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Статті в журналах з теми "Adult learning in prison"

Автор: Grafiati

Опубліковано: 14 березня 2023

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1

Kallman, Meghan Elizabeth. "“Living More Through Knowing More”: College Education in Prison Classrooms." Adult Education Quarterly 70, no. 4 (2019): 321–39. http://dx.doi.org/10.1177/0741713619889589.

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A growing national focus on prison reform has led to a resurgence of interest in carceral education. However, and although college education prison is different from college education in the community, relatively little scholarship has explored why or how these variations exist, what they mean, or how they have changed over time. The present paper aims to help fill this gap, exploring the significance of this context for adult learning. I ask: how does the context of a prison shape classroom dynamics and student learning? In answering the question, I employ qualitative and ethnographic methods

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2

Olaghere, Ajima, Kristen P. Kremer, and Carlton J. Fong. "Learning Opportunities While Incarcerated: Association of Engagement in Literacy and Numeracy Activities With Literacy and Numeracy Skills." Adult Education Quarterly 71, no. 3 (2021): 232–50. http://dx.doi.org/10.1177/0741713620988505.

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Little is known about which educational activities are most associated with incarcerated adults’ literacy and numeracy skills. The present study examines whether informal engagement in reading, writing, and numeracy activities (e.g., reading newspapers or using calculators) is associated with incarcerated adults’ literacy and numeracy skills. Using the 2014 Program for the International Assessment of Adult Competencies (PIAAC)—U.S. Prison Study, numeracy/literacy skills were predicted from engagement in reading, writing, and numeracy activities. Literacy skills were higher among incarcerated p

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3

Baćak, Valerio, and Edward H. Kennedy. "Principled Machine Learning Using the Super Learner: An Application to Predicting Prison Violence." Sociological Methods & Research 48, no. 3 (2018): 698–721. http://dx.doi.org/10.1177/0049124117747301.

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A rapidly growing number of algorithms are available to researchers who apply statistical or machine learning methods to answer social science research questions. The unique advantages and limitations of each algorithm are relatively well known, but it is not possible to know in advance which algorithm is best suited for the particular research question and the data set at hand. Typically, researchers end up choosing, in a largely arbitrary fashion, one or a handful of algorithms. In this article, we present the Super Learner—a powerful new approach to statistical learning that leverages a var

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4

Forbes, Marcus R., George J. Pratsinak, Thomas J. Fagan, and Robert K. Ax. "Effects of Group Prosocial Skills Training on Anger Control in Prison Inmates." Psychological Reports 70, no. 1 (1992): 66. http://dx.doi.org/10.2466/pr0.1992.70.1.66.

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A prosocial skills training program did not significantly affect the abilities of 48 adult male prison inmates to manage anger. Eight group treatment sessions did not influence their emotions, thoughts, and behaviors developed over years of experiential learning.

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5

Hemingway, Ann, Rosie Meek, and Caroline Ellis Hill. "An Exploration of an Equine-Facilitated Learning Intervention with Young Offenders." Society & Animals 23, no. 6 (2015): 544–68. http://dx.doi.org/10.1163/15685306-12341382.

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This research reports a qualitative study to explore the behavioral responses and reflections from Young Offenders undertaking an Equine-Facilitated Learning (efl) Intervention in prison in the United Kingdom. Learning was facilitated by an instructor, and the participants were taught introductory natural horsemanship skills. Establishments holding young adult prisoners are typically characterized by increased disruption to the regime, and by greater incidents of violence, bullying, and conflict than in other types of prison. A resulting challenge for those working with young prisoners is the

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6

Souza, Maria Celeste Reis Fernandes, Maria Gabriela Parenti Bicalho, and Eunice Maria Nazarethe Nonato. "Trajetórias e vivências escolares de mulheres em situação de privação de liberdade." education policy analysis archives 21 (September 23, 2013): 76. http://dx.doi.org/10.14507/epaa.v21n76.2013.

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This article is part of the discussion on the Education of women in situations of deprivation of liberty, a topic that has received attention from scholars in the field of Young and Adult Education. The data presented were collected in the context of a study that analyzed how the educational experiences of educated women are shaped in situations of imprisonment in the State of Minas Gerais. It refers specifically to reports produced on interviews with 5 women who attend school in one of these institutions, and 1 educator who is responsible for monitoring educational experiences in state prison

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7

Kendall, Alex, and Thomas Hopkins. "Inside Out Literacies." International Journal of Bias, Identity and Diversities in Education 4, no. 1 (2019): 82–99. http://dx.doi.org/10.4018/ijbide.2019010106.

