel and the law enforcement community need
to take extra precautions when handling these individuals because of their
violent nature and power within prisons and communities
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III. Gang Offenders in the Community
a. Gang members that have affiliation and influence both in prison as well as
out in the community are described as being cross-pollinated
b. According to the Bureau of Justice Assistance, gangs have to be addressed
using the SARA model out in the community
i. The SARA Model (explained in stages)
1. Scanning stage describes actively looking for a problem
2. Analysis stage seeks to develop a thorough understanding
of the problem
3. Response stage develops a response according to the issues
and analysis found
4. Assessment stage provides feedback on the effectiveness of
the response
c. Just as gang members rely on communication to conduct their criminal
activities, law enforcement agencies rely on information sharing between
agencies if they wish to successfully combat them
IV. Special Problems
a. Gangs are problematic to our justice system because they are highly
structured, militarized, violent, mobile, and resourceful
b. Since gangs are territorial within institutions as well as communities, gang
ethics and codes of conduct are complex, peace officers need to study their
turf in order to develop strategies to best fight them
c. Gang Members on Community Supervision
V. Establishing a Youth Gang Exit Program
a. Law enforcement agencies should not be the only entities that battle gangs
and their criminal activities
b. Communities should get involved to combat gangs by establishing a youth
gang exit program as was proposed by scholars Evans and Sawdon in
2005 (as cited in Hanser, 2007)
c. The youth gang exit program has three components: the assessment and
intake, intensive training and personal development, and case management
i. Assessment and intake phase
1. Measures the interest and motivation of the gang member,
amount of gang involvement, and the member’s family and
social history
ii. Intensive training and personal development
1. Member receives 60 hours of intensive training
2. Member has a specialized program dependent on the
gender of the member
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iii. Case management process
1. Includes a support system type of group that helps them
individually and as an ongoing support network after the
member officially becomes an ex-gang member
2. If the member successfully completes the program, they
may be eligible to return in the future as a group facilitator
and mentor to the current program members
Conclusion
Gangs pose a significant threat to the safety of institutional inmates as well as
within the community. It is huge challenge for the law enforcement community to
eradicate them because of their size, resources, and mobility. Nonetheless, there are
programs and support groups they can go to if they wish to leave the gang life. For
interesting videos, watch Blood In, Blood Out or Colors.
68
APPENDIX I
AOJ 21
Chapter 11
Adult Sex Offenders
Introduction
Sex offenders are often portrayed as the “worst of the worst” among criminal
offenders. In order to understand the typology of adult sex offenders, it is vital to
commence with a discussion on the types of sexual offenses committed against a person.
In this chapter, the term sexual assault shall refer to forced sodomy, forced oral
copulation, child molestation, as well as any other form of forced or undesired sexually
related touching.
I. Types of Sexual Assault Commonly Perpetrated Against Adult Victims
a. Acquaintance Rape
i. Acquaintance rape occurs when the parties involved know each
other, but were never involved in an intimate relationship
ii. Also included in this description of the term is any person that is
known to the victim such as coworkers, neighbors, and friends
b. Intimate Rape
i. This type of rape is commonly known as date rape
1. Date rape is used to describe a situation where the rape
occurs between two individuals that are either on a date or
are in a dating relationship
2. An interesting distinction between this type of rape and
others is that typically it does not involve a weapon or
coercion leading up to and included in the act
3. The perpetrator for this crime usually is more aggressive,
are more likely to reinforce stereotypical views of women
and hold attitudes toward women (Lauferweiler-Dwyer &
Dwyer, 2004)
c. Spousal Rape
i. Rape that occurs between a husband and wife is also known as
marital rape
1. The legal description of spousal rape is any sexual activity
that it enacted by a legal spouse without the consent of the
other spouse
2. In marital rape, the rapist may intimidate the suspect in
order for them to not report the crime
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3. Other tactics that they may use include threats, emotional
blackmail, and may make the victim feel like it was their
fault
d. Group Sexual Assault and Gang Sexual Assault
i. Group Sexual Assault is defined as any situation in which two or
more two or more offenders sexually assault a female victim
ii. One of the most common examples of group sexual assault occurs
when a young woman goes to a drinking party and stays longer
than other females. The offenders then convince her to have
intercourse with one of the males (MacDonald, 1995)
iii. Another situation that places women in potentially dangerous
events that lead to victimization are when a female goes to party to
meet up with a “boyfriend,” whom she has already had intercourse
with and after a couple of drinks, gets forcibly sexually assaulted
by the group of men
iv. Other situations that may lead women to victimization include
college fraternities and being involved in sports teams (Benedict,
1998)
v. Gang sexual assault occurs when an individual assaults another
and has a gang affiliation
1. This often may be a requirement as part of initiation events
for that gang
2. By participating in a sexual assault or other criminal
activity, the individual demonstrates his loyalty and
commitment to the gang
3. There are some interesting findings discussing the
differences between group sexual assault and gang sexual
assault
a. Ullman (1999) findings
i. In gang sexual assault, there are typically
fewer weapons are used
ii. There are more night attacks
iii. There is less resistance from the victim
iv. There are more severe sexual abuse
outcomes when compared to sexual assaults
that are committed by individuals
e. Sex Offender Typologies I: Adult Victims
i. In 2002, Bartol found that of men arrested for rape, approximately
50 percent are from the working-class and almost a third of those
are unemployed (as cited in Hanser, 2007)
ii. Rapists like other sex offenders, can be studied by examining their
defining characteristics and placing them into typologies
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iii. By studying the typology developed by Knight and Prentky
(1990), we can by better understand individuals that commit rape
1. Knight and Prentky’s (1990) typology divides rapists into
four categories: power reassurance, power assertive, anger
retaliation, and sadistic
a. Power Reassurance Rapist
i. Of the various types of rapists, this type is
very likely to be the less violent type
ii. These individuals are more likely to have
sexual fantasies about their victims in order
to overcome their feelings of insecurity, low
self-esteem, and inadequacy
iii. This type of offender is more like to come
from a single parent home, be introverted,
and lacks appropriate social skills
iv. The most important thing for this offender is
that his victim gives him the self-desired
approval or confirmation of a good
performance as a means of reducing his
feelings of insecurity
v. According to Bartol (2002), this type of
rapist is the only one to inquire about his
victim’s well being afterward (as cited in
Hanser, 2007)
b. Sexual Gratification Rapist
i. This type of offender uses aggression in the
commission of his crime
ii. Unlike the power reassurance rapist, this
type feels that force and coercion may
successfully get the sex that he desires and
will be more likely to view his victim as a
sex object
iii. If this offender successfully commits the
rape, then he will continue to rape again in
the future
iv. This type of offender will choose a victim
whom he knows, which often leads to the
crime being unreported
c. Opportunistic Rapist
i. Unlike the power reassurance or sexual
gratification rapist, this type of offender
does not carefully select his victim
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ii. This type of rapist will commit the crime, if
an opportunity arises
iii. Bartol (2002) notes this type of rapist will
typically assault a victim during the
commission of another crime such burglary
(as cited in Hanser, 2007)
d. Power Assertive Rapist
i. This type of rapist uses assertiveness solely
to secure his dominance and compliance of
the victim
ii. The power assertive rapist does not care
about his victim or her well being like the
power reassurance rapist
iii. Holmes & Holmes (2002) found that this
type also has a sense of “hypermasculinity”
and believes he is entitled to sex because of
his gender (as cited in Hanser, 2007)
iv. Unlike other rapists, these individuals will
progressively get more violent as the
number of rapes increase
e. Anger Retaliation Rapist
i. This type of rapist is unique because he
seeks to “get even” with women and
presents a personal vendetta against women
that have hurt him in some way
ii. The anger retaliation rapist usually comes
from toxic home environments where there
is persistent abuse and neglect
iii. One of the distinct characteristics of this
type of rapist is that he views women as bad
or evil
iv. Additionally, this type of rapist seeks
activities or occupations that reinforce male
gender roles such as military professions or
firefighting (Hanser, 2007)
f. Sadistic Rapist
i. Of the various types of offenders, the
sadistic rapist is by far the most dangerous
because this offender will not only torture,
but they are the most likely to kill their
victim
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ii. This type of rapist is intelligent and very
ritualistic to the point of using handcuffs or
gags to terrorize his victim
Conclusion
Adult sex offenders are a major concern for the public and criminal justice
professionals. They are unpredictable, violent, and a risk to their communities. This
chapter explained the different types of sexual assault commonly perpetrated against
adult victims. It also identified sex offender typologies and discussed research findings
noting the differences between group sexual assault and gang sexual assault.
73
APPENDIX J
AOJ 21
Chapter 13
Female Offenders
Introduction
Women offenders are treated different than their male counterparts in our
American justice system. They are a unique subset of individuals that are set apart by
their physiological and psychological characteristics. It is these distinctive characteristics
that make them special offenders (Hanser, 2007). Women have special needs and
require individualized treatment from multiple individuals. This chapter discusses female
offenders and unique situations surrounding this interesting group.
I.
Domestic Violence and Women
a. Domestic violence issues among women present challenges for peace
officers in the community as well as penal institutions
b. Women offenders are likely to have suffered domestic physical abuse
from their partners
c. A survey by the American Correctional Association indicates that 53
percent of adult women and approximately 62 of juvenile girls have
been victims of physical abuse (Hanser, 2007)
d. In 1999, the Bureau of Justice Statistics discovered that female
offenders have been victims of physical and sexual abuse more often
than male offenders (Hanser, 2007, p. 332)
II.
