Evaluation of a Prison Occupational Therapy Informal Education Program: A Pilot Study

Abstract

This pilot study explored the strengths and weaknesses of an informal education program and identified elements of the program valued by participants. Participants were men living in a minimum security prison who had been incarcerated for ten or more years. The outside researcher was joined by three former program participants as co-researchers. Together, they interviewed 27 residents who completed the informal education program. Interviews were transcribed and de-identified. Researchers used the summative content analysis approach to analyze the data. Initial content analysis yielded five concepts: doing (engaging in purposeful activities); information (program handouts and discussions that included data and descriptions of all of the topics discussed); re-entry fears (socialization; making amends with victims and/or reuniting with family and friends); technology (includes, but not limited to, using smartphones, internet and other technology in all areas of occupation); and self-worth as a person. Further interpretation per the summative content analysis method yielded three themes: doing (engaged in purposeful activities), validation of self-worth (confirmation of being a valued human being in spite of having committed a serious crime) and concerns about the future (being able to successfully engage in virtually all occupations). Whilst informal education programs may help people who are incarcerated gain information, gain a sense of self-worth and allay some reentry fears, understanding the long-term affect such programs may have such as preparing them for successful re-entry to society or reducing recidivism rates, will require long-term follow-up. Regardless of the occupational therapy intervention, the practice of occupational therapy in the criminal justice system needs to be client-centred. Because of the small number of participants and limited access to participants, one should not generalize the findings of this study to other situations or populations. Further research to examine the effectiveness of an occupational therapy education program is warranted. Copyright © 2016 John Wiley & Sons, Ltd.

Experience of Stigma Post Incarceration: A Qualitative Study

“…Individuals may experience anticipated stigma prior to their release from prison. An evaluation of an occupational therapy program at a minimum-security prison, the Indianapolis Re-entry Educational Facility, revealed that participants who had been incarcerated for 10 years or more had severe anxiety about attaining housing and meaningful employment on release (Crabtree et al, 2016). These anxieties may exacerbate existing mental health concerns.…”

“…Recent data from the National Former Prisoner Survey revealed that more than half of individuals who are incarcerated hold a high school diploma or GED only and a quarter have no credentials at all (Coulette, 2018). Poor education or the lack of education has been correlated with a high risk of recidivism (Crabtree et al, 2016). For instance, at the Indiana Department of Corrections (IDOC), offenders who did not have a high school diploma or GED were more likely to return to custody despite gender or race (Lockwood et al, 2012).…”

Identifying Opportunities for the Role of Occupational Therapy in a Correctional Setting

“…When looking at the incarcerated population, having a criminal record may disqualify many of these individuals from gaining employment, which sets in motion a cycle that defines the high rates of recidivism (Yuancie, 2017). The stigma that comes with having a criminal record can also be devastating to one's image and self-esteem, thereby adding yet another barrier to their successful reintegration into society (Crabtree et al, 2016). Unemployment drastically limits an individual's ability to provide stable housing and safe living conditions.…”

“…In a recent pilot study evaluating a prison's occupational therapy informal education program, Crabtree et al, (2016) found that when participants had the opportunity to choose their own educational topics instead of topics being chosen for them, they felt an increased sense of self-worth. Similarly, when Corring and Cook, (1999) viewed the perspectives of individuals with a history of mental illness and experiences with the mental health service delivery system, they discovered that the participants' primary concern was to be viewed as valuable human beings by the service providers and by society.…”

“…High rates of recidivism are also linked to a lack of necessary skills for the successful reintegration into society. Crabtree, Ohm, Wall, and Ray, (2016) found that these "challenges are often deeply rooted in past lived experiences and circumstances such as homelessness, limited marketable work experience, intellectual disabilities, poor education, mental health conditions, little to no family support, affiliation with gangs, or a history of substance abuse" (Crabtree et al, 2016, p. 402) Eggers, Muñoz, Sciulli, and Crist, (2006) provides one of the most complete descriptions of occupational therapy programming in a county jail. These authors describe "The Community Reintegration Project", as the first successful attempt at bringing an Occupational Therapy program into a county jail.…”