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Wymore and Raber) INTRODUCTION TO CORRECTIONS (WYMORE AND RABER) Dave Wymore & Tabitha Raber Taft College Introduction to Corrections (Wymore and Raber) (unable to fetch text document from uri [status: 0 (UnableToConnect), message: "Error: TrustFailure (Ssl error:1000007d:SSL routines:OPENSSL_internal:CERTIFICATE_VERIFY_FAILED)"]) TABLE OF CONTENTS 11: INTRODUCTION TO CORRECTIONS 1: CONCEPTS OF CORRECTIONS AS A SUB-SYSTEM OF THE CRIMINAL JUSTICE SYSTEM 1.1: HISTORY AND PHILOSOPHY 1.2: DETERRENCE 1.3: INCAPACITATION 1.4: REHABILITATION 1.5: RETRIBUTION 1.6: A RACIST SYSTEM? 1.7: PRISON OVERCROWDING 1.8: STATES SHIFTING FOCUS FROM INCARCERATION TO REHABILITATION 2: JUDICIAL PROCESS AND SENTENCING PRACTICES FOR MISDEMEANANTS, FELONS AND JUVENILES 2.1: PRESENTENCE INVESTIGATION 2.2: VICTIM IMPACT STATEMENTS 2.3: THE SENTENCING HEARING 2.4: INFLUENCES ON SENTENCING DECISIONS 2.5: CONCURRENT VERSUS CONSECUTIVE SENTENCES 2.6: TYPES OF SENTENCES 2.7: ASSET FORFEITURE 2.8: APPEALS 2.9: SENTENCING STATUTES AND GUIDELINES 2.10: INDETERMINATE SENTENCES 2.11: DETERMINATE SENTENCES 2.12: MANDATORY SENTENCES 2.13: SENTENCING GUIDELINES 3: CORRECTIONAL CLIENTS 3.1: CAREER CRIMINALS 3.2: CRIMINAL GANG MEMBERS 3.3: MANAGING GANGS IN A PRISON SETTING 3.4: ACCIDENTAL CRIMINALS 3.5: ELDERLY CRIMINALS 4: ALTERNATIVES TO INCARCERATION 4.1: PROBATION 4.2: OFFICER ROLES 4.3: INTERMEDIATE SANCTIONS 4.4: PAROLE 4.5: TREATMENT 4.6: HALFWAY HOUSES 4.7: HOME CONFINEMENT/ELECTRONIC HOME MONITORING 4.8: FINES AND RESTITUTION 4.9: COMMUNITY SERVICE 4.10: SEX OFFENDER TREATMENT AND CIVIL COMMITMENT 4.11: MENTAL HEALTH COURTS 4.12: RESTORATIVE JUSTICE 4.13: BOOT CAMP 4.14: PUBLIC SHAMING 4.15: DRUG COURTS 1 10/1/2021 5: TYPES OF CORRECTIONAL FACILITIES 5.1: FEDERAL LEVEL 5.2: STATE LEVEL 5.3: LOCAL LEVEL 6: INSTITUTIONALIZATION OF INMATES IN CORRECTIONAL FACILITIES 6.1: THE STATE OF THE PRISONS 6.2: THE PSYCHOLOGICAL EFFECTS OF INCARCERATION- ON THE NATURE OF INSTITUTIONALIZATION 6.3: DEPENDENCE ON INSTITUTIONAL STRUCTURE AND CONTINGENCIES 6.4: HYPERVIGILANCE, INTERPERSONAL DISTRUST, AND SUSPICION 6.5: EMOTIONAL OVER-CONTROL, ALIENATION, AND PSYCHOLOGICAL DISTANCING 6.6: SOCIAL WITHDRAWAL AND ISOLATION 6.7: INCORPORATION OF EXPLOITATIVE NORMS OF PRISON CULTURE 6.8: DIMINISHED SENSE OF SELF-WORTH AND PERSONAL VALUE 6.9: POST-TRAUMATIC STRESS REACTIONS TO THE PAINS OF IMPRISONMENT 7: INNOVATIVE PROGRAMS IN CORRECTIONAL FACILITIES 7.1: AGING WITHOUT BARS 7.2: WASHINGTON D.C COURT SUPERVISION AND OFFENDER RELEASE PROGRAM 7.3: VIRGINIA DEPARTMENT OF CORRECTIONS 7.4: COMMON FACTORS OF SUCCESSFUL PRISON AND REENTRY PROGRAMS 7.5: BARRIERS TO SUCCESS 7.6: FEMALE PRISONERS 8: JUVENILE CORRECTIONS 8.1: JUVENILE DETENTION 8.2: FEDERAL JUVENILE DELINQUENCY CODE 8.3: CONSTITUTIONAL PROTECTIONS AFFORDED JUVENILES 8.4: ARRESTING JUVENILES 8.5: STATUS OFFENDER 8.6: DUAL STATUS / DEPENDENCY VS DELINQUENCY 8.7: FOSTER HOME PLACEMENT 8.8: SPECIAL CARE PLACEMENT 9: SPECIAL POPULATIONS IN A CORRECTIONAL SETTING 9.1: LGBTQ POPULATIONS 9.2: NON-CITIZEN POPULATIONS 9.3: WOMEN 9.4: AGED AND ELDERLY POPULATIONS 10: CORRECTION AS A CAREER FIELD 10.1: PUBLIC AGENCIES 10.2: PRIVATE SECTOR 10.3: CORRECTIONAL OFFICER SAFETY AND WELLNESS (NATIONAL INSTITUTE OF JUSTICE) 10.4: SPECIALIZED PERSONNEL BACK MATTER INDEX GLOSSARY 2 10/1/2021 11: Introduction to Corrections Introduction to Corrections An Open Educational Resources Publication by Taft College Authored and compiled by Dave Wymore & Tabitha Raber Copy Editor: Trudi Radtke Editor: Dr. M. L. Jiles PhD, MPA Version 1 2019 Acknowledgements We would like to extend appreciation to the following people and organizations for allowing this textbook to be created: Taft College Written & Compiled by: Dave Wymore and Tabitha Raber Special Thank You to Copy Editor Trudi Radtke for formatting, readability, and aesthetics. Editor: Dr. M. L. Jiles, PhD, MPA *Unless otherwise noted, the content in this textbook is licensed under CC BY 4.0 Preface Welcome to Introduction to Corrections at Taft Community College. This textbook was designed especially for Taft Community College Administration of Justice students. The following chapters will cover topics such as: judicial process, types of prisons, how to deal with Juvenile delinquency, and different types of sentencing. There are two types of interactive features in this book to help you, the student, engage with the various concepts and procedures behind the duties of a correctional officer. 1. Pin It! Boxes Dave Wymore & Tabitha Raber 11.1 9/10/2021 https://workforce.libretexts.org/@go/page/15891 These boxes refer to information that you should mentally “pin” for later. Remembering the information included in “pin it” boxes will help you better understand following textbook material. 2. ? Think About It . Boxes “Think about it…” boxes encourage you to do just that, think about the information provided in the box and form an opinion. Often what’s placed in these boxes are ideas or issues that are controversial, such as the death penalty or immigration concerns. Sometimes these topics can be difficult to think about objectively because they are emotionally charged. However, taking a moment to consider your values and beliefs and how they affect your opinions and decision making, produces mental stamina which is an important skill for a correctional officer. Remember, the brain is a muscle too. We enhance public safety through safe and secure incarceration of offenders, effective parole supervision, and rehabilitative strategies to successfully reintegrate offenders into our communities. -California Department of Corrections and Rehabilitation, Mission Statement Dave Wymore & Tabitha Raber 11.2 9/10/2021 https://workforce.libretexts.org/@go/page/15891 CHAPTER OVERVIEW 1: CONCEPTS OF CORRECTIONS AS A SUB-SYSTEM OF THE CRIMINAL JUSTICE SYSTEM Key Terms: Walnut Street Jail Pennsylvania System Deterrence Specific Deterrence General Deterrence Incapacitation Rehabilitation Retribution Bigotry Recidivism Mandatory Minimum Sentences Three-Strikes Law Criminogenic Needs Evidence-based Practices Risk Assessments 1.1: HISTORY AND PHILOSOPHY 1.2: DETERRENCE 1.3: INCAPACITATION 1.4: REHABILITATION 1.5: RETRIBUTION 1.6: A RACIST SYSTEM? 1.7: PRISON OVERCROWDING 1.8: STATES SHIFTING FOCUS FROM INCARCERATION TO REHABILITATION 1 10/1/2021 1.1: History and Philosophy Prior to the 1800s, common law countries relied heavily on physical punishments. Influenced by the high ideas of the enlightenment, reformers began to move the criminal justice system away from physical punishments in favor of reforming offenders. This was a dramatic shift away from the mere infliction of pain that had prevailed for centuries. Among these early reformers was John Howard, who advocated the use of penitentiaries. Penitentiaries, as the name suggests, were places for offenders to be penitent. That