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Since 1997, adult literacy education has been of increasing interest to UK policy makers amid perceptions/claims of a causal relationship between attainment in literacy and positive economic participation, social inclusion, and life chance transformation. However, research in the field of literacy studies suggests that many prisoners who identify as beginner readers, report feeling alienated by formal education failing to take sufficient account of the social identities learners bring to their learning or how they want to use literacy to bring about change in their lives. This has resulted in

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8

Palmer, Shelby M. "Postsecondary Correctional Education." Adult Learning 23, no. 4 (2012): 163–69. http://dx.doi.org/10.1177/1045159512457918.

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Postsecondary programs offering vocational training and college credit to eligible inmates have had difficulty finding a place in the U.S. correctional system. Politically motivated restrictions preventing inmates from receiving federal funds for college resulted in drastic program closures. Although new laws restored funding to select inmates, enrollment in postsecondary correctional education only recently reached pre-cutback levels (established in the late 1980s). This is set in contrast to the significant increases in U.S. prison populations and spending that have occurred since the early

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9

Linehan, Sally A., Dearbhla M. Duffy, Helen O'Neill, Conor O'Neill, and Harry G. Kennedy. "Irish Travellers and forensic mental health." Irish Journal of Psychological Medicine 19, no. 3 (2002): 76–79. http://dx.doi.org/10.1017/s0790966700007102.

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AbstractObjectives: To determine whether Irish Travellers are over-represented amongst transfers from prison to psychiatric hospital. If so, to determine whether this represents an excess over the proportion of Irish Travellers committed to prison.Method: Irish Travellers admitted to the National Forensic Psychiatry service were identified from a case register over three years 1997-1999. New prison committals were sampled and interviewed as part of the routine committal screening to identify ethnicity.Results: Irish Travellers accounted for 3.4% of forensic psychiatric admissions compared to 0

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10

Tett, Lyn. "Transforming Learning Identities in Literacy Programmes." Journal of Transformative Education 17, no. 2 (2018): 154–72. http://dx.doi.org/10.1177/1541344617750277.

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This article draws on the theories of Mezirow, Foucault, and Holland and colleagues to investigate how students were positioned in relation to their own experiences, what opportunities they had to overcome their negative positioning in relation to the power structures that inform the worlds in which they move, and how their changed practices impacted on their positional and figured worlds. Data from community- and prison-based participants in Scottish adult literacy projects are used to interrogate the factors that contributed to overcoming the negative discourses that students had been embedd

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11

Farmer, J. Forbes, Sal Ali, and Jean Dawson. "Pocket-Picking to Armed Robbery to Prison: The Life and Criminological Analysis of Good Boy, Bad Boy and Wiser Man, Sal Ali." Journal of Sociological Research 12, no. 2 (2021): 1. http://dx.doi.org/10.5296/jsr.v12i2.18161.

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This case study examines the self-reported life story of a prisoner who has spent much of his life in juvenile detention and adult prison. His criminal history began with pocket-picking, then breaking and entry, and then advanced to armed robbery. Social learning theory, self-control theory and rational choice theory are discussed and the inmate’s reflections on them are offered in his words with illustrations from his experience.

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12

Temiakova, Dominika, and Robert Tomsik. "ATTITUDES OF ADULT CONVICTED WOMEN TO EDUCATION IN SLOVAKIA." Slavonic Pedagogical Studies Journal 10, no. 1 (2021): 18–30. http://dx.doi.org/10.18355/pg.2021.10.1.2.

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The study presents the attitudes of adult convicted women in a research sample of 186 respondents (29.5% of respondents from the basic sample) employing the questionnaire method. The research was carried out in 2017 and it was aimed to identify the most significant barriers that prevent convicted women from participating in prison training activities, how their attitudes and overall gross score relate to subjective perceptions of learning difficulty, and to identify the differences in gross attitude scores with respect to participation in discussions, lectures and quizzes. The convicts identif

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13

Martins, Elcimar Simão, Ana Lúcia Nobre da Silveira, and Elisangela André da Silva Costa. "EDUCAÇÃO DE JOVENS E ADULTOS NO CONTEXTO PRISIONAL: LIMITES E POSSIBILIDADES NO MACIÇO DE BATURITÉ/CE." Revista Expressão Católica 8, no. 1 (2019): 5. http://dx.doi.org/10.25190/rec.v8i1.3260.