Sex Industry Activity and Sexually Transmitted Diseases
a. Research is saturated with studies examining women offenders and
there is an indication that women that commit crimes have previously
been engaged in prostitution, drug crimes, or have been victims
themselves
b. One of the interesting arguments concerning women offenders and
their previous histories is whether their individual economic situations
have led them to criminality rather than victimization or whether both
are contributing factors to their criminal behavior
Drugs and Women Offenders
a. Drug use in women offenders is highly visible
b. For almost a decade between 1985 and 1994, drug arrest for women is
almost twice as much as men
c. According to Snell (1994), female offenders report the use of needles
when using drugs as well as sharing needles compared to men (as cited
in Hanser, 2007)
III.
74
IV.
V.
d. Another area of concern found among female offenders and drugs is
that it is very likely that they are also involved in illegal sexual activity
to support their drug use or addictions
Mental Health Issues
a. There are a large number of female inmates with a mental disorder
within our penal institutions
b. Among the mental health disorders affecting women offenders,
depression is one of the most visible illnesses
c. Mental health disorders for both men and women may often stem from
traumatic pasts and for women acts of victimization may lead to their
depression, personality disorders, or posttraumatic stress disorder as
well as others
Female Offenders As Mothers
a. Female offenders that are also mothers pose greater challenges for
their families as well as penal institutions
b. Due to the incarceration of mothers, their families often are burdened
with childcare responsibilities if they do not want the children to be
placed in foster care
c. One of the consequences of incarcerating mothers is that the maternal
bond they share with their children is weakened because of their lack
of constant presence in their children’s lives
d. (Bloom et al., 1996) found that the neglect children experience from
incarcerated mothers have other harmful effects such as increasing the
possibility that their children also commit crimes (as cited in Hanser,
2007)
Discussion prompt (5-10 minutes in class): In your opinion, what can be done
so that mothers can cope with the prison environment? What types of supportive
services should be given to them that will enable them to meet any court-ordered
requirements so that they do not lose their children to foster care?
VI.
VII.
Classification, Identification, and Diagnosis
a. As with male inmates, it is important to classify female inmates
correctly. Since women require different needs than males, their
classification system is also different
b. The classification process for women commences at the intake stage in
institutions
c. The classification and identification of women inmates is more
complex than male offenders due to their often-traumatic backgrounds
d. In addition to alcohol and drug treatment programs, women offenders
are encouraged and some mandated to attend courses and training in
early childhood development, parenting, or home economics
Female Inmate Subculture and Coping In Prison
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VIII.
a. The female inmate subculture is one of the most fascinating to study
b. Behind prison walls, they adopt a “family like” structure where
inmates form sister-to-sister, daughter-to-mother or “husband-to-wife”
bonds
c. This unique subculture is complex in itself and through the creation of
pseudofamilies, they can maintain innate female characteristics that
preserve the nurturing, care taking qualities of a woman
Female Offenders and Treatment Implications
a. It is evident that women offenders mandate specialized care and
services pre, during, and post institutionalization
b. One of the most effective strategies to implement for their treatment
programs is to incorporate or maintain same-sex treatment teams since
women may respond better to same-sex personnel
c. Same-sex personnel are less likely to intimidate the inmate, thus
increasing the effectiveness of their programs and producing positive
outcomes for the inmates’ treatment goals
d. Treatment plans for inmates, especially women, should encompass a
variety of life skills so that the female offender can develop and
maintain healthy, productive lifestyles and contribute positively to
society
e. It is recommended that treatment plans include anger management
groups, peer counseling, professional counseling, substance abuse
groups (i.e. Alcoholics Anonymous, Narcotics Anonymous support
groups), professional substance abuse treatment, health & human
sexuality classes, child parenting classes, and vocational training
Conclusion
As depicted in this chapter, women offenders come from a variety of
backgrounds, each possessing distinct characteristics that affect their thoughts,
motivation levels, and behaviors differently. As it has been pointed out, women require
specific treatment programs that address their issues from the past, present, and future if
they are integrate successfully into society post incarceration.
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APPENDIX K
AOJ 21
Chapter 14
Geriatric Offenders
Introduction
Among the male offending population, geriatric offenders present a major
concern for institution criminal justice professionals. Elderly inmates are an added
challenge for criminal justice staff working in prisons for a variety of reasons. This
chapter will examine the reasons why criminal justice professionals recognize this inmate
group as a special population in corrections.
I.
II.
Elderly First-time Offenders and Habitual Offenders
a. According to Hanser (2007), elderly first time offenders comprise
approximately 50% of the elderly inmate population
b. This type of offender commits their crime at a later time in his life and
because of that the crime is often not premeditated
c. Other factors to consider when working with this type of offender is
that they are at risk for dementia, victimization, medical
complications, mental health disorders such as depression or anxiety,
becoming a great liability for correctional facilities
d. These offenders do not typically see themselves as being criminals
because they commit their offense later in life and it is often more
spontaneous in nature
e. If a repeat offender, this type of offender is more capable of adjusting
quickly to the prison environment because of their prior institutional
experience
f. If a first-time offender, institutional adjustment will be harder due their
age
General Characteristics of Elderly Offenders
a. This inmate population tends to have a lower IQ than the general
population of male inmates, which may be a result of aging
b. Older inmates usually do not present any custodial difficulties for
corrections staff in terms of their behavior, rather they will likely be
the inmate group that eagerly cooperates with staff
c. Due to their vulnerability for victimization, they will seek staff to gain
their protection from other dangerous inmates or anyone they feel may
be a physical threat to them
d. Throughout the prison sentence, many elderly offenders may lose
touch with themselves, reality, or family connection, which may
contribute to their institutional dependency and lack of motivation
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III.
IV.
V.
Classification of Elderly Offenders
a. Like with all other inmates, older inmates must go through the
screening process at intake, but it is significant that they get correctly
processed for institutional security reasons
b. According to Hanser (2007), the department of corrections will
classify elderly adults based on the following comprehensive
examinations
i. Overall medical history
ii. A physical examination including hearing and vision
iii. Other diagnostic tests such as for communicable diseases, and
mental health disorder screening
iv. Substance use and abuse history
v. Suicide screening
vi. Comprehensive health history
The Americans with Disabilities Act (ADA)
a. Since 1990, our society has been greatly impacted by the Americans
with Disabilities Act
b. Likewise, prison administrators and correctional staff have been forced
to implement changes to their correctional institutions in order to
demonstrate full compliance with the law
c. In order to understand how the ADA has altered prisons, it is
necessary to first discuss guidelines that are mandated by this law
i. In general housing inmates, at least 3 percent of the cells must
be designated for inmates with disabilities
ii. Other areas that must be accessible to persons with disabilities
include noncontact visiting areas, entrance doors, shower stalls,
and water fountains
The Chronically and Terminally Ill Inmate
a. The chronically and terminally ill inmate increases the cost of
maintaining that inmate in prison
b. According to Hanser (2007), the cost of providing services to
offenders that are chronically or terminally ill is approximately
$70,000. This is a significant difference to the cost of housing
healthier, younger inmates. It is estimated that housing younger
inmates is about $27, 000 a year
Important note to instructor: It is essential that students do not confuse the two terms
chronically and terminally. These are obviously two separate stages of illness, but
students may try to use the terms interchangeably. To avoid this, define each and provide
examples to help illustrate your point.
78
c. The term chronically ill should be used to refer to inmates that have
long-term or reoccurring illnesses that require special medical care and
supervision to slow the progression of the illness or treat the ailment
d. The term terminally ill should be used to refer to inmates that have a
diagnosed fatal disease or are estimated to live no longer than 6
months
VI.
Recommendations for Correctional Agencies with Elderly Offenders
a. Correctional counselors should establish, maintain and recommend
that their geriatric inmates be involved in programs that increase and
sustain their physical activity levels
b. Geriatric offenders should also be given the opportunity to receive an
education or should be encouraged to complete groups that preserve
their social connections. This may be beneficial at reducing cases of
depression or other mental illness among older inmates
c. Post-incarceration planning efforts should be geared at assisting
elderly inmates to identify, apply for, and enroll in community
programs that will support and ease their community reintegration
process
Conclusion
As depicted in this chapter, elderly offenders pose a challenge to correctional
institutions for various reasons. Their health illnesses and often stubborn behaviors
merely compound institutional issues, but with the proper training, correctional personnel
should be able to assist these individuals as long as correctional personnel remain
attentive, patient, supportive, and open-minded. Dealing with geriatric inmates should be
a feasible experience.
79
APPENDIX L
AOJ 21
Chapter 16
Suggestions for Future Management of Special Needs Offenders
Introduction
It is never easy determining a solution that will best fit offenders because no two
inmates are alike. It is the intention of this course to shed light on various types of
offenders and bring forth the reality of working with individuals. As noted in previous
chapters and as a course theme, a “one size fits all” mentally is unrealistic and actually
can produce greater harm than good for correctional institutions. This chapter is
noteworthy as it aims to provide suggestions for managing special needs offenders.
Recommendations For Managing Special Needs Offenders
For Our Society
Coming To Terms With Reality
Our society will never cease to deal with the special needs inmate. This offender
population will undoubtedly continue to increase and be a problem for our American
justice system. One of the first recommendations for the treatment and management of
these offenders is for society come to terms with the reality that these offenders are
human too, and that whether they like it or not, these people were once our teachers,
doctors, church leaders, neighbors, and will continue to live in our communities postincarceration. From a societal perspective, this is significant to note because the first step
to healing and change is acceptance.
80
For Community Supervision Staff: Supporting the Criminal
Despite the tragic stories of the victims of crimes, criminals are victims too. They
are taken by their obsessions with drugs, money, power, and greed. For the corrections
professional with sometimes a jaded view, it is easy to place blame on the offender
without recognizing that their often-traumatic background may have led them to
criminality. In order for the community supervision personnel to have the most impact
on the reintegration of the offender, they must become culturally competent.
