The United States faces challenges in the increasing number of inmates returning to society from Federal and State prisons and the need for societal reintegration (Petersilla, 2005). One consideration is the ability for the released citizen to gain meaningful, rewarding employment.
Almost two-thirds of those released from prison will return to the system within three years. Not only do the released citizens face the perception associated with someone convicted of a crime, but they may also be limited to the type of work available. Additionally, depending on the offense, legal limitations may eradicate the ability of certain occupations and industries. This can pose an obstacle if the offender’s skills and expertise lie within the boundaries of which they are now unemployable (Brown, 2011).
Approximately 25,000 people are currently incarcerated in Oklahoma according to the Department of Corrections, costing taxpayers about $20,000 per year per inmate. Nearly 8,000 inmates are released every year in Oklahoma – averaging 666 per month (State Impact: National Public Radio, 2013). In addition, approximately thirty percent of the country’s citizens is made up of minority populations, while in the prison system sixty percent of those incarcerated identify as a minority group. Effective programs are much more feasible that costly and long-term prison sentences. Lack of financial resources and money management is one of the key contributors to recidivism (Grimnes, 2015).
Global influencing factors that determine the success of a released citizen include 1) personal conditions, 2) social network/environments, 3) stable accommodations, 4) