1. Chapter 10 Institutional Corrections

2. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-2 Chapter Objectives After completing this chapter, you should be able to do the following:  Summarize the purposes of confinement in Europe before it became a major way of punishing criminals.  Describe how offenders were punished before the large-scale use of confinement.  Explain why confinement began to be used as a major way of punishing offenders in Europe.

3. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-3 Chapter Objectives  Describe the recent trends in the use of incarceration in the United States.  List some of the characteristics of the incarcerated population in the United States.  Describe how incarceration facilities are structured, organized, and administered by the government in the United States.  Name some of the common types of correctional facilities in the United States.

4. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-4 Chapter Objectives  Identify some of the procedures that institutions employ to maintain security and order.  List the services and programs that are commonly available to inmates in prison.

5. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-5 Historical Overview of Institutional Corrections  It is important to understand the history of corrections in order to escape repeating the mistakes of the past, and because institutional corrections is linked to our larger society.

6. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-6 European Background  Historically, institutional confinement has been used since ancient times, but not until the 1600s and 1700s as a major punishment for criminals.

7. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-7 European Background  Prior to the 1600s and 1700s, it was used to:  Detain people before trial  Hold prisoners awaiting other sanctions  Coerce payment of debts and fines  Hold and punish slaves  Achieve religious indoctrination and spiritual reformation (as during the Inquisition)  Quarantine disease (as during the bubonic plague)

8. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-8 Forerunners of Modern Incarceration  Modern incarceration strives to change the offender’s character and is carried out away from public view.  Early punishments for crime were directed more at the offender’s body and property.  The goals were to inflict pain, humiliate the offender, and deter onlookers from crime.

9. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-9 Forerunners of Modern Incarceration  Two forerunners of modern incarceration were:  Banishment: a punishment, originating in ancient times, that required offenders to leave the community and live elsewhere, commonly in the wilderness  Transportation: a punishment in which offenders were transported from their home nation to one of that nation’s colonies to work

10. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-10 Forerunners of Modern Incarceration  The closest European forerunners of modern U.S. prisons were known as workhouses or houses of correction.  Workhouses: European forerunners of the modern U.S. prison, where offenders were sent to learn discipline and regular work habits

11. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-11 Forerunners of Modern Incarceration  One of the first workhouses, the London Bridewell, opened in the 1550s.  Workhouses remained popular across Europe for the next three centuries.

12. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-12 Reform Initiatives  During the 1700s and 1800s, three reformers were important to initiatives in corrections:  Cesare Beccaria  John Howard  Jeremy Bentham

13. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-13 Reform Initiatives  Beccaria’s book On Crimes and Punishments (1764) argued for a system of detailed written laws describing the behaviors that constitute crime and the associated punishments.

14. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-14 Reform Initiatives  Beccaria further argued that, to deter crime, the punishment should fit the crime in two ways: 1. The severity of punishment should parallel the severity of harm resulting from the crime. 2. The punishment should be severe enough to outweigh the pleasure obtainable from the crime.

15. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-15 Reform Initiatives  Finally, Beccaria argued that to deter crime, punishment needed to be certain and swift.  Certainty means that criminals think it is likely they will be caught and punished.  Swiftness implies the punishment will occur soon after commission of the crime.

16. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-16 Reform Initiatives  John Howard’s 1777 book, The State of the Prisons in England and Wales, was based on his visits to penal institutions.  Appalled by the crowding, poor living conditions, and abusive practices, Howard advocated for:  Safe, humane, and orderly penal environments  Religious teaching, hard work, and solitary confinement as ways to instill discipline and reform inmates

17. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-17 Reform Initiatives  In penology, Jeremy Bentham is remembered for his idea that order and reform could be achieved in a prison through architectural design.  Penology is the study of prison management and the treatment of offenders  Bentham’s ideal prison was called a panopticon.  Panopticon: a prison design consisting of a round building with tiers of cells lining the inner circumference and facing a central inspection tower

18. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-18 Developments in the United States  In colonial America, penal practice was loose, decentralized, and unsystematic, combining private retaliation with fines, banishment, harsh corporal punishments, and capital punishment.

19. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-19 The Penitentiary Movement  In 1790, the Walnut Street Jail in Philadelphia was converted from a simple holding facility to a prison and is considered the nation’s first state prison.  Inmates labored in solitary cells and received large doses of religious training.

20. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-20 The Penitentiary Movement  Pennsylvania and New York pioneered the penitentiary movement by developing two competing systems of confinement:  The Pennsylvania system  The Auburn system

21. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-21 Pennsylvania System  Pennsylvania system: an early system of United States penology in which inmates were kept in solitary cells so that they could study religious writings, reflect on their misdeeds, and perform handicraft work

22. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-22 Auburn System  Auburn system: an early system of penology, originating at Auburn Penitentiary in New York, in which inmates worked and ate together in silence during the day and were placed in solitary cells for the evening

23. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-23 The Penitentiary Movement  Ultimately, the Auburn system prevailed over the Pennsylvania system as the model followed by other states.  It avoided the harmful psychological effects of total solitary confinement and allowed more inmates to be housed in less space because cells could be smaller.  In addition, the Auburn system’s congregate work principle was more congruent with the system of factory production emerging in wider society than was the outdated craft principle of the separate system.

24. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-24 The Penitentiary Movement  By the end of the Civil War, many were questioning the value of the penitentiary movement, as prisons failed to deter crime, reform offenders, or turn great profits from inmate labor; and they had become increasingly expensive to maintain.  A new movement sought to improve the method of incarceration.

25. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-25 The Reformatory Movement  The reformatory movement was based on principles adopted at the 1870 meeting of the National Prison Association.

26. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-26 The Reformatory Movement  The reformatory:  Was designed for younger, less hardened offenders between 16 and 30 years of age  Was based on a military model of regimentation  Emphasized academic and vocational training in addition to work  Introduced a classification system, which was used to rate inmates’ progress toward reformation

27. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-27 The Reformatory Movement  Determinate sentences were replaced with indeterminate sentences.  Parole or early release was granted for favorable progress in reformation.

28. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-28 Institutions for Women  Until the reformatory era, there was little effort to establish separate facilities for women.  Women prisoners were usually confined in segregated areas of male prisons.  The first women’s prison based on the reformatory model opened in Indiana in 1873.  Women’s prisons concentrated on molding inmates to fulfill stereotypical domestic roles.

29. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-29 Twentieth-Century Prisons  John Irwin summarized imprisonment in the twentieth century as characterized by three types of institutions:  The “big house” dominant for the first three decades  The “correctional institution” in the 1940s and 1950s  The “contemporary violent prison” in the 1960s and 1970s

30. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-30 Twentieth-Century Prisons  The “big house” was a walled prison with large cell blocks that contained stacks of three or more tiers of one- or two-man cells.  Often, the big house exploited inmate labor through various links to the free market.

31. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-31 Twentieth-Century Prisons  The “correctional institution” was smaller and more modern looking.  During this time, a medical model came to be used.  Inmates were subjected to psychological assessment and diagnosis and received academic and vocational education and therapeutic counseling.

32. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-32 Medical Model  Medical model: a theory of institutional corrections, popular during the 1940s and 1950s, in which crime was seen as symptomatic of personal illness in need of treatment

33. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-33 Twentieth-Century Prisons  During the 1960s and 1970s, both the effectiveness and the fairness of coerced prison rehabilitation programming began to be challenged.  The “contemporary violent prison” arose because the treatment- program control mechanisms faded or became illegal.

34. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-34 Privatization  The last three and a half decades are likely to be remembered for the largest incarceration boom to date and for desperate attempts to deal with prison crowding.  The principal alternative to traditional confinement is the movement toward privatization.  Although the private sector has long been involved in programs such as food services, legal aid, and medical care, modern privatization entails private companies building and even running prisons.

35. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-35 Privatization  Proponents of states contracting to have the private sector finance construction and operate prisons often point to:  Efficiency  Flexibility  Cost effectiveness  Opponents frequently worry about:  Liability issues  Creating a profit motive for incarcerating people  The incentive to trim inmate services and programs to maximize profits

36. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-36 Privatization  Despite the supposed advantages and the many concerns about private prisons, the future of correctional privatization may ultimately depend on the answer to a philosophical question: To what degree should governments cede their correctional responsibilities to the private sector?

37. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-37 Cycles in History  The history of institutional corrections has evolved in cycles.  Developments viewed as innovative almost always contain vestiges of old practices; old practices seldom disappear when new ones are introduced.  One example is the chain gang that had disappeared for more than 20 years but returned in Alabama, Arizona, Oklahoma, and Wisconsin.

38. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-38 The Incarceration Boom  From 1925 until about 1973, the incarceration rate was fairly steady.  Since 1973 and until 2008, it had risen every year.  In 2008, the rate decreased for the first time since the early 1970s; it decreased again in 2009, 2010, and 2011.  Local jail populations saw a similar (less dramatic) trend.

39. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-39

40. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-40 Recent Trends: Incarceration Rates  In order to compare the raw numbers of inmates to the increase in the general population, researchers use the incarceration rate.  Incarceration rate: a figure derived by dividing the number of people incarcerated by the population of the area and multiplying the result by 100,000  Used to compare incarceration levels of units with different population sizes

41. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-41

42. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-42

43. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-43 Recent Trends  The United States has the highest rate of incarceration in the world.  The United States also has a more serious crime problem than most other nations, according to James Lynch.

44. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-44

45. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-45 Cost Estimates  Total spending on state and federal prisons in fiscal year 2010 was approximately $51 billion.  The average daily cost of incarceration per inmate in 2010 was $79.84 ($29,141.60 per inmate per year).

46. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-46

47. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-47 The Crowding Issue  Crowding has become especially troublesome over the past three decades.  The staggering increase in prison construction has failed to keep pace with the increase in prison populations.  The prison population has exploded even as crime rates are stable, in some cases even declining.

48. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-48 The Crowding Issue  Americans have developed a tradition of strong reliance on the prison to control crime.  It has never done very well.  Crime prevention programs fail, providing more criminals for prisons.  The increased prison population takes resources away from effective community corrections and crime prevention programs.  The response to perceived high crime and high recidivism is to conclude that criminals are not being punished enough and that use of imprisonment should increase.

49. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-49 Prison Inmate Characteristics  2011:  86% of prisoners in the United States are in state prisons  14% of prisoners are in federal prisons

50. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-50 Prison Inmate Characteristics  The largest proportion of state prisoners have these characteristics:  Male  Black  Have not completed high school or do not have a GED  Under age 35  Have never married  Were employed full-time prior to their arrest  Had relatively low monthly incomes

51. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-51 Prison Inmate Characteristics  Males are disproportionately represented in prison, making up nearly 93% of the prison population but only half of the general population.  Blacks are disproportionately represented in the prison population, representing 43% of the state prison population but only 13% of the general population.

52. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-52 Prison Inmate Characteristics  At year-end 2010, the prison population was characterized as follows:  53% serving sentences for violent offenses  18% for property offenses  17% for drug offenses  Most of the remainder for public order offenses

53. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-53

54. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-54 Prison Inmate Characteristics  The federal prison population has some noticeable differences:  Higher percentage are white  Half as many 18- to 24-year-old inmates  More likely to be married  More educated  51.4% are serving time for drug offenses  Many are parents

55. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-55 Incarceration Facilities  The organizational and administrative structure of institutional corrections is diffuse and decentralized.  Primary administrative responsibility lies with the executive branch.  Legislatures appropriate resources and pass statutes that affect sentencing.  The judicial branch sentences offenders and oversees the legality of institutional practices.

56. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-56 Organization and Administration by Government  Incarceration facilities exist at all three levels of government, and each jurisdiction operates with much autonomy.  However, the different levels are interconnected:  Federal requirements affect the operation of state prisons.  Local jails are affected by federal and state regulations.

57. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-57 Organization and Administration by Government  Federal institutions are administered by the Federal Bureau of Prisons (BOP), which was established within the U.S. Justice Department in 1930.

58. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-58

59. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-59

60. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-60 Organization and Administration by Government  Each state has a department of corrections or a similar administrative body to coordinate the various adult prisons in the state.  Most adult prisons employ a quasi-military model of administration and management.

61. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-61 Classification and Other Special Facilities  Most prisoners are initially sent to a classification facility.  Classification facility: a facility to which newly sentenced offenders are taken so that their security risks and needs can be assessed and they can be assigned to a permanent institution

62. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-62 Classification and Other Special Facilities  The decision of where to place an offender rests on a variety of factors:  The offender’s security risk  Program services the offender needs, such as counseling  Any problems such as alcohol dependency  The nature of the offense  The offender’s prior record  The offender’s propensity toward violence and escape  The offender’s vulnerability to victimization by other inmates  Programs offered at the state’s institutions  Crowding levels

63. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-63 Men’s Prisons  Men’s prisons, the most common general type of prison, are often distinguished by security level.  The simplest security level categorization is:  Maximum  Medium  Minimum

64. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-64 Men’s Prisons  Maximum-security facilities are characterized by:  Very tight internal and external security  A high wall or razor-wire fencing  Armed-guard towers  Electronic detectors  External (perimeter) armed patrols

65. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-65 Men’s Prisons  Other maximum-security prison security measures can include:  A wide, open buffer zone between the outer wall or fence and the community  Restrictions on inmate movement  The capability of closing off areas to contain riots or disruptions

66. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-66 Men’s Prisons  A recent development is the “ultramaximum-” or “supermaximum- security” prison to house notorious offenders and problem inmates from other institutions.  These institutions utilize:  Total isolation of inmates  Constant lockdowns

67. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-67 Men’s Prisons  Medium-security institutions place fewer restrictions on inmate movement inside the facility.  Characteristics often include:  Dormitory or barracks-type living quarters  No external security wall  Barbed wire rather than razor wire  Fences and towers that look less forbidding

68. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-68 Men’s Prisons  Minimum-security prisons are smaller and more open. They often house inmates who:  Have established records of good behavior  Are nearing release  Characteristics often include:  Dormitory or barracks living quarters  No fences  Some inmates permitted to leave during the day to work or study  Some inmates granted furloughs

69. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-69

70. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-70 Men’s Prisons  Individual inmates are classified by custody level.  Custody level: the classification assigned to an inmate to indicate the degree of precaution that needs to be taken when working with that inmate  Although custody levels are sometimes designated by the same terms as security levels, they are independent of each other.

71. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-71 Women’s Prisons  Women make up about 7% of the prison population, but the incarceration rate for women has grown faster than the incarceration rate for men.  A greater proportion of women than men are serving sentences for property offenses and drug offenses.  Women are more likely to have dependent children and to be serving their first prison term.

72. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-72 Women’s Prisons  Prisons exclusively for women tend to be smaller and house fewer inmates than institutions exclusively for men.  Dorm and cottage plans are much more common than cell-block plans for women’s prisons.

73. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-73 Cocorrectional facilities  Cocorrectional facilities have been in operation (in contemporary form) since the 1970s.  Usually small, minimum security institutions that house both men and women with the goal of normalizing the prison environment by integrating the daytime activities of the sexes  Cocorrectional facilities usually benefit men and system maintenance more than women.

74. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-74 Jails and Lockups  Suspects usually stay in a lockup for only 24 to 48 hours.  A suspect may later be transferred from the lockup to the jail.

75. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-75 Jail Functions  In practice, a jail serves a catchall function in criminal justice and corrections.  Jails also:  Receive individuals pending arraignment and hold them awaiting trial, conviction, and sentencing  Readmit probation, parole, and bail bond violators and absconders  Temporarily detain juveniles pending transfer to juvenile authorities  Hold mentally ill persons  Hold individuals for the military

76. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-76 Jail Functions  Hold individuals for protective custody.  Hold individuals for contempt.  Hold witnesses for the courts.  Release convicted inmates to the community upon completion of sentence.  Transfer inmates to other authorities.  House inmates for federal, state or other authorities.  Sometimes operate community-based programs.  Hold inmates sentenced to short terms.

77. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-77 Jails and Lockups  Jails represent one of the most problematic aspects of criminal justice. Many are:  Old  Overcrowded  Lacking in services and programs  Inadequately staffed  Unsanitary and have hazardous living conditions  With increasing pressure from courts to reform jail conditions and management practices, efforts at jail reform continue.

78. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-78

79. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-79 Jails and Lockups  One strategy has been a new generation jail.  These feature cells that open into a common living area.  Inmates can interact with each other and staff.  Preliminary analyses suggest these facilities may provide a less stressful environment.

80. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-80 Institutional Security, Services, and Programs  In many ways, an incarceration facility is like a miniature society, with its own security procedures for maintaining order and preserving the safety of inhabitants, as well as a variety of services and programs.

81. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-81 Security and Inmate Discipline  Security procedures strongly affect the daily activities of both staff and inmates.  Special security procedures are directed toward sensitive locations such as the front entry, control room, dining area, and recreation areas.

82. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-82 Security and Inmate Discipline  An inmate’s custody level indicates the degree of precaution to be used when working with that inmate.  Inmates who are vulnerable to assault by other inmates may be designated for protective custody.  Inmates who represent a danger to other inmates or staff may be designated for administrative segregation.

83. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-83 Security and Inmate Discipline  In order to maintain security, prisons routinely institute policies such as:  Distributing written rules to inmates  Daily counts of inmates to detect escapes  Constantly monitoring inmates’ whereabouts  Procedures for transporting inmates  Searches of inmates’ clothing, bodies, and cells  Monitoring mail and phone conversations

84. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-84 Security and Inmate Discipline  Inmates may visit with relatives and friends only at designated times, and only those people the institution has approved.  Visits are usually in open rooms with other inmates, their visitors, and staff, and are closely monitored.  Some prisons allow conjugal visits: an arrangement whereby inmates are permitted to visit in private with their spouses or significant others to maintain their personal relationship.

85. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-85 Security and Inmate Discipline  Written rules and regulations are part of an institution’s formal bureaucratic structure.  Within that structure, there develops an unwritten, informal structure that is vital to the operation of a facility.  Most institutions have an elaborate snitch system: a system in which staff learn from inmate informants about the presence of contraband, the potential for disruptions, and other threats to security.

86. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-86 Security and Inmate Discipline  Disciplinary measures vary widely from institution to institution, and staff typically have broad discretion in dealing with rule violations.  If staff members decide to file formal disciplinary reports, inmates face a disciplinary hearing and may have privileges restricted, be placed in solitary confinement, or experience other sanctions.

87. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-87 Services and Programs  Many of the human services and programs found in the free society are duplicated within prisons:  Food services  Building maintenance and repair (often performed by inmates)  Medical and dental services  Mail and phone services  Visitation

88. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-88 Services and Programs  Commissaries where prisoners can purchase food, tobacco, radios, reading materials, etc.  Recreational facilities  Legal resources  Religious services

89. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-89 Inmates with Special Needs  All institutions have special-needs populations, in particular:  Elderly inmates who require more medical attention  Inmates with mental disorders  Inmates with HIV and AIDS

90. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-90

91. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-91 Inmate Rehabilitation Programs  Inmates hoping to better themselves during their incarceration normally have the opportunity to participate in a number of rehabilitation programs.  Examples are:  Self-improvement programs  Work programs  Education and vocational training  Counseling and therapy

92. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-92 Work Programs  In some institutions, all inmates who are physically able are required to work.  In other institutions, the inmates who work are those who choose to do so.  Examples of work performed include:  Food services  Building maintenance  Laundry  Health care  Clerical services  Manufacturing  Agricultural

93. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-93 Educational and Vocational Training  Some prison vocational programs operate as part of job assignments, others are separate.  Either way, the goal is to provide inmates with job skills that will improve their marketability upon release, typically in stereotypical blue-collar jobs.

94. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-94 Counseling and Therapy  Counseling and therapy offered in prisons varies widely.  Sometimes individual counseling (one-on-one with a counselor) and group counseling are both offered.  Some institutions offer milieu therapy.  Most prison therapists spend a lot of time on crisis intervention.

95. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-95 Milieu Therapy and Crisis Intervention  Milieu therapy: a variant of group therapy that encompasses the total living environment so that the environment continually encourages positive behavioral change  Crisis intervention: a counselor’s efforts to address some crisis in an inmate’s life (such as suicidal thoughts, rejection by the spouse, mental breakdown, or a conflict between inmates) and to calm the inmate

96. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-96 Programs in Perspective  Rehabilitation programs serve many functions within a prison:  Help inmates better themselves  Give inmates ways to occupy their time  Help the institution achieve control over inmates

97. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-97 Programs in Perspective  Rehabilitation programs also have problems that hinder their ability to effect rehabilitation:  The prison workday is often short and interrupted.  There is often little concern for the quantity and quality of work.  Some jobs lack a free-world counterpart.  Educational programs lack funding.

98. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-98 Programs in Perspective  Many vocational training programs prepare inmates for blue-collar jobs for which there is abundant competition in the free world.  Many people don’t want inmates to receive high-tech or professional training because of the less-eligibility principle.  Less-eligibility principle: the position that prisoners should receive no service or program superior to the services and programs available to free citizens without charge

99. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 10-99 Programs in Perspective  Rehabilitation programs that reduce offender recidivism are characterized by the quality of the program’s implementation.  Some people believe counseling programs focus too much on inmates’ pasts and futures, when what they really need are coping mechanisms to deal with their present environment.