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Анотація:

A educação escolar no contexto prisional apresenta-se como resultado de lutas e efetivação de políticas públicas e possui o propósito de reeducar e reintegrar o privado de liberdade para o convívio em sociedade. Nesse contexto, a presente pesquisa teve como objetivo investigar as contribuições da educação para as pessoas privadas de liberdade no Maciço de Baturité-CE. Esta investigação está fundamentada em uma abordagem qualitativa, por meio de um estudo de casos múltiplos em virtude da educação em prisões ser um fenômeno denso, complexo e contemporâneo, desenvolvido em um contexto da vida rea

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14

O’Connor, Colin. "The Transformative Power of Education as a Means of Enabling Former Offenders to Live Meaningful and Productive Lives." International Journal for Transformative Research 8, no. 1 (2021): 33–44. http://dx.doi.org/10.2478/ijtr-2021-0004.

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Abstract Kaur (2012) raises the question, how can education be more inclusive and representative when catering to diverse groups and students? Does our entitlement to human kindness cease once incarcerated, and are we to be forever banished to the outskirts of society? The majority of offender education research assesses success or failure through mechanistic, objective and calculated criteria. Statistically, offenders repeatedly underachieve in primary and secondary education; offenders who partake in some form of adult and post-release learning continue this pattern, and face other non-learn

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15

Asherson, Philip, Lena Johansson, Rachel Holland, et al. "OROS-methylphenidate to reduce ADHD symptoms in male prisoners aged 16–25 years: a RCT." Efficacy and Mechanism Evaluation 9, no. 6 (2022): 1–114. http://dx.doi.org/10.3310/thei8200.

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Background It is estimated that 20–30% of prisoners meet diagnostic criteria for attention deficit hyperactivity disorder (ADHD). Methylphenidate reduces ADHD symptoms, but its effect among prisoners remains uncertain. Objectives The primary objective was to estimate the efficacy of osmotic release oral system (OROS) methylphenidate in reducing ADHD symptoms in male prisoners aged 16–25 years who met diagnostic criteria for ADHD. Secondary objectives investigated change for associated clinical and behavioural problems and the role of ADHD symptoms in mediating change in behaviour. Design A Pha

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16

Copic, Sanja, and Vesna Nikolic-Ristanovic. "Raising awareness of prisoners about restorative justice and victims: An example of the program implemented in the women’s prison in Serbia." Temida 21, no. 3 (2018): 385–410. http://dx.doi.org/10.2298/tem1803385c.

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Restorative justice is implemented in a variety of fields, contexts and situations. One possible way of implementing restorative justice is seen in introducing restorative approaches into the prison settings. It is argued that restorative justice can add more humanity into the prison system; it may help in treatment of prisoners and contribute to their preparation for the release and easier reintegration and social inclusion. Introducing victims? perspective, either through their direct involvement in restorative justice programs in prisons or through working on raising awareness of inmates ab

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17

Frombergerová, Anna, and Veronika Pokorná. "Feuersteinova metoda instrumentálního obohacování a její využití v praxi." E-psychologie 16, no. 1 (2022): 71–85. http://dx.doi.org/10.29364/epsy.436.

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This article presents the theoretical background of Reuven Feuerstein´s Instrumental Enrichment and its application. It discusses Feuerstein´s life, his theory of structural cognitive modifiability, and mediated learning experience. It shows the application of the program in three areas – education, social area, and healthcare. In the area of education, it discusses the application in students with ADHD, specific learning disabilities, social disadvantage, and a teacher´s development. In the social area, it presents the application of the program in seniors, adults, and at the prison. In the

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18

Startek, Ewelina, and Klaudia Węc. "LEARNING A PARENTAL ROLE DURING THE PROCESS OF REHABILITATION AND FAMILY INTEGRATION, WITHIN PRISON SETTINGS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 25, 2018): 423. http://dx.doi.org/10.17770/sie2018vol1.3325.

