8/11/14 CHAPTER OBJECTIVES
CHAPTER OBJECTIVES
1.1
Summarize the definition, mission, and role of corrections.
1.6
Outline the development of the prison.
1.2
Identify how corrections can affect the crime rate by
understanding the concept of the correctional funnel.
1.7
Describe the operations of the Walnut Street Jail, the
first American prison.
1.3
Outline the growth of corrections over the past two
decades and describe why the scope of correctional
budgets, staffing, and clients makes it important for
students to study corrections.
1.8
Compare the Pennsylvania system with the Auburn
system of imprisonment.
1.9
1.4
Contrast the Classical School with the Positive School of
criminology.
Describe prison development from the Reformatory Era
to the Modern Era.
1.5
Summarize early responses to crime prior to the
development of prisons.
List the acts of Congress regarding the sale of prison made
products and describe their impact on the end of
the Industrial Era of prison operations.
1.10
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CHAPTER OBJECTIVES
1.11
Describe the Rehabilitative Era and the medical model
of corrections, and explain how this era evolved into the
Reintegrative Era.
1.12
Summarize sentencing goals and primary punishment
philosophies.
1.13
Define the theories of specific and general deterrence.
© 2014 by Pearson Higher Education, Inc
Upper Saddle River, New Jersey 07458 • All Rights Reserved
Learning Objectives
After this lecture, you should be able to complete the following Learning Outcomes
1.1
Summarize the definition, mission,
and role of corrections.
© 2014 by Pearson Higher Education, Inc
Upper Saddle River, New Jersey 07458 • All Rights Reserved
1.1
Defining Corrections
1.1
The Mission of Corrections
What is corrections?
Protection
of Society
The range of community and institutional
sanctions, treatment programs, and services for
managing criminal offenders.
Surveillance
and Control
Treatment and
Rehabilitation
Incarceration
1 8/11/14 1.1
Corrections as Part of the Criminal Justice System
Learning Objectives
After this lecture, you should be able to complete the following Learning Outcomes
Police
1.2
Intersection
Corrections
Identify how corrections can affect
the crime rate by understanding the
concept of the correctional funnel.
Courts
1.2
Learning Objectives
After this lecture, you should be able to complete the following Learning Outcomes
1.3
Outline the growth of corrections over the
past two decades and describe why the
scope of correctional budgets, staffing, and
clients makes it important for students to
study corrections.
Figure 1.2 Correctional
Funnel
© 2014 by Pearson Higher Education, Inc
Upper Saddle River, New Jersey 07458 • All Rights Reserved
1.3
Who Is in Prison?
Figure 1.3 Incarceration
Rate of State Prisoners
© 2014 by Pearson Higher Education, Inc
Upper Saddle River, New Jersey 07458 • All Rights Reserved
1.3
Who Is in Prison?
Figure 1.5 Adult
Correctional Populations
© 2014 by Pearson Higher Education, Inc
Upper Saddle River, New Jersey 07458 • All Rights Reserved
2 8/11/14 Expenditures
1.3
1.3
Who Is in Prison?
Males
White men ages 18 or older—1 in 106
All men ages 18 or older—1 in 54
Hispanic men 18 or older—1 in 36
Black men 18 or older—1 in 15
Black men ages 20 to 34—1 in 9
Females
White women ages 35 to 39—1 in 355
Hispanic women ages 35 to 39—1 in 297
All women ages 35 to 39—1 in 265
Black women ages 35 to 39—1 in 100
Source: Pew Center on the States(2008), One in 100: Behind Bars in America 2008, p. 6.
Figure 1.6 Direct
Expenditures by Criminal
Justice Function
© 2014 by Pearson Higher Education, Inc
Upper Saddle River, New Jersey 07458 • All Rights Reserved
1.3
Learning Objectives
Correctional Jobs
After this lecture, you should be able to complete the following Learning Outcomes
Budget administrator
Institution administrator
Chaplain
Juvenile caseworker
Computer specialist
Medical officer
Correctional officer
Ombudsman
Employee development
specialist
Personnel manager
Facility manager
Financial manager
Food service manager
Health system administrator
Industrial specialist
1.4
Probation/parole officer
Contrast the Classical School
with the Positive School of
Criminology.
1.4
Psychologist
Recreation specialist
Safety manager
Teacher
Training instructor
Two Schools of Criminology
1.4
Comparison of Schools of Criminology
Classical
Classical
School
Cesare Beccaria
vs.
Positive
School
Cesare Lombroso
Positive
Free Will
Non-Free Will
Deterrence
Biological Causes of Crime
Hedonism
Punishment Should Fit the
Criminal
3 8/11/14 1.4
Schools of Criminology
Learning Objectives
After this lecture, you should be able to complete the following Learning Outcomes
Neo-Classical School of Criminology
1.5
1.5
Early Responses to Crime
Summarize early responses to
crime prior to the development
of prisons.
Learning Objectives
After this lecture, you should be able to complete the following Learning Outcomes
Early Punishments in the English system
1.6
1.6
Development of the American Prison
Outline the development of
the prison.
Learning Objectives
After this lecture, you should be able to complete the following Learning Outcomes
Quick Historical Perspective
1.7
Describe the operations of the
Walnut Street Jail.