The
correctional treatment personnel must strive to work from the frame of contextualized
practice in order to provide the most comprehensive treatment for special population
offenders. They must recognize the differences that exist between cultures and learn to
accept cultural beliefs and cues and then act accordingly. They must also understand the
metaculture that exists within the criminal element and must be fully prepared to handle
the challenge of working with these individuals under demanding circumstances. The
community supervision staff must believe in the inmate and support them while they
transition back into society. It is vital that they also advocate for them and verbally
praise their good behavior. Perhaps then, offenders will be more motivated to comply
with societal expectations and will abide by societal rules.
For the Special Needs Offender: Conquering Their Greatest Enemy
On the road to recovery, the inmate loses their self-identity. It is natural for them
to make excuses for their actions and not want to take responsibility for their criminal
behavior. It is imperative though, that they realize that without accountability, they
cannot move forward toward their treatment post-incarceration. Offenders should be
81
tasked with learning how to understand themselves better and how to rediscover the “new
world” that awaits them upon release. Their community supervisor should maintain a
positive attitude when working with this challenging population and must believe that
15% or any percent of rehabilitation of the offender still constitutes change. Another
vital recommendation for the offender is that although they were in correctional facilities,
they should be allowed to dream again. They should be given the opportunity to express
what their life goals would have been had they not been incarcerated. This is significant
because everyone has a dream, but this must be done with some degree of caution.
Hopefully by doing this, it would allow them the opportunity to reestablish their selfidentity by embracing their “new self” even though they may never achieve their dreams.
At minimum, they are verbalizing something positive and they are focusing on something
positive at that moment.
Conclusion
In closing, it is apparent that special needs offenders require specialized attention,
care, treatment plans, and resources from various players within our society (law
enforcement, courts, corrections, and community) if we are to begin to tackle the
treatment and management of these individuals.
Again, at minimum, the least we can
do for them is give them the respect and dignity that they deserve as human beings and
do our best to treat and protect them during incarceration as well as rehabilitate and
support them in our communities.
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APPENDIX M
AOJ 21: American Me Film Notice & Consent Form
Purpose:
In accordance with course objectives, the instructor wishes to show the film American Me
(2002) to depict the nature of gangs within the community and prison environment.
Brief Description of film:
American Me is inspired by a true story and it narrates the lives of youngsters living in
poverty stricken, crime saturated streets of East Los Angeles. One character in particular
finds himself in prison and becomes the leader of one of the most notorious Chicano
gangs, the Mexican Mafia.
Notice of R-rated film:
This film is R-rated due to strong violence and sensuality, and for language and drug
content that may be offensive to some of you. If you have any concerns about the film,
please speak to the instructor immediately.
Notice of Consent: Please check one of the following, sign and date, and then return to
instructor by September 24, 2010. Your cooperation is greatly appreciated.
Students 18 years of age and older:
________ I am at least 18 yrs old and wish to view this film.
________ I am at least 18yrs old and do not wish to view this film.
Student Signature:
Date:
______________________________________________________________________
Students under 18 years of age (Parent/Legal Guardian must fill this section
out):
I, the parent of ____________________________________________ (student
name) give my permission for his/her participation in viewing the film American
Me in-class. I have reviewed and understand the nature of the film.
I, the parent of _____________________________________________(student
name) DO NOT give my permission for his/her participation in viewing the film
American Me in-class. I have reviewed and understand the nature of the film.
______________________________
Parent Signature
_____________________
Date
83
APPENDIX N
AOJ 21
Film Questions
Please pay close attention to the film American Me. As you are watching the film,
answer the following questions and write down any questions or comments that you
have. Then go home, type your responses and bring them to class for a class
discussion. You will turn in your responses.
1. In your opinion, why did the director have a kid yell, “The Hazard rules all” in the
beginning of the film?
2. In the scene where JD wants to join the gang in juvenile hall, there is
some question or hesitation from other members whether this is allowable. Why is
there concern from other members?
3. What is the “hole” referring to in a correctional facility? How is it used to correct
negative behaviors and is it effective at deterring gang criminal activity in prison?
Defend your position.
4. In the movie one of the characters stated, “If you control the inside, you own the
outside.” Who made that statement, and what did that person imply? In your
opinion, do you agree with the statement? Explain your answer.
84
5.
In your opinion, what effect does the narrator have on the plot/storyline of the film?
Why do you believe a narrator was utilized in this film?
6. Throughout the film, various references were made that depicted gang core
values/beliefs. What is one of the core attitudes or beliefs that made the most
impression on you, and how was this depicted in the film?
85
APPENDIX O
AOJ 21
Handout
Guide to Understanding Scientific Writing
Throughout your academic careers, you will begin to realize that it is important to read
research articles. Academic papers found in journals have many benefits. They explore
new areas of knowledge, test ideas, and replicate other studies. They are interesting for
the wealth of knowledge that they produce.
To assist you with navigating through a research article, this handout breaks down each
individual component to the article. If you follow the information in this handout, you
will be better equipped to dissect a scientific paper with greater ease hopefully.
Research articles are broken down into the following sections: (1) Introduction, (2)
Literature Review, (3) Methodology, (4) Results, (5) Discussion or Conclusion. The
remaining handout focuses on each section and provides a brief description and purpose
of the section beginning with the introduction.
Introduction
In the introduction of the paper, you will find an overview of the research at hand or
purpose of the study. This section also includes a hypothesis or hypotheses. The
hypothesis is essentially the best, most educated guess as to what will occur in the study
by manipulating the variables. In short, the hypothesis commonly follows a standard
format such as if A does this, B will do this.
Literature Review
The literature review is the second section of the paper and it provides some guidance for
the current study. It basically analyzes and discusses previous studies related to the study
at hand. The literature review is a helpful tool for researchers because it takes a closer
look at the hypothesis and provides a summary of others findings.
Methodology
The next section is the methods. This section answers the question of how the study was
implemented and the subjects are described demographically. The scholar will describe
the methodology that was used in greater detail in this section. Again, the researcher may
refer to other studies and compare the methods to develop the most effective
measurement tool for their particular study.
86
Results
After the methodology section is the results. In this section, the researcher will discuss
the findings of the study. This area essentially answers what was found in the study.
This section is typically the most complex because it incorporates statistical computations
to obtain the results. Additionally, researchers will include a chart, graph or other visual
aid to help reinforce and explain their results or calculations. Likewise, a statement is
made that advises the reader whether or not the hypothesis is supported.
Discussion/Conclusion
The last section is the discussion or conclusion. This section is essentially the “so what”
of the academic paper. It also includes limitations that were found in the study. Also, it
typically ends with implications and recommendations for future study.
Questions to keep in mind when reading a research article:
1.
2.
3.
4.
5.
6.
7.
8.
What was the main problem or thesis of the article?
What was the hypothesis or hypotheses if more than one?
What have other scholars found in related studies?
Who are the subjects in the study? How was the study implemented? How long
was the study? Is this study replicating another study?
Is the study quantitative (statistical) or qualitative (descriptive) based?
What was learned from the study?
What are the implications and limitations of the research?
What future recommendations can be offered to other scholars?
87
APPENDIX P
AOJ 21
In-class Group Assignment
Sexual Violence in Prison
Purpose
This handout is an instructional guide for completing the in-class group assignment this
week. This assignment is geared at creating an active learning environment for the class
by having them participate in groups. It also gives the student the opportunity to dissect a
research article as a group and extract important information/findings. Likewise, it
allows students the opportunity to speak in front of the class, which is great practice for
their in-class presentation later in the semester.
Materials Needed
Please refer to the research article by Christopher Hensley and Richard Tewksbury
(2005) entitled Wardens Perceptions of Prison Sex for this exercise.
Instructions
Have the students read the article as a home reading assignment beforehand and remind
them to utilize the handout Guide to Understanding Scientific Writing as a guide. Then
while in-class, have the students break up into 5 circles of 6 students each. Once the
students have formed the groups, have them choose a note taker then assign each group a
section of the paper to dissect and discuss. Please review the chart below for an example.
Group 1
Group 2
Group 3
Group 4
Group 5
Introduction
Literature Review
Methodology
Results
Discussion
Give them the class period to re-read their section of the article if they wish and discuss it
within their group according to the guidelines from the Guide to Understanding Scientific
Writing handout. After approximately 25 minutes, have them stop. Then call each group
to the front of the class one by one to discuss their findings. Take some notes on points
you wish to emphasize or discuss further. After all of the groups have presented,
organize the classroom the way it was at the beginning of class. Finally, inform the class
that they will be continuing this discussion next time and then dismiss the class.
88
Important note to instructor: In order for students to receive class participation points
that day, they must speak in front of the class (even if only for a brief moment).
89
APPENDIX Q
Correctional Institution Investigation Assignment
Due November 24, 2010
**Please Note: Late writing assignments will not be accepted. All assignments will only
be accepted in class unless you have made prior arrangements with the instructor.
Purpose:
This assignment will give you the opportunity to develop your critical thinking skills as
you as complete your institutional investigation. Throughout this course, we have
discussed several ideas that you should dissect and utilize when composing your findings.
To help you get started, think about the following when researching your institution:
1. Describe the physical characteristics and surrounding area of the institution (i.e.
architectural shape, geographical location).
2. Articulate the security level of the institution. Does it change throughout the
institution?
3. What is the demographic composition of the institution (e.g. gender, ethnicity,
special needs inmates)?