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Family relationships can give people a valuable sense of identity, belonging, security and responsibility. Families are important to us all, but for prisoners, they can make a huge difference to rehabilitation. They can provide emotional support and a home to go to on release. They can also provide financial assistance and help to find work. All of these things can help to reduce the risk of re-offending: Research suggests that having family ties can reduce the likelihood of re-offending by 39 percent. However, not all family relationships are positive and helpful.Not all imprisoned parents ha

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19

Rodríguez, Celestino, Trinidad García, Débora Areces, Javier Rodríguez, Gara Arteaga‐Henriquez, and Antoni Ramos‐Quiroga. "Retrospective symptoms and learning difficulties predicting ADHD in adults: Differences between prison inmates and the clinical population." Scandinavian Journal of Psychology 62, no. 3 (2021): 301–11. http://dx.doi.org/10.1111/sjop.12716.

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20

Widodo, Guntarto. "SISTEM PEMIDANAAN ANAK SEBAGAI PELAKU TINDAK PIDANA PERSPEKTIF UNDANG-UNDANG NOMOR 11 TAHUN 2012 TENTANG SISTEM PERADILAN PIDANA ANAK." Jurnal Surya Kencana Satu : Dinamika Masalah Hukum dan Keadilan 6, no. 1 (2016): 58. http://dx.doi.org/10.32493/jdmhkdmhk.v6i1.339.

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This study describes The principles system of legal protection against Children as criminal perpetrator in Law of the Republic of Indonesia Law Number 11 of 2012 concerning Juvenile Criminal Justice System refer to the Convention on The Rights of The Child and it has covered most of the principles of child protection perpetrator as well. The research method used in this study is a normative legal research because it includes the scope of legal dogmatic learning or researching legal rules. The study also found First, The provision of punishment against the child has been in accordance with that

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21

McCarthy, Jane, Eddie Chaplin, Lisa Underwood, et al. "Screening and diagnostic assessment of neurodevelopmental disorders in a male prison." Journal of Intellectual Disabilities and Offending Behaviour 6, no. 2 (2015): 102–11. http://dx.doi.org/10.1108/jidob-08-2015-0018.

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Purpose – The purpose of this paper is to identify neurodevelopmental disorders and difficulties (NDD) in a male prison. The study used standardised tools to carry out screening and diagnostic assessment of the attention deficit hyperactivity disorder (ADHD), autism spectrum disorder (ASD) and intellectual disability (ID). Design/methodology/approach – The ADHD self-report scale, 20-item autism quotient and the Learning Disability Screening Questionnaire were used to screen 240 male prisoners. Prisoners who screened positive on one or more of these scales or self-reported a diagnosis of ADHD,

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22

BRANCUCCI, Marco. "The language of prison re-education between agency and responsibility." Bulletin of the Transilvania University of Brașov, Series IV: Philology. Cultural Studies 13 (62), no. 1 (2020): 135–66. http://dx.doi.org/10.31926/but.pcs.2020.62.13.1.8.

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"Learning about freedom as freedom to make right choices responsibly is the pivotal task of educational intervention (Chionna 2001). As a practitioner of juvenile penitentiary re-education I experiment it, trying to re-educate young offenders in a prison, where the “capability approach” should be invoked (Sen 2011) and, according to the relational ethics paradigm (Muschitiello, 2012), we teach the young the capacity/ability of choice between alternative life experiences, which should be inspired and embodied by the educational authority of the adults. As agency is a constitutive element of a c

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23

Delgado-Mendez, Jesus M., José António Moreira, Sara Dias-Trindade, and Ana Machado. "Educação e cidadania ambiental em contexto prisional - um programa de extensão universitária para cidadãos reclusos (Education and environmental citizenship in prison context - a university extension program for prisoners)." Revista Eletrônica de Educação 15 (March 24, 2021): e4710042. http://dx.doi.org/10.14244/198271994710.

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e4710042At the end of the 20th century, the Council of Europe adopted a set of recommendations on needs and responsibilities related to Prison Education. These recommendations stipulated that individuals in reclusion must have access to education and training programs that serve an integral purpose of acquiring / developing life skills, leading to an effective reintegration into society and the labor market and that, simultaneously prevent recurrence. Based on these assumptions, a University Extension program was developed in the area of Environmental Citizenship, the main goal of which was to

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24

Moreno, Julie A., and Giovanna R. Mallucci. "Dysfunction and recovery of synapses in prion disease: implications for neurodegeneration." Biochemical Society Transactions 38, no. 2 (2010): 482–87. http://dx.doi.org/10.1042/bst0380482.