is, they would engage in work and reflection on their misdeeds. To achieve the appropriate atmosphere for penitence, prisoners were kept in solitary cells with much time for reflection. Philadelphia's Walnut Street Jail was an early effort to model the European penitentiaries. The system used there later became known as the Pennsylvania System. Under this system, inmates were kept in solitary confinement in small, dark cells. A key element of the Pennsylvania System is that no communications whatsoever were allowed. Critics of this system began to speak out against the practice of solitary confinement early on. They maintained that the isolated conditions were emotionally damaging to inmates, causing severe distress and even mental breakdowns. Nevertheless, prisons across the United States began adopting the Pennsylvania model, espousing the value of rehabilitation. Figure 1.2 "Jail in Walnut Street, Philadelphia." Plate 24 from W. Birch & Son. Public Domain. Figure 1.1 Walnut Street Prison, Pennsylvania Historical Marker, on southeast corner of 6th and Walnut Streets. Creative Commons Attribution-Share Alike 4.0 International The New York system evolved along similar lines, starting with the opening of New York's Auburn Penitentiary in 1819. This facility used what came to be known as the congregate system. Under this system, inmates spent their nights in individual cells, but were required to congregate in workshops during the day. Work was serious business, and inmates were not allowed to talk while on the job or at meals. This emphasis on labor has been associated with the values that accompanied the Industrial Revolution. By the middle of the nineteenth century, prospects for the penitentiary movement were grim. No evidence had been mustered to suggest that penitentiaries had any real impact on rehabilitation and recidivism. 1.1.1 9/10/2021 https://workforce.libretexts.org/@go/page/16097 Prisons in the South and West were quite different from those in the Northeast. In the Deep South, the lease system developed. Under the lease system, businesses negotiated with the state to exchange convict labor for the care of the inmates. Prisoners were primarily used for hard, manual labor, such as logging, cotton picking, and railroad construction. Eastern ideas of penology did not catch on in the West, with the exception of California. Prior to statehood, many frontier prisoners were held in federal military prisons. Figure 1.3 Convict Lease. Public Domain Disillusionment with the penitentiary idea, combined with overcrowding and understaffing, led to deplorable prison conditions across the country by the middle of the nineteenth century. New York's Sing Sing Prison was a noteworthy example of the brutality and corruption of that time. A new wave of reform achieved momentum in 1870 after a meeting of the National Prison Association (which would later become the American Correctional Association). At this meeting held in Cincinnati, members issued a Declaration of Principles. This document expressed the idea that prisons should be operated according to a philosophy that prisoners should be reformed, and that reform should be rewarded with release from confinement. This ushered in what has been called the Reformatory Movement. One of the earliest prisons to adopt this philosophy was the Elmira Reformatory, which was opened in 1876 under the leadership of Zebulon Brockway.
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