4. What types of rehabilitative programs exist for its inmate population?
5. How can I relate this institution to this course?
Correctional Investigation Description:
20% final grade
You will be required to compose an 8-10 page critical thinking investigation on
contemporary issues affecting a correctional institution of your choice, but you must
relate it to the course. The instructor must approve your topic in advance. You are
expected to research and critically discuss a type of “special needs” offender at one of
California’s adult correctional institutions and articulate issues that affect the
management and treatment of that offender at that institution. The writing assignment
should adhere to the following guidelines: It must be type written using Times New
Roman font, size 12, 1-inch margins all around the page. The assignment must be 8-10
pages double-spaced, black ink only. All citations must be in APA style format. You
may cite the instructor as (L.Macias, personal communication, June 1, 2010).
Assignment Submission Instructions:
Your final typed product needs to be stapled. It must include a cover page stapled to
the back of your work. Please do not write your name on the front page. This will
ensure the confidentiality of your grade, as well as objectivity and anonymity when
grading. You must also include a reference page listing sources used in your
90
investigation in APA style format. It must include a minimum of 5 sources. Title of the
reference page should be references and NOT works cited, or bibliography.
Cover Page: Include your name, topic, class name, and date.
Correctional Institution Presentation:
10% final grade
You will be required to address your colleagues in a 5-10 minute in class presentation on
your correctional institution findings. Be creative in your method of delivery. It is
required that you utilize a visual aid (e.g. pictures or other props), MS PowerPoint or
other AV media. If you decide you use AV media, you cannot just show a short clip in
lieu of your presentation. You must speak for a minimum of 5 minutes.
In addition to presenting your findings, please discuss the following:
1. What did you find to be unique about your institution, staff, inmates, and
programs?
2. What did you like the most about your institution? What did you least like about
your institution?
3. If you were the warden of that facility, what would you feel needs the most
change? Why? How would you change it to make it more effective?
Sign-ups for presentations will occur during week 3-4. You must sign-up and have a
topic approved by week 4. Presentations will occur during week 14 of the course.
91
APPENDIX R
AOJ 21
Midterm Examination
Fall 2010
Name: ___________________________________
Student ID: _______________
The following questions were derived from lecture and Hanser textbook. Please
read the questions carefully before making your selection. You may write on the
exam booklet. For True/False questions, bubble A for true, B for false.
Good Luck! 
1.
When working with offenders, it is important to take into account a variety of
risk factors that may affect their treatment plans. Employment, motivation, drug
use, empathy, and family relations are examples of what type of risk factors?
a. Personal risk factors
b. Static risk factors
c. Psychological risk factors
d. Dynamic risk factors
e. None of the above
2. During lecture we discussed true/false positives and negatives in offender
recidivism prediction. Please look at the diagram below and make your selection
based on the diagram only.
Offender predicted to offend
a.
b.
c.
d.
e.
True Negative
False Positive
False Negative
True Positive
None of the above
Offender doesn’t reoffend =
92
3. According to Hanser, dynamic risk factors are characteristics that are inherent to
the offender and are usually permanent in nature. Is this statement true or
false?
a. True
b. False
4. Nick and Brandi are two criminal justice graduate students at Sacramento State.
While at lunch one day, they have a heated debate about correctional treatment
outcomes. During their debate Brandi proclaims, “Nick, I’m correct because
research has shown that intensive correctional treatment programs are more
successful with low-risk offenders than with high-risk offenders.” Is Brandi’s
statement true or false?
a. True
b. False
5. One of the important aspects of working with offenders is determining the
offender’s dangerousness, treatment needs and response to treatment in addition
to other factors. According to your text, which of the following should NOT be
the primary form of assessment of an offender, but should instead serve as an
integral part of a “two-pronged” assessment?
a.
b.
c.
d.
e.
Objective assessment process
Standardized assessment process
Subjective assessment process
Dynamic assessment process
All of the above
6. In my job, I conduct a thorough background investigation of the offender. This
includes compiling data and writing a report that is useful for determining the
most appropriate sentence for that offender. This report describes the offender’s
prior offenses, if any, education level, employment history, mental health
concerns, and financial situation. What is my profession?
a. County Social Worker
b. Court judge
c. Probation officer
d. Case Management Staff
e. Police Officer
93
7. Considering methods of offender supervision is important to their management.
According to your text, intensive supervised probation (ISP) tends to NOT be
effective with offenders that had committed misdemeanors and/or nonviolent
crimes. Is this statement true or false?
a. True
b. False
8. According to Hanser, which of the following correctional practices attempts to
change the offender’s behavior or circumstances to reduce the possibility of
further lawbreaking?
a. Incapacitation
b. Rehabilitation
c. Deterrence
d. Retribution
e. Restitution
9. According to Hanser, what is the type of supervision that is the most restrictive
form of community supervision without actual incarceration and is also used with
offenders who have violated the terms of prior forms of community supervision?
a. Home conviction with no electronic monitoring
b. Home confession with electronic services
c. Home confinement with electronic monitoring
d. Home visitations with electronic monitoring
e. Home confinement with no electronic monitoring
10. According to your text, these facilities may have some clients who are courtmandated along with other clients who participate voluntarily.
a. Assisted living homes
b. Residential treatment homes
c. Split level homes
d. Halfway homes
e. Homeless shelters homes
94
11. In probation, the use of progressive sanctions is considered ______________?
a. a weakness
b. a good idea
c. a strength
d. a bad idea
e. a necessity
12. According to Hanser, _____________ tools and statistical analyses have
ultimately rested upon actuarial form of risk prediction.
a. Craftsman
b. Rusty
c. Kinesiology
d. Psychometric
e. Physiological
13. Which of the following is TRUE about the level of assessment of needs?
a. Intake screening of needs focuses on basic needs
b. Dispositional needs assessment focuses on priority needs
c. Intensive needs assessment focuses on specific needs
d. Quantity needs assessment focuses on the number of needs
e. Comprehensive needs assessment focuses on all needs
14. True or False: According to Hanser, the resources available to the agency and
the community counterbalance the needs of the offender.
a. True
b. False
15. True or False: According to Hanser, the state-level judicial branch is perhaps the
most common form of community corrections administrative model in the United
States.
a. True
b. False
95
16. This type of risk assessment has become the prototype for many probation and
parole systems. What is the name of the risk assessment type?
a. Minnesota Multiphasic Assessment
b. Risk-principled Assessment
c. Wisconsin Risk Assessment
d. Subjective Assessment
e. Needs-risk Assessment
17. Charlie is a 27-year-old male. He is unmarried and was incarcerated for firstdegree burglary. He only has a high school GED and is unemployed. He
frequents the area where he committed the burglary. It is likely that:
a. Charlie just got hired for a job
b. Charlie does not use alcohol or illicit drugs
c. Charlie is under correctional supervision
d. Charlie will recidivate
e. Charlie successfully completed parole
18.
Offenders with this type of disorder are at heightened risk of violence, failure to
conform to societal norms, impulsivity, and lack remorse for their actions. Which
of the following disorders was described above?
a. Psychopathy
b. Schizophrenia
c. Bipolar Disorder
d. Borderline Personality Disorder
e. Antisocial Personality Disorder
19.
Which of the following focuses on assisting the offender to realize that most
problems are temporary and works with the offender to cope with their problems?
a. Cognitive-behavioral Therapy
b. Solution-focused Therapy
c. Evidence-based Therapy
d. Client-centered Therapy
e. Exposure Therapy
96
20. Maggie is a first-time offender diagnosed with Schizophrenia. She takes routine
psychotropic medications to help stabilize her mental illness and needs a lot of
assistance with daily life activities such as preparing meals and laundry.
According to the DSM-IV-TR, it is likely that:
a. Maggie has an Axis VI disorder and a GAF scale of 100
b. Maggie has an Axis III disorder and no GAF scale
c. Maggie has an Axis V disorder and a GAF scale of 1
d. Maggie has an Axis I disorder and a GAF scale of 30
e. Maggie has an Axis II disorder and a GAF scale of 1
21. There are various types of drug users. Which of the following are the three types
of drug users discussed in lecture and the textbook?
a. Experimenters, Floaters, Compulsive
b. Addicts, Experimenters, Recreational
c. Recreational, Social, Compulsive
d. Floaters, Dependent, Abusers
e. Social, One-time, Compulsive
22. According to research, approximately what percentage of adult male arrestees
test positive for at least one illegal substance?
a. 45%
b. 70%
c. 65%
d. 40%
e. 50%
23. True or False: Supervising mentally retarded or learning disabled offenders in
institutions requires that correctional personnel use a reward type of system that
will help to control their behaviors.
a. True
b. False
97
24. HIV cases among prisoners are very serious. Which two of the following states
have at least 50% of inmates infected with HIV?
a. Texas and Nevada
b. California and Arizona
c. Florida and Texas
d. New York and Tennessee
e. Nevada and New York
25. True or False: Due to an increase in cases involving drugs and an
overwhelmed court system, the necessity for drug courts emerged.
a. True
b. False
26. Carla is a female offender with a mental illness. She persistently seeks attention,
uses her physical appearance to draw attention to herself and interacts
provocatively with others. What is Carla’s mental health diagnosis?
a. Personality Disorder NOS
b. Histrionic Personality Disorder
c. Borderline Personality Disorder
d. Narcissistic Personality Disorder
e. Dependent Personality Disorder
27. True or False: If an individual has an IQ of 51, then they have mild retardation.
a. True
b. False
28. Among the offending population, what is the ethnic group considered to be the
largest group currently seeking treatment for substance abuse issues?
a. Latinos
b. African-Americans
c. Asian-Americans
d. Caucasians
e. Pacific Islanders
98
29. California Inmate Ruiz is housed at Central California Women’s Facility. She is
not feeling well and has decided to go see a doctor. When discussing her health
concern with a counselor, she stated, “I think I have an sexually transmitted
infection. I think I have Chlamydia, but I’m not sure. If I do and it is chronic
enough, it may lead to death.” Is Inmate Ruiz’ statement true or false?
a. True
b. False
30. Who was the first person to coin the term psychopathy?
a. Cesare Beccaria
b. Robert Hanser
c. Cesare Lombroso
d. Sigmund Freud
e. Robert Hare
31. After testing, it is determined that Inmate Harris has an IQ of 36. According to
the DSM-IV-TR, this inmate has this level of mental retardation:
a. Moderate
b. Severe
c. Mild
d. Profound
e. Very Severe
32. True or False: The level of supervision inventory-revised is primarily used for
low and high-risk offenders.
a. True
b. False
33. With any type of treatment, it is crucial to have the support of others throughout
the treatment and recovery period. Therapeutic communities (TC) are often run
by which of the following?
a. Social Worker
b. Psychologist
c. Recovering substance abuser
d. Psychiatrist
e. Substance abuse specialist
99
34. Most of the individuals with this type of hepatitis do not experience any
symptoms. It may also be acquired faster for intravenous drug users than with
HIV. What type of hepatitis was described above?
a. Hepatitis C
b. Hepatitis A
c. Hepatitis B
d. Hepatitis D
e. All of the above
35. True or False: Insanity is a mental health term.
a. True
b. False
36. Mentally retarded offenders pose a problem for our penal institutions. Which of
the following is true about this type of offender?
a. They are highly susceptible to victimization within institutions.
b. They may not fully understand their procedural rights
c. They may confess to a crime they did not commit as a result of
intimidation during an interrogation
d. All of the above are true statements
e. Only A and B are true statements
37. True or False: A token economy is a type of program that assigns points and
rewards for undesired behavior.
a. True
b. False
38. According to the DSM-IV-TR, how many types of Schizophrenia Disorder
currently exist?
a. Two
b. One
c. Five
d. Three
e. Four
100
39. During a cell search, Inmate Miller is found in possession of a controlled
substance. When brought before his correctional counselor he admits, “I’ve lost
complete control over the use of black tar heroin. I don’t care that I get placed in
the hole and lose my conjugal visit privileges. I have to get high.” Which of the
following has Inmate Miller described?
a. Substance abuse
b. Psychological Need
c. Substance dependency
d. Physiological dependency
e. Psychological dependency
40. If an offender is predicted to not reoffend and while out in the community, he
reoffends. This is called:
a. True Negative
b. False Positive
c. False Negative
d. True Positive
e. None of the above
41. As discussed in lecture, substance abusers are admitted for treatment of
addictions for every type of drug. Which two of the three drugs discussed in
lecture are more abusers admitted for?
a. Nicotine and Marijuana
b. Cocaine and Crack
c. Heroin and Methamphetamine
d. Marijuana and Cocaine
e. Methamphetamine and Cocaine
42. Which of the following is based on long-lasting static risk factors, separates
high-risk and low-risk offenders and is concerned about institutional management
of offenders?
a. Static risk factors
b. Risk-principle assessment
c. Needs-principle assessment
d. Dynamic risk factors
e. Institutional-risk assessment
101
43. True of False: Tuberculosis is contracted from one individual to another
through skin contact.
a. True
b. False
44. Community supervision programs are often called:
a. Indeterminate sentence
b. Determinate sanction
c. Indeterminate sanction
d. Intermediate sentence
e. Intermediate sanction
45. A set amount of money that an offender is required to pay back to the victim,
victim’s family, or the state is called:
a. Victim fund
b. State crime fund
c. Restitution
d. Community justice fund
e. Retribution
46. Which of the following is one of the advantages to Intensive Supervised
Probation?
a. The offender and probation officer meet daily
b. It is intense at first then it decreases in intensity over time
c. Offenders must also engage in intense physical activity
d. Caseloads are usually small
e. Offenders must complete 200 hours of community service
47. True or False: In restorative justice, the focus is placed only on the community.
a. True
b. False
102
48. Coordinating services for offenders is very important. Which of the following
stages follows the basic process that most agencies use?
a. Assessment, Diagnostic, Prediction, Classification
b. Diagnostic, Classification, Prediction, Assessment
c. Prediction, Assessment, Diagnostic, Classification
d. Assessment, Classification, Diagnostic, Prediction
e. Prediction, Assessment, Diagnostic, Classification
49. True or False: The tool used to predict recidivism is called the level of
supervision inventory-revised.
a. True
b. False
50. In order to understand corrections, it is necessary to understand how we
construct reality. According to Surette, there are three “dominant social
construction of reality engines.” Which of the following do we employ in
constructing our reality of what occurs around us?
a. Media sources, parents, society
b. Organizations, friends, family
c. Personal experiences, organizations, popular culture
d. Teachers, reading, personal experiences
e. Community, society, personal experiences
Please make sure your name and student ID are on the front page!
103
APPENDIX S
AOJ 21
Midterm Examination Key
Name: ______________________________
Fall 2010
Student ID:________________
The following questions were derived from lecture and Hanser textbook. Please
read the questions carefully before making your selection. You may write on the
exam booklet. For True/False questions, bubble A for true, B for false.
Good Luck! 
1.
When working with offenders, it is important to take into account a variety of
risk factors that may affect their treatment plans. Employment, motivation, drug
use, empathy, and family relations are examples of what type of risk factors?
a. Personal risk factors
b. Static risk factors
c. Psychological risk factors
d. Dynamic risk factors
e. None of the above
2. During lecture we discussed true/false positives and negatives in offender
prediction. Please look at the diagram below and make your selection based on
the diagram only.
Offender predicted to offend
a.
b.
c.
d.
e.
True Negative
False Positive
False Negative
True Positive
None of the above
Offender doesn’t reoffend =
104
3. According to Hanser, dynamic risk factors are characteristics that are inherent to
the offender and are usually permanent in nature.
a. True
b. False
4. Nick and Brandi are two criminal justice graduate students at Sacramento State.
While at lunch one day, they have a heated debate about correctional treatment
outcomes. During their debate Brandi proclaims, “Nick, I’m correct because
research has shown that intensive correctional treatment programs are more
successful with low-risk offenders than with high-risk offenders.” Is Brandi’s
statement true or false?
a. True
b. False
5. One of the important aspects of working with offenders is determining the
offender’s dangerousness, treatment needs and response to treatment in addition
to other factors. According to your text, which of the following should not be the
primary form of assessment of an offender, but should instead serve as an integral
part of a “two-pronged” assessment?
a.
b.
c.
d.
e.
Objective assessment process
Standardized assessment process
Subjective assessment process
Dynamic assessment process
All of the above
6. In my job, I conduct a thorough background investigation of the offender. This
includes compiling data and writing a report that is useful for determining the
most appropriate sentence for that offender. This report describes the offender’s
prior offenses, if any, education level, employment history, mental health
concerns, and financial situation. What is my profession?
a. County Social Worker
b. Court judge
c. Probation officer
d. Case Management Staff
e. Police Officer
105
7. Considering methods of offender supervision is important to their management.
According to your text, intensive supervised probation (ISP) tends to NOT be
effective with offenders that had committed misdemeanors and/or nonviolent
crimes. Is this statement true or false?
a. True
b. False
8. According to Hanser, which of the following correctional practices attempts to
change the offender’s behavior or circumstances to reduce the possibility of
further lawbreaking?
a. Incapacitation
b. Rehabilitation
c. Deterrence
d. Retribution
e. Restitution
9. According to Hanser, what is the type of supervision that is the most restrictive
form of community supervision without actual incarceration and is also used with
offenders who have violated the terms of prior forms of community supervision.
a. Home conviction with no electronic monitoring
b. Home confession with electronic services
c. Home confinement with electronic monitoring
d. Home visitations with electronic monitoring
e. Home confinement with no electronic monitoring
10. According to your text, these facilities may have some clients who are courtmandated along with other clients who participate voluntarily.
a. Assisted living homes
b. Residential treatment homes
c. Split level homes
d. Halfway homes
e. Homeless shelter homes
106
11. In probation, the use of progressive sanctions is considered _______________?
a. a weakness
b. a good idea
c. a strength
d. a bad idea
e. a necessity
12. According to Hanser, ___________tools and statistical analyses have ultimately
rested upon actuarial form of risk prediction.
a. Craftsman
b. Rusty
c. Kinesiology
d. Psychometric
e. Physiological
13. Which of the following is TRUE about the level of assessment of needs?
a. Intake screening of needs focuses on basic needs
b. Dispositional needs assessment focuses on priority needs
c. Intensive needs assessment focuses on specific needs
d. Quantity needs assessment focuses on the number of needs
e. Comprehensive needs assessment focuses on all needs
14. True or False: The resources available to the agency and the community
counterbalance the needs of the offender.
a. True
b. False
107
15. True or False: According to Hanser, the state-level judicial branch is perhaps the
most common form of community corrections administrative model in the United
States.
a. True
b. False
16. This type of risk assessment has become the prototype for many probation and
parole systems. What is the name of the risk assessment type?
a. Minnesota Multiphasic Assessment
b. Risk-principled Assessment
c. Wisconsin Risk Assessment
d. Subjective Assessment
e. Needs-risk Assessment
17. Charlie is a 27-year-old male. He is unmarried and was incarcerated for firstdegree burglary. He only has a high school GED and is unemployed. He
frequents the area where he committed the burglary. It is likely that:
a. Charlie is just got hired for a job
b. Charlie does not use alcohol or illicit drugs
c. Charlie is under correctional supervision
d. Charlie will recidivate
e. Charlie successfully completed parole
18.
Offenders with this type of disorder are at heightened risk of violence, failure to
conform to societal norms, impulsivity, and lack remorse for their actions. Which
of the following disorders was described above?
a. Psychopathy
b. Schizophrenia
c. Bipolar Disorder
d. Borderline Personality Disorder
e. Antisocial Personality Disorder
108
19.
Which of the following focuses on assisting the offender to realize that most
problems are temporary and works with the offender to cope with their problems?
a. Cognitive-behavioral Therapy
b. Solution-focused Therapy
c. Evidence-based Therapy
d. Client-centered Therapy
e. Exposure Therapy
20. Maggie is a first-time offender diagnosed with Schizophrenia. She takes routine
psychotropic medications to help stabilize her mental illness and needs a lot of
assistance with daily life activities such as preparing meals and laundry.
According to the DSM-IV-TR, it is likely that:
a. Maggie has an Axis VI disorder and a GAF scale of 100
b. Maggie has an Axis III disorder and no GAF scale
c. Maggie has an Axis V disorder and a GAF scale of 1
d. Maggie has an Axis I disorder and a GAF scale of 30
e. Maggie has an Axis II disorder and a GAF scale of 1
21. There are various types of drug users. Which of the following are the three types
of drug users discussed in lecture and the textbook?
a. Experimenters, Floaters, Compulsive
b. Addicts, Experimenters, Recreational
c. Recreational, Social, Compulsive
d. Floaters, Dependent, Abusers
e. Social, One-time, Compulsive
22. According to research, approximately what percentage of adult male arrestees
test positive for at least one illegal substance?
a. 45%
b. 70%
c. 65%
d. 40%
e. 50%
109
23. True or False: Supervising mentally retarded or learning disabled offenders in
institutions requires that correctional personnel use a reward type of system that
will help to control their behaviors.
a. True
b. False
24. HIV cases among prisoners are very serious. Which two of the following states
have at least 50% of inmates infected with HIV?
a. Texas and Nevada
b. California and Arizona
c. Florida and Texas
d. New York and Tennessee
e. Nevada and New York
25. True or False: Due to an increase in cases involving drugs and an
overwhelmed court system, the necessity for drug courts emerged.
a. True
b. False
26. Carla is a female offender with a mental illness. She persistently seeks attention,
uses her physical appearance to draw attention to herself and interacts
provocatively with others. What is Carla’s mental health diagnosis?
a. Personality Disorder NOS
b. Histrionic Personality Disorder
c. Borderline Personality Disorder
d. Narcissistic Personality Disorder
e. Dependent Personality Disorder
27. True or False: If an individual has an IQ of 51, then they have mild retardation.
a. True
b. False
110
28. Among the offending population, what is the ethnic group considered to be the
largest group currently seeking treatment for substance abuse issues?
a. Latinos
b. African-Americans
c. Asian-Americans
d. Caucasians
e. Pacific Islanders
29. California Inmate Ruiz is housed at Central California Women’s Facility. She is
not feeling well and has decided to go see a doctor. When discussing her health
concern with a counselor, she stated, “I think I have an sexually transmitted
infection. I think I have Chlamydia, but I’m not sure. If I do and it is chronic
enough, it may lead to death.” Is Inmate Ruiz’ statement true or false?
a. True
b. False
30. Who was the first person to coin the term psychopathy?
a. Cesare Beccaria
b. Robert Hanser
c. Cesare Lombroso
d. Sigmund Freud
e. Robert Hare
31. After testing, it is determined that Inmate Harris has an IQ of 36. According to
the DSM-IV-TR, this inmate has this level of mental retardation:
a. Moderate
b. Severe
c. Mild
d. Profound
e. Very Severe
111
32. True or False: The level of supervision inventory-revised is primarily used for
low and high-risk offenders.
a. True
b. False
33. With any type of treatment, it is crucial to have the support of others throughout
the treatment and recovery period. Therapeutic communities (TC) are often run
by which of the following?
a. Social Worker
b. Psychologist
c. Recovering substance abuser
d. Psychiatrist
e. Substance abuse specialist
34. Most of the individuals with this type of hepatitis do not experience any
symptoms. It may also be acquired faster for intravenous drug users than with
HIV. What type of hepatitis was described above?
a. Hepatitis C
b. Hepatitis A
c. Hepatitis B
d. Hepatitis D
e. All of the above
35. True or False: Insanity is a mental health term.
a. True
b. False
36. Mentally retarded offenders pose a problem for our penal institutions. Which of
the following is true about this type of offenders?
a. They are highly susceptible to victimization within institutions.
b. They may not fully understand their procedural rights
c. They may confess to a crime they did not commit as a result of
intimidation during an interrogation
d. All of the above are true statements
e. Only A and B are true statements
112
37. True or False: A token economy is a type of program that assigns points and
rewards for undesired behavior.
a. True
b. False
38. According to the DSM-IV-TR, how many types of Schizophrenia Disorder
currently exist?
a. Two
b. One
c. Five
d. Three
e. Four
39. During a cell search, Inmate Miller is found in possession of a controlled
substance. When brought before his correctional counselor he admits, “I’ve lost
complete control over the use of black tar heroin. I don’t care that I get placed in
the hole and lose my conjugal visit privileges. I have to get high.” Which of the
following has Inmate Miller described?
a. Substance abuse
b. Psychological Need
c. Substance dependency
d. Physiological dependency
e. Psychological dependency
40. If an offender is predicted to not reoffend and while out in the community, he
reoffends. This is called:
a. True Negative
b. False Positive
c. False Negative
d. True Positive
e. None of the above
113
41. As discussed in lecture, substance abusers are admitted for treatment of
addictions for every type of drug. Which two of the three drugs discussed in
lecture are more abusers admitted for?
a. Nicotine and Marijuana
b. Cocaine and Crack
c. Heroin and Methamphetamine
d. Marijuana and Cocaine
e. Methamphetamine and Cocaine
42. Which of the following is based on long-lasting static risk factors, separates
high-risk and low-risk offenders and is concerned about institutional management
of offenders?
a. Static risk factors
b. Risk-principle assessment
c. Needs-principle assessment
d. Dynamic risk factors
e. Institutional-risk assessment
43. True of False: Tuberculosis is contracted from one individual to another
through skin contact.
a. True
b. False
44. Community supervision programs are often called:
a. Indeterminate sentence
b. Determinate sanction
c. Indeterminate sanction
d. Intermediate sentence
e. Intermediate sanction
114
45. A set amount of money that an offender is required to pay back to the victim,
victim’s family, or the state is called:
a. Victim fund
b. State crime fund
c. Restitution
d. Community justice fund
e. Retribution
46. Which of the following is one of the advantages to Intensive Supervised
Probation?
a. The offender and probation officer meet daily
b. It is intense at first then it decreases in intensity over time
c. Offenders must also engage in intense physical activity
d. Caseloads are usually small
e. Offenders must complete 200 hours of community service
47. True or False: In restorative justice, the focus is placed only on the community.
a. True
b. False
48. Coordinating services for offenders is very important. Which of the following
stages follows the basic process that most agencies use?
a. Assessment, Diagnostic, Prediction, Classification
b. Diagnostic, Classification, Prediction, Assessment
c. Prediction, Assessment, Diagnostic, Classification
d. Assessment, Classification, Diagnostic, Prediction
e. Prediction, Assessment, Diagnostic, Classification
49. True or False: The tool used to predict recidivism is called the level of
supervision inventory-revised.
a. True
b. False
115
50. In order to understand corrections, it is necessary to understand how we
construct reality. According to Surette, there are three “dominant social
construction of reality engines.” Which of the following do we employ in
constructing our reality of what occurs around us?
a. Media sources, parents, society
b. Organizations, friends, family
c. Personal experiences, organizations, popular culture
d. Teachers, reading, personal experiences
e. Community, society, personal experiences
116
APPENDIX T
AOJ 21
Final Examination
Fall 2010
Student Name: _______________________________ Student ID# ________________
The following questions were derived from lecture and Hanser textbook. Please
read the questions carefully before making your selection. Choose the BEST
ANSWER only. You may write on the exam booklet. For True/False questions,
bubble A for true, B for false. Good Luck! 
1. It is difficult to address the problem of gangs in correctional institutions for which
of the following reasons?
a. Correctional agencies do not have the resources to establish highly trained
gang task forces to combat the issue.
b. Gangs are too powerful.
c. There is a lack of universality in a “gang” definition.
d. Gangs do not exist in prison because they are only in our communities.
e. A gang can be 2 or more individuals.
2.
Peace officers use which of the following models to address gang offenders in
our communities?
a. SARA Model
b. “Drive by” Model
c. Community policing
d. Gang Assessment Model
e. Problem-oriented policing
3. In the SARA Model, the R-letter stands for which of the following?
a. Realize that there IS a problem.
b. React to the problem if one is found.
c. Response according to the issues and analysis found.
d. Reduce the problem through action.
e. Recommend a solution if one is needed.
117
4.