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Synaptic dysfunction is a key early process in many neurodegenerative diseases, but how this ultimately leads to neuronal loss is not clear. In health, there is ongoing remodelling of synapses and spines in the adult brain: their elimination and formation are continual physiological processes fundamental to learning and memory. But in neurodegenerative disease, including prion disease, lost synapses are not replaced, and their loss is followed by neuronal death. These two processes are separately regulated, with mechanistic, spatial and temporal segregation of the respective death routines of

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25

McCaughan, Su, Michael Anderson, and Wendy Jones. "Social work education in the creative arts space." Journal of Practice Teaching and Learning 12, no. 1 (2013): 34–52. http://dx.doi.org/10.1921/jpts.v12i1.285.

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This case study explores how the creative arts can be used in the professional development of student social workers. The study is of a voluntary organisation that works with adults experiencing emotional or psychological distress by helping participants to explore the arts as a means of recovery. The organisation incorporates art and design studios, a community gallery and graphic design service with several community projects including a domestic abuse project, prison project and a hospital in-patient service.Since 2004 the organisation has supported over 40 student social workers in practic

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26

Kenedi, Jon, Agus Zainal Ramat, and Suardi Jasma. "PELAKSANAAN PENDIDIKAN NONFORMAL DI LPKA BENTIRING PROVINSI BENGKULU." Journal Of Lifelong Learning 2, no. 2 (2020): 62–66. http://dx.doi.org/10.33369/joll.2.2.62-66.

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This study aims to determine the implementation of Nonformal Education in LPKA in general. While in particular is describing whether there is an implementation of Non-formal Education in LPKA, describing the frequency of the implementation of Non-formal Education in LPKA and describing the driving factors and barriers to the implementation of Non-formal Education in LPKA. This study uses qualitative methods with descriptive data. Data analysis in this study using three methods, namely data reduction, data presentation, and Decision Making Verification. The results of this study indicate that:

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Torres, Eli Narciso da Silva, Timothy Denis Ireland, and Susana Inês de Almeida. "Diagnóstico da política de educação em prisões no Brasil (2020): o desafio da universalização (Diagnosis of prison education policy in Brazil (2020): the challenge of universalization)." Revista Eletrônica de Educação 15 (March 24, 2021): e4696024. http://dx.doi.org/10.14244/198271994696.

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e4696024This article presents the progress made and the challenges to be faced in order to universalize education in Brazilian prisons. Initially we trace a panorama of imprisonment and profile of detainees, before dialoguing with the principal legislation regarding education in spaces of deprivation of liberty. Thereafter we demonstrate the educational indicators based on the Technical Note n. º 14/2020/DEPEN/MJ, which was based on information rendered by the states and the Federal Penitentiary System to the National Penitentiary Department. Amongst the results, we point to the increase in th

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Sanguanini, Michele, and Antonino Cattaneo. "A continuous model of physiological prion aggregation suggests a role for Orb2 in gating long-term synaptic information." Royal Society Open Science 5, no. 12 (2018): 180336. http://dx.doi.org/10.1098/rsos.180336.

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The regulation of mRNA translation at the level of the synapse is believed to be fundamental in memory and learning at the cellular level. The family of cytoplasmic polyadenylation element binding (CPEB) proteins emerged as an important RNA-binding protein family during development and in adult neurons. Drosophila Orb2 (homologue of mouse CPEB3 protein and of the neural isoform of Aplysia CPEB) has been found to be involved in the translation of plasticity-dependent mRNAs and has been associated with long-term memory. Orb2 protein presents two main isoforms, Orb2A and Orb2B, which form an acti

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29

McCorkel,, Jill. "Service Learning in Prison." Journal of Catholic Social Thought 8, no. 1 (2011): 57–59. http://dx.doi.org/10.5840/jcathsoc2011815.

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30

Pike, Anne, and Susan Hopkins. "Transformative Learning." International Journal of Bias, Identity and Diversities in Education 4, no. 1 (2019): 48–65. http://dx.doi.org/10.4018/ijbide.2019010104.

