Idleness and Inmate Misconduct: A New Perspective on Time Use and Behavior in Local Jails

Vuk, Mateja; Doležal, Dalibor

doi:10.1080/01639625.2019.1614141

Cited by 10 publications

(9 citation statements)

References 94 publications

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“…Second, initial deterrence could have been the result of a couple different mechanisms. One reason could be that the time inmates spent in programming was structured where they engaged in prosocial activities, which took away idle time that can facilitate misconduct ( Vuk & Doležal, 2019 ). Another reason might be that the skills that inmates learn in treatment are effective at reducing engagement in misconduct in the short run because the skills had been recently learned and practiced.…”

Section: Discussionmentioning

confidence: 99%

Exploring the Correspondence Between General Correctional Programming and Inmate Misconduct Using a Time-Course Framework

Linning

Silver

Papp

2021

Int J Offender Ther Comp Criminol

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Inmate misconduct continues to threaten safety and order within correctional institutions. Yet few studies have examined its longitudinal nature. In this paper we explore the correspondence between correctional programming and inmate misconduct. To do this, we draw from Linning et al.’s time-course framework devised to improve the design and evaluation of interventions by considering effects that can occur before, during, and after programming. We provide the first empirical demonstration of their framework using prisoner misconduct data collected from all Ohio prisons between January 2008 and June 2012. A cross-lagged panel analysis provides support for the use of a time-course framework. Results show that misconduct decreased during programming. However, we observed increases in misconduct prior to and following exposure to programming. Our results suggest that future work needs to improve our understanding of causal mechanisms of inmate misconduct and when their effects are expected.

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Section: Discussionmentioning

confidence: 99%

Exploring the Correspondence Between General Correctional Programming and Inmate Misconduct Using a Time-Course Framework

Linning

Silver

Papp

2021

Int J Offender Ther Comp Criminol

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“…Learning engagement here demonstrates inmates' VIE motivation to take their minds off incarceration and kill time in their rule-bound and coercive settings. Vuk and Dolezal (2019) suggest that engagement in structured learning and pro-social activities in correctional institutions enhances positive behavioural and emotional outcomes for prisoners, as opposed to idleness, which triggers negative inmate behaviour that can pose serious threats to staff and the institution.…”

Section: Mp1 Confirmedmentioning

confidence: 99%

“…Serving long sentences without productive activities exposes inmates to 'inmate code' and greater adherence to it, including higher levels of prisonisation (Vuk & Dolezal, 2019). The term 'Inmate Code' or 'Convict Code' refers to rules and values developed among prisoners inside the prison system which define an inmate's image as exemplary and prisoners often use it to emphasise their unity against correctional staff.…”

Section: Mp1 Confirmedmentioning

confidence: 99%

“…Generally, formerly incarcerated, poorly educated individuals often find themselves without any financial resources or social support structures following their release; they therefore become more susceptible to relapsing into committing crime than to becoming reintegrated into families and communities (Ndebele, 2013;Davis, 2017;Vuk & Dolezal, 2019). Consequently, they find their way back into prison following a few years of release.…”

Section: Introductionmentioning

confidence: 99%

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Journal of Vocational, Adult and Continuing Education and Training, Volume 4, Issue 1 2021

Papier¹

2021

JOVACET

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Curriculum reform and development is, first and foremost, a political project. It involves the selection, organisation and distribution of particular knowledge structures. But factors such as student and teacher demographics deeply influence the ways in which curricula can be implemented, enacted and used as a catalyst for change. In South Africa, a particular 'curriculum moment' has emerged in the field of Adult and Community Education and Training (ACET) through the establishment of community colleges, along with the introduction of new educator qualifications for ACET. In this article, we draw on the reflective diary entries of student lecturers on an Advanced Diploma for Educators of Adults (ADEA) course who are lecturers at community learning sites, to reflect on this moment of curriculum construction in the development of a new Diploma in Adult and Community Education and Training (DipACET). The analysis shows that while curriculum reform is crucial to professionalising the field, it will have a very limited impact if the voices of the lecturers and students at community learning sites are marginalised in the process. These lecturers have experiential knowledge which sets them apart as crucial drivers of the curriculum. Moreover, they select and organise the content to be taught, determine how it is to be taught, and decide on the kinds of knowledge that should be privileged at sites where the curriculum is implemented. We also delineate what counts as valuable knowledge and for whom it is valuable in the field of adult and community education.

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“…One way to mitigate the mental stresses of being incarcerated may be recreation time, a time dedicated to physical activity and exercise, outside. Thus, recreation time may be an important tool for increasing perceptions of positive relationships between people incarcerated and staff in jails and prisons (Vuk & Doležal, 2020 ). However, there is limited literature on how new pandemic mitigation policies in jails may impact recreation time, particularly from the perspective of detention officers.…”

Section: Introductionmentioning

confidence: 99%

“Everything has changed”: detention officer roles and recreation time changes due to COVID-19 policies at a Southwest County Jail

et al. 2022

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Background The COVID-19 pandemic responses in jails have forced detention officers to adjust how they approach the confinement and care of individuals while they are incarcerated. One aspect of incarceration affected was detention officers’ roles. The aims of this research project were to determine how the COVID-19 pandemic has affected the general duties of detention officers at a Southwest County Jail. Detention officers were recruited via email to participate in an online questionnaire from October to December 2020. Participants answered Likert scale and open-ended questions regarding how the COVID-19 pandemic has affected their job duties. Descriptive statistics and thematic analysis were used to identify themes and patterns in the responses. Results Among 24 detention officers, 87% indicated agreement that the COVID-19 pandemic has significantly changed the duties of detention officers at CCDF. The most discussed change was the introduction of a 14-day quarantine process for newly incarcerated individuals. The 14-day quarantine increased the workload of detention officers. Conclusion The COVID-19 pandemic responses in jail may have unintended negative consequences for the job duties of detention officers. Current and future pandemic response strategies in jails would benefit from taking staff perspectives into consideration as they are directly impacted by the COVID-19 response strategies put into place. Policy implications are discussed.

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Idleness and Inmate Misconduct: A New Perspective on Time Use and Behavior in Local Jails

Cited by 10 publications

References 94 publications

Exploring the Correspondence Between General Correctional Programming and Inmate Misconduct Using a Time-Course Framework

Exploring the Correspondence Between General Correctional Programming and Inmate Misconduct Using a Time-Course Framework

Journal of Vocational, Adult and Continuing Education and Training, Volume 4, Issue 1 2021

“Everything has changed”: detention officer roles and recreation time changes due to COVID-19 policies at a Southwest County Jail

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