Daniel and Charity were having a discussion when Daniel mentions, “I heard that
sexual intercourse between a legally married couple can still be considered rape if
one of the partners does not give their consent to the other party.” Is Daniel’s
statement True or False?
a. True
b. False
5. True or False: According to the U.S. Department of Justice, the number of
women offenders has grown a lot quicker than males.
a. True
b. False
6. According to your textbook, the use of drug courts in an effective alternative to
incarceration.
a. True
b. False
7. According to your textbook, elderly offenders have the lowest recidivism rates
among offenders.
a. True
b. False
8. Prison administrators and correctional staff have been forced to implement
changes to their correctional institutions in order to demonstrate full compliance
of the law for individuals with disabilities. This law is called:
a. Inmate Safety Law
b. Inmate-anonymous
c. Prison Safety Act
d. Americans with Disabilities Act
e. Prisoners with Disabilities Act
118
9. In a research paper, recommendations for future research are written in which of
the following sections:
a. Results
b. Discussion
c. Methods
d. Introduction
e. Literature Review
10. The main purpose of rape for this type of offender is to gain complimentary
feedback from the victims as a means to overcome his own insecurity. Which of
the following rapist was described above?
a. Power reassurance
b. Sexual gratification
c. Anger retaliation
d. Power assertive
e. Opportunistic
11. In a research paper, a summary of previous research on a particular subject will
be found in which of the following sections:
a. Discussion
b. Introduction
c. Results
d. Literature Review
e. Methods
12. In the United States, which of the following is NOT a well-known prison gang?
a. Mexican Mafia
b. Texas Syndicate
c. Aryan Brotherhood
d. Mara Salvatrucha
e. Black Guerilla Family
119
13. Knight and Prentky’s typology of rapists divides them into four categories.
Which of the following is NOT one of the categories?
a. Power reassurance
b. Violent
c. Power assertive
d. Anger retaliation
e. Sadistic
14. According to researchers, which of the following rapists is the only one that
inquires about his victim’s well being afterward?
a. Power reassurance
b. Violent
c. Power assertive
d. Anger retaliation
e. Sadistic
15. True or False: It is likely that women offenders have been victims themselves
of some form of abuse.
a. True
b. False
16. Between 1985 and 1994, one of the most significant differences between female
and male offenders is:
a. There were more female offenders than males in prison
b. Females received special privileges in prison
c. Drug arrests for women almost doubled relative to male drug arrests
d. Female offenders were allowed to have family visits and males were not
e. Females offenders were given longer prison sentences than males for the
same crimes
120
17. According to your textbook, which of the following mental health disorders is
one of the most visible among women offenders?
a. Bipolar disorder
b. Personality disorder
c. Schizophrenia
d. Depression
e. Antisocial personality disorder
18. True or False: Women offenders do not develop an inmate subculture in
prison.
a. True
b. False
19. According to your textbook, which of the following class of elderly offenders
are medically stable, but still require routine follow-up examinations?
a. Class A
b. Class 1
c. Class 3
d. Class 4
e. Class 2
20.
Which of the following program is dedicated to the release of elderly inmates?
a. Innocence Project
b. Project for Older Inmates
c. Project Release
d. Project for Older Prisoners
e. Project Choice Plus
21. True or False: One of the benefits of working with elderly inmates is that they
are generally eager to cooperate with correctional custody staff.
a. True
b. False
121
22. Approximately what percentage of women offenders has dependent children
when they are placed in a correctional institution?
a. 35%
b. 70%
c. 80%
d. 45%
e. 85%
23. One of the methods of treating sex offenders is giving them Depo-Provera.
Which of the following is the purpose of Depo-Provera?
a. Chemical castration
b. Treatment for aggression
c. Treatment for anxiety
d. Treatment for depression
e. Birth control
24. True or False: The term collateral damage refers to the damage done to
children as a result of separating them from their mothers.
a. True
b. False
25. Betty Mae, a college student, miraculously managed to escape her attacker.
When reporting the crime to the police, she describes her attacker’s behavior. She
comments, “My attacker was wearing all black. He was very ritualistic and he
used gags and handcuffs on me. He then made me tell him certain things to
arouse him sexually.” The officer replies, “You are a courageous woman Betty.
Thank you for your information. We will have you work with a forensic artist
now to compose a sketch of your rapist.” According to her description, which of
the following rapists attacked Betty?
a. Sexual gratification rapist
b. Opportunistic rapist
c. Sadistic rapist
d. Anger retaliation rapist
e. Power assertive rapist
122
26. The youth gang exit program is supportive to individuals that want out of their
gang life. What are the components of the gang exit program?
a. Case management, assessment and intake, intensive training personal
development
b. Assessment and intake, case management
c. Assessment and intake, intensive training and personal development
d. Initial screening, personal development, case management
e. Initial screening, intensive training, case management
27. True or False: Forced oral copulation is NOT a form of sexual assault.
a. True
b. False
28. According to the textbook, which of the following rapist most likely chooses a
victim because she seems to be promiscuous or deserving of victimization?
a. Sadistic
b. Power assertive
c. Anger retaliation
d. Violent
e. Power reassurance
29. In corrections, gangs are typically referred to as:
a. Criminals
b. Gangs
c. Terrorists
d. Security Threat Groups
e. Conspirers
30. True or False: Two forms of rape: Acquaintance and Date are the same thing.
a. True
b. False
123
31. According to the textbook, the classification and identification of women
inmates is often more complex than males due to:
a. Their inability to tell the truth
b. Their being overdramatic about everything
c. Their mental health issues
d. Their increased “snitching” behaviors
e. Their often traumatic backgrounds
32.
According to the Diagnostic and Statistic Manual, 4th Edition, Text Revision,
(DSM-IV-TR), pedophilia involves sexual activity with a child of which age?
a. 17 years and under
b. 13 years and under
c. 15 years and under
d. 12 years and under
e. 10 years and under
33. True or False: One of the differences between female and male offenders is
that males are usually abused as children only while females are typically abused
as children and adults.
a. True
b. False
34. As discussed in lecture, classifying elderly inmates can be complex. How many
sub or smaller examinations are utilized in the overall comprehensive
classification process of elderly offenders?
a. 5
b. 7
c. 4
d. 6
e. 3
35. When working with female offenders, there are some noticeable differences in
treatment implications. Why do same-sex personnel achieve more positive
treatment outcomes for female offenders?
a. Same-sex personnel understand them better
b. Same-sex personnel are less likely to intimidate the inmate
c. Same-sex personnel want to help them more
d. Same-sex personnel have more patience for them
e. Same-sex personnel get paid more to work with them
124
36. One the fascinating characteristics of female inmates are that they adopt unique
bonds such as sister-to-sister or husband-to-wife. Among researchers and
corrections personnel, this subculture type is referred to as:
a. Pseudofamilies
b. Family adoption
c. Clicks
d. Homegirls and Homeboys
e. My family, Mi Familia
37. True or False: The classification system used for female offenders is the same
as for male inmates.
a. True
b. False
38. The four components to the SARA Model are:
a. Scanning, Anticipate the problem, Response, Assessment
b. Survey, Analysis, Recommend, Act
c. Scanning, Analysis, Response, Assessment
d. Scanning, Assessment, React, Analysis
e. Survey, Anticipate the problem, React, Analysis
39. True or False: The older the sex offender is when released, the lower the rate
of recidivism for that offender.
a. True
b. False
40. In the case study about Rachel, the successful female crack dealer, her business
catered to which of the following customers?
a. Male and Female homeless addicts
b. Female recreational users
c. Young, male addicts
d. Older, employed, “hidden” users
e. Male recreational users
125
41. In the case study about Rachel, the successful female crack dealer, the researcher
implemented which of the following methods for the study?
a. Ethnographic field work
b. Telephone conversations
c. Surveys
d. Snowball sampling
e. Confidential interviewing
42. Susie and Joe are having a discussion at school about gangs. She says that the
only classification criteria for a gang is that a group must have a formal
organization or structure, identifiable leadership, and be identified by a territory.
Is Susie’s statement true or false?
a. True
b. False
43. According to the textbook, elderly offenders comprise approximately what
percentage of the prison population?
a. 5-10%
b. 15-25%
c. 20-30%
d. 10-20%
e. 5-15%
44. It is important to recognize that a one-size-fits-all solution does not work for all
offenders. Understanding the criminal patterns of individuals is important so that
treatment programs can be individualized. When discussing patterns of
criminality for elderly offenders, how many were mentioned in your textbook?
a. 4
b. 2
c. 1
d. 5
e. 3
45. True or False: Elderly offenders that commit violent crimes typically do so out
of passion rather than premeditation.
a. True
b. False
126
46. True or False: Phillip Zimbardo at Stanford University founded The Psychiatric
Model of Sexual Deviance.
a. True
b. False
47. True or False: There is a PMS theory that explains female criminality.
a. True
b. False
48. Which of the following is associated with the positivist school of criminality?
a. Phillip Zimbardo
b. Cesare Beccaria
c. Charles Darwin
d. Cesare Lombroso
e. Dr. Phil
49. True or False: Children of incarcerated mothers have lower self-esteem, higher
rates of depression, and lower academic performance than children of nonincarcerated mothers.
a. True
b. False
50. Which of the following theories state that crime is influenced through
experiences and modeling behavior?
a. Biological Trait Theory
b. Nature versus Nurture Theory
c. Social Learning Theory
d. Psychoanalytic Theory
e. Somatotyping Theory
Please make sure your name and student ID are on the front page!
127
APPENDIX U
AOJ 21
Final Examination Key
Student Name: __________________________
Student ID_____________________
The following questions were derived from lecture and Hanser textbook. Please
read the questions carefully before making your selection. Choose the BEST
ANSWER only. You may write on the exam booklet. For True/False questions,
bubble A for true, B for false. Good Luck! 
1. It is difficult to address the problem of gangs in correctional institutions for which
of the following reasons?
a. Correctional agencies do not have the resources to establish highly trained
gang task forces to combat the issue.
b. Gangs are too powerful.
c. There is a lack of universality in a “gang” definition.
d. Gangs do not exist in prison because they are only in our communities.
e. A gang can be 2 or more individuals.
2.
Peace officers use which of the following models to address gang offenders in
our communities?
a. SARA Model
b. “Drive by” Model
c. Community policing
d. Gang Assessment Model
e. Problem-oriented policing
3. In the SARA Model, the R-letter stands for which of the following?
a. Realize that there IS a problem.
b. React to the problem if one is found.
c. Response according to the issues and analysis found.
d. Reduce the problem through action.
e. Recommend a solution if one is needed.