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On entering prison, prisoners lose their home, their possessions and their very identity as a person, becoming just a number. Transformative learning through Prison-based Higher-level Distance Learning (PHDL) can be the vehicle by which prisoners begin to find a new positive identity as a student. This article argues that PHDL, post-secondary self-study using distance-learning materials, is potentially transformative, leading to positive changes in personal and social identity and making a positive difference to learners' lives during and after incarceration. The study on which this article is

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Moreira, José; António, Angélica Monteiro, and Ana Machado. "Adult higher education in a portuguese prison." European Journal for Research on the Education and Learning of Adults 8, no. 1 (2017): 37–53. http://dx.doi.org/10.3384/rela.2000-7426.rela9120.

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32

Kuanliang, Attapol, Jon R. Sorensen, and Mark D. Cunningham. "Juvenile Inmates in an Adult Prison System." Criminal Justice and Behavior 35, no. 9 (2008): 1186–201. http://dx.doi.org/10.1177/0093854808322744.

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Károly-Molnár, Attila, and Mária Kraiciné-Szokoly. "Prison andragogy or learning opportunities in Hungarian prisons." Andragoske studije, no. 2 (2020): 147–61. http://dx.doi.org/10.5937/andstud2001147k.

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Successful reintegration is the goal of prison education in Hungarian penitentiaries. Prisons support prisoners with primary school education, high school education, and vocational training. These forms of learning within prison are implemented to prepare prisoners for their release, so they can integrate into the labor market afterwards (Penal Act CCXL, 2013). In the context of successful reintegration, we assume that prisoners are capable of being trained. Based on this supposition, three studies were conducted on learning and education in prison at Eötvös Loránd University Doctoral School.

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Wolff, Nancy, Jing Shi, and Jane A. Siegel. "Patterns of Victimization Among Male and Female Inmates: Evidence of an Enduring Legacy." Violence and Victims 24, no. 4 (2009): 469–84. http://dx.doi.org/10.1891/0886-6708.24.4.469.

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People inside prison have above-average rates of childhood and adult victimization. Little is known, however, about the relationship between types of victimization inside prison and that experienced in childhood. This article estimates rates of victimization for male and female inmates by type of perpetrator and form of victimization (sexual, physical, either, or both) and their association with types of childhood victimization (sexual or physical). Data for these estimates are based on a random sample of approximately 7,500 inmates housed in 12 adult male prisons and one adult female prison i

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McShane, Marilyn D., and Frank P. Williams. "The Prison Adjustment of Juvenile Offenders." Crime & Delinquency 35, no. 2 (1989): 254–69. http://dx.doi.org/10.1177/0011128789035002005.

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While young adult offenders have traditionally been characterized as making a poor adjustment to institutional life, the juvenile incarcerated in an adult facility represents a potentially greater problem. This study examined adjustment after separating the young violent offenders into two groups: those who committed their crimes prior to age 17 and those who committed crimes between 17 and 21. Juvenile inmates were almost twice as likely to be problem inmates, resulting in their not working or earning good-time credit. They were also three times more likely than their slightly older counterpa

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36

Fox, Tricia A. "Prison educators’ practice of adult education in prison education programmes: A Canadian case study." International Journal of Lifelong Education 10, no. 1 (1991): 35–44. http://dx.doi.org/10.1080/0260137910100104.

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Kopera-Frye, Karen, Mary Taylor Harrison, Josette Iribarne, et al. "Reflections on Being an Older Adult in Prison." International Journal of Aging and Society 1, no. 4 (2012): 27–36. http://dx.doi.org/10.18848/2160-1909/cgp/v01i04/35176.

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38

Haller, Dagmar M., and Anne Meynard. "Adolescent detainees in an adult prison in Geneva." Acta Paediatrica 94, no. 12 (2007): 1831–33. http://dx.doi.org/10.1111/j.1651-2227.2005.tb01862.x.

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39

Fox, Triciaa. "Adult Education Practices in a Canadian Federal Prison." Journal of Offender Rehabilitation 27, no. 1-2 (1998): 107–21. http://dx.doi.org/10.1300/j076v27n01_08.