4 8/11/14 1.7
Operations of the Walnut Street Jail
Learning Objectives
After this lecture, you should be able to complete the following Learning Outcomes
Walnut Street Jail
1.8
1.8
Pennsylvania and Auburn Systems
Learning Objectives
After this lecture, you should be able to complete the following Learning Outcomes
Pennsylvania
System
Separate and silent
Solitary confinement
Hard labor within the cells
Repentance
Used at Western and Eastern
State Penitentiaries
•  Caused mental problems
•  Short-lived
•
•
•
•
•
1.9
Compare the Pennsylvania and
Auburn prison systems.
Auburn System
vs.
Congregate and silent
Work in groups
Repentance and hard labor
Used at Auburn and other New
York prisons (Sing Sing)
•  Adopted by other states
•  Fewer mental problems
•
•
•
•
Prison Development from the Reform Era
to the Modern Era
1.9
Describe prison development
from Reform Era to the Modern
Era.
Learning Objectives
After this lecture, you should be able to complete the following Learning Outcomes
Prison Development
1.10
List acts of Congress regarding
prison industries.
5 8/11/14 1.10
Acts of Congress
Learning Objectives
After this lecture, you should be able to complete the following Learning Outcomes
HawesCooper Act
1929
and
AshurstSumners Act
1935 & 1940
1.11
Describe the Rehabilitative Era and
the Medical Model of Corrections,
and explain how this era evolved into
the Reintegrative Era.
•  These acts severely limited the sale of prison-made products on the
open market.
•  They idled thousands of inmates and forced administrators to find
other means to operate prisons.
1.11
Rehabilitative Era to Reintegration
1.11
Rehabilitative Era to Reintegration
Rehabilitative Era
Medical Model
•  Emphasized the professionalizing of staff
through recruitment and training
• Offenders are sick, inflicted with problems that
caused their criminality, and need to be
diagnosed and treated
•  Implementation of many self-improvement
programs of prison management
1.11
Rehabilitative Era to Reintegration
• Rehabilitative programs would resolve
offenders’ problems and prepare them for
release into the community able to be
productive and crime-free
Learning Objectives
After this lecture, you should be able to complete the following Learning Outcomes
Reintegration
•  After offenders complete their treatment in
prison they need transitional care, and the
community must be involved in their successful
return to society
1.12
Summarize sentencing goals and
primary punishment
philosophies.
6 8/11/14 1.12
Sentencing Goals of Corrections
Learning Objectives
After this lecture, you should be able to complete the following Learning Outcomes
1.13
1.13
Deterrence as a Goal of Punishment
General
The recognition that
criminal acts result in
punishment, and the
effect of that recognition
on society that prevents
future crimes
CHAPTER SUMMARY
1.1
Corrections is the range of community and institutional
sanctions, treatment programs, and services for managing
criminal offenders. The primary mission is to protect the public
through surveillance and control, treatment and rehabilitation,
and incarceration.
1.2
The correctional funnel displays the disposition and number of
cases that begin as being reported and end as incarceration. It
is clear that only a small percentage of crimes reported end in
arrest and incarceration.
1.3
The growth of corrections in terms of offender population and
cost has dramatically increased over the past two decades.
Specific
vs.
The effect of punishment
on an individual offender
that prevents that person
from committing future
crimes
Define the theories of specific
and general deterrence.
1.4
Classical criminology focuses on the free will and hedonism of
the offender while Positive criminology centers on biological
and environmental causes of crime. Contemporary corrections
continues to ascribe more toward the Classical School.
© 2014 by Pearson Higher Education, Inc
Upper Saddle River, New Jersey 07458 • All Rights Reserved
CHAPTER SUMMARY
CHAPTER SUMMARY
The development of the prison was a slow process of moving from a
separate and silent system to reformatories to promote treatment and
work skills, then to a system in which offenders were consider “ill.” This
was followed by a movement toward rehabilitation and reintegration
back to the community and a concern for victims’ rights.
1.5
Early responses to crime included many forms of corporeal
punishments including torture of various types.
1.9
1.6
The American prison system started with a small penitentiary at
the Walnut Street Jail in Philadelphia and advanced to larger
penitentiaries in Pennsylvania and New York and then to
reformatories in several states.
1.10
The Hawes-Cooper Act (1929) and the Ashurst-Sumners Act (1935)
restricted the sale of prison made goods on the open market.
1.11
The Rehabilitation Era evolved into the Medical Model in which offenders
were “sick” and needed treatment. While this fell out of favor, more
emphasis was placed on preparing offenders for their eventual release.
1.12
The sentencing goals of corrections remain punishment, deterrence,
incapacitation, treatment, and restitution.
1.13
Specific deterrence refers to those punishments aimed at stopping the
offender from committing further crimes. General deterrence are actions
to persuade other persons from committing criminal acts.
1.7
1.8
The Walnut Street Jail was a three-story jail in Philadelphia. A
small segregated unit on the third floor was renovated so
inmates could repent in their cells. This became the beginning
of the penitentiary movement.
The Pennsylvania system operated as a silent and separate
system in which inmates were confined in single cells with no
contact with other offenders. The Auburn system permitted
inmates to work in groups to have human contact, but silence
remained a key feature.
© 2014 by Pearson Higher Education, Inc
Upper Saddle River, New Jersey 07458 • All Rights Reserved
© 2014 by Pearson Higher Education, Inc
Upper Saddle River, New Jersey 07458 • All Rights Reserved
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