128
4.
Daniel and Charity were having a discussion when Daniel mentions, “I heard that
sexual intercourse between a legally married couple can still be considered rape if
one of the partners does not give their consent to the other party.” Is Daniel’s
statement True or False?
a. True
b. False
5. According to the U.S. Department of Justice, the number of women offenders has
grown a lot quicker than males.
a. True
b. False
6. According to your textbook, the use of drug courts in an effective alternative to
incarceration.
a. True
b. False
7. According to your textbook, elderly offenders have the lowest recidivism rates
among offenders.
a. True
b. False
8. Prison administrators and correctional staff have been forced to implement
changes to their correctional institutions in order to demonstrate full compliance
of the law for individuals with disabilities. This law is called:
a. Inmate Safety Law
b. Inmate-anonymous
c. Prison Safety Act
d. Americans with Disabilities Act
e. Prisoners with Disabilities Act
129
9. In a research paper, recommendations for future research is written in which of
the following sections:
a. Results
b. Discussion
c. Methods
d. Introduction
e. Literature Review
10. The main purpose of rape for this type of offender is to gain complimentary
feedback from the victim as a means to overcome his own insecurity. Which of
the following rapist was described above?
a. Power reassurance
b. Sexual gratification
c. Anger retaliation
d. Power assertive
e. Opportunistic
11. In a research paper, a summary of previous research on a particular subject will
be found in which of the following sections:
a. Discussion
b. Introduction
c. Results
d. Literature Review
e. Methods
12. In the United States, which of the following is NOT a well-known prison gang?
a. Mexican Mafia
b. Texas Syndicate
c. Aryan Brotherhood
d. Mara Salvatrucha
e. Black Guerilla Family
130
13. Knight and Prentky’s typology of rapists divides them into four categories.
Which of the following is NOT one of the categories?
a. Power reassurance
b. Violent
c. Power assertive
d. Anger retaliation
e. Sadistic
14. According to researchers, which of the following rapists is the only one that
inquires about his victim’s well being afterward?
a. Power reassurance
b. Violent
c. Power assertive
d. Anger retaliation
e. Sadistic
15. True or False: It is likely that women offenders have been victims themselves
of some form of abuse.
a. True
b. False
16. Between 1985 and 1994, one of the most significant differences between female
and male offenders is:
a. There were more female offenders than males in prison
b. Females received special privileges in prison
c. Drug arrests for women almost doubled relative to male drug arrests
d. Female offenders were allowed to have family visits and males were not
e. Females offenders were given longer prison sentences than males for the
same crimes
131
17. According to your textbook, which of the following mental health disorders is
one of the most visible among women offenders?
a. Bipolar disorder
b. Personality disorder
c. Schizophrenia
d. Depression
e. Antisocial personality disorder
18. True or False: Women offenders do not develop an inmate subculture in
prison.
a. True
b. False
19. According to your textbook, which of the following class of elderly offenders
are medically stable, but still require routine follow-up examinations?
a. Class A
b. Class 1
c. Class 3
d. Class 4
e. Class 2
20.
Which of the following program is dedicated to the release of elderly inmates?
a. Innocence Project
b. Project for Older Inmates
c. Project Release
d. Project for Older Prisoners
e. Project Choice Plus
132
21. True or False: One of the benefits of working with elderly inmates is that they
are generally eager to cooperate with correctional custody staff.
a. True
b. False
22. Approximately what percentage of women offenders has dependent children
when they are placed in a correctional institution?
a. 35%
b. 70%
c. 80%
d. 45%
e. 85%
23. One of the methods of treating sex offenders is giving them Depo-Provera.
Which of the following is the purpose of Depo-Provera?
a. Chemical castration
b. Treatment for aggression
c. Treatment for anxiety
d. Treatment for depression
e. Birth control
24. True or False: The term collateral damage refers to the damage done to
children as a result of separating them from their mothers.
a. True
b. False
133
25. Betty Mae, a college student, miraculously managed to escape her attacker.
When reporting the crime to the police, she describes her attacker’s behavior. She
comments, “My attacker was wearing all black. He was very ritualistic and he
used gags and handcuffs on me. He then made me tell him certain things to
arouse him sexually.” The officer replies, “You are a courageous woman Betty.
Thank you for your information. We will have you work with a forensic artist
now to compose a sketch of your rapist.” According to her description, which of
the following rapists attacked Betty?
a. Sexual gratification rapist
b. Opportunistic rapist
c. Sadistic rapist
d. Anger retaliation rapist
e. Power assertive rapist
26. The youth gang exit program is supportive to individuals that want out of their
gang life. What are the components of the gang exit program?
a. Case management, assessment and intake, intensive training &
personal development
b. Assessment and intake, case management
c. Assessment and intake, intensive training and personal development
d. Initial screening, personal development, case management
e. Initial screening, intensive training, case management
27. True or False: Forced oral copulation is NOT a form of sexual assault.
a. True
b. False
28. According to the textbook, which of the following rapist most likely chooses a
victim because she seems to be promiscuous or deserving of victimization?
a. Sadistic
b. Power assertive
c. Anger retaliation
d. Violent
e. Power reassurance
134
29. In corrections, gangs are typically referred to as:
a. Criminals
b. Gangs
c. Terrorists
d. Security Threat Groups
e. Conspirers
30. True or False: Two forms of rape: Acquaintance and Date are the same thing.
a. True
b. False
31. According to the textbook, the classification and identification of women
inmates is often more complex than males due to:
a. Their inability to tell the truth
b. Their being overdramatic about everything
c. Their mental health issues
d. Their increased “snitching” behaviors
e. Their often traumatic backgrounds
32.
According to the Diagnostic and Statistic Manual, 4th Edition, Text Revision,
(DSM-IV-TR), pedophilia involves sexual activity with a child of which age?
a. 17 years and under
b. 13 years and under
c. 15 years and under
d. 12 years and under
e. 10 years and under
135
33. True or False: One of the differences between female and male offenders is
that males are usually abused as children only while females are typically abused
as children and adults.
a. True
b. False
34. As discussed in lecture, classifying elderly inmates can be complex. How many
sub or smaller examinations are utilized in the overall comprehensive
classification process of elderly offenders?
a. 5
b. 7
c. 4
d. 6
e. 3
35. When working with female offenders, there are some noticeable differences in
treatment implications. Why do same-sex personnel achieve more positive
treatment outcome for female offenders?
a. Same-sex personnel understand them better
b. Same-sex personnel are less likely to intimidate the inmate
c. Same-sex personnel want to help them more
d. Same-sex personnel have more patience for them
e. Same-sex personnel get paid more to work with them
36. One the fascinating characteristics of female inmates are that they adopt unique
bonds such as sister-to-sister or husband-to-wife. Among researchers and
corrections personnel, this subculture type is referred to as:
a. Pseudofamilies
b. Family adoption
c. Clicks
d. Homegirls and Homeboys
e. My family, Mi Familia
136
37. True or False: The classification system used for female offenders is the same
as for male inmates.
a. True
b. False
38. The four components to the SARA Model are:
a. Scanning, Anticipate the problem, Response, Assessment
b. Survey, Analysis, Recommend, Act
c. Scanning, Analysis, Response, Assessment
d. Scanning, Assessment, React, Analysis
e. Survey, Anticipate the problem, React, Analysis
39. True or False: The older the sex offender is when released, the lower the rate
of recidivism for that offender.
a. True
b. False
40. In the case study about Rachel, the successful female crack dealer, her business
catered to which of the following customers?
a. Male and Female homeless addicts
b. Female recreational users
c. Young male addicts
d. Older, employed, “hidden” users
e. Male recreational users
137
41. In the case study about Rachel, the successful female crack dealer, the researcher
implemented which of the following methods for the study?
a. Ethnographic field work
b. Telephone conversations
c. Surveys
d. Snowball sampling
e. Confidential interviewing
42. Susie and Joe are having a discussion at school about gangs. She says that the
only classification criteria for a gang is that a group must have a formal
organization or structure, identifiable leadership, and be identified by a territory.
Is Susie’s statement true or false?
a. True
b. False
43. According to the textbook, elderly offenders comprise approximately what
percentage of the prison population?
a. 5-10%
b. 15-25%
c. 20-30%
d. 10-20%
e. 5-15%
44. It is important to recognize that a one-size-fits-all solution does not work for all
offenders. Understanding the criminal patterns of individuals is important so that
treatment programs can be individualized. When discussing patterns of
criminality for elderly offenders, how many were mentioned in your textbook?
a. 4
b. 2
c. 1
d. 5
e. 3
138
45. True or False: Elderly offenders that commit violent crimes typically do so out
of passion rather than premeditation.
a. True
b. False
46. True or False: Phillip Zimbardo at Stanford University founded The Psychiatric
Model of Sexual Deviance.
a. True
b. False
47. True or False: There is a PMS theory that explains female criminality.
a. True
b. False
48. Which of the following is associated with the positivist school of criminality?
a. Phillip Zimbardo
b. Cesare Beccaria
c. Charles Darwin
d. Cesare Lombroso
e. Dr. Phil
49. True or False: Children of incarcerated mothers have lower self-esteem, higher
rates of depression, and lower academic performance than children of nonincarcerated mothers.
a. True
b. False
139
50. Which of the following theories state that crime is influenced through
experiences and modeling behavior?
a. Biological Trait Theory
b. Nature versus Nurture Theory
c. Social Learning Theory
d. Psychoanalytic Theory
e. Somatotyping Theory
140
APPENDIX V
141
APPENDIX W
142
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