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40

Haller, Dagmar, and Anne Meynard. "Adolescent detainees in an adult prison in Geneva." Acta Paediatrica 94, no. 12 (2005): 1831–33. http://dx.doi.org/10.1080/08035250510028650.

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41

Murrie, Daniel C., Craig E. Henderson, Gina M. Vincent, Jennifer L. Rockett, and Cynthia Mundt. "Psychiatric Symptoms Among Juveniles Incarcerated in Adult Prison." Psychiatric Services 60, no. 8 (2009): 1092–97. http://dx.doi.org/10.1176/ps.2009.60.8.1092.

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42

Mack, A. H. "Psychiatric Symptoms Among Juveniles Incarcerated in Adult Prison." Yearbook of Psychiatry and Applied Mental Health 2011 (January 2011): 51–53. http://dx.doi.org/10.1016/j.ypsy.2010.09.010.

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43

Trulson, Chad R., Jessica M. Craig, Jonathan W. Caudill, and Matt DeLisi. "The Impact of Adult Prison Transfer on the Recidivism Outcomes of Blended-Sentenced Juvenile Delinquents." Crime & Delinquency 66, no. 6-7 (2020): 887–914. http://dx.doi.org/10.1177/0011128720911640.

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Juvenile justice systems today have various methods to sanction serious, violent, and chronic delinquents. One of these methods is through blended sentencing. Broadly, blended sentencing processes allow for juvenile justice sanctioning first and then, if needed, criminal justice sanctioning—including placement in adult prisons. The current study examines the recidivism outcomes of blended-sentenced youth transferred to adult prisons following a period of state juvenile incarceration compared with a matched group of blended-sentenced youth that avoided adult prison transfer following state juve

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44

Valdez, Avelardo. "Mexican American Youth and Adult Prison Gangs in a Changing Heroin Market." Journal of Drug Issues 35, no. 4 (2005): 843–67. http://dx.doi.org/10.1177/002204260503500409.

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This article focuses on the interaction between the larger community's drug markets and youth and adult prison gangs, and the process that leads to specific adverse consequences both to the youth gangs as organizations, and to individual members. Described is the emergence of a restructured heroin market dominated by an adult prison gang. A major consequence of this was the increasing use of heroin among Mexican American gang members and their transformation from autonomous youth gangs to extensions of the adult prison gangs or their demise. Data was collected from 160 members of 26 Mexican Am

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45

Benjamin, John T. "Adult Learning." Archives of Pediatrics & Adolescent Medicine 160, no. 1 (2006): 106. http://dx.doi.org/10.1001/archpedi.160.1.106-b.

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46

Parish, Colin. "Prison staff receive training on learning disabilities." Learning Disability Practice 16, no. 4 (2013): 6. http://dx.doi.org/10.7748/ldp2013.05.16.4.6.s9.

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47

Pike, Anne. "Education in prison: Studying through distance learning." Widening Participation and Lifelong Learning 15, no. 1 (2013): 86–89. http://dx.doi.org/10.5456/wpll.15.1.86.

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48

Ramsay, Laura, Helen Wakeling, Rebecca De Lucchi, and Hannah Gilbert. "Learning disability screening: impact on prison programmes." Journal of Intellectual Disabilities and Offending Behaviour 11, no. 3 (2020): 145–58. http://dx.doi.org/10.1108/jidob-10-2019-0022.

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Purpose The purpose of this paper is to examine staff views’ of the usefulness of the Her Majesty’s Prison and Probation Service (HMPPS) screening tools for learning disability and/or learning challenges (LDC) on offending behaviour programme selection and programme participant’s learning experiences. Design/methodology/approach In total, 11 treatment managers (TMs) and 10 programme graduates across 4 prison sites, from a range of HMPPS accredited programmes were interviewed. The interviews were transcribed, analysed and interpreted using Braun and Clarke’s (2006) method of thematic analysis.

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Fajonyomi, Ayodele. "Strategic learning ideologies in prison education programs." International Journal of Lifelong Education 38, no. 1 (2018): 124–26. http://dx.doi.org/10.1080/02601370.2018.1551798.

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50

Kuhlmann, Annette. "Prison Dances: Teaching and Learning behind Bars." Humanity & Society 30, no. 3 (2006): 237–53. http://dx.doi.org/10.1177/016059760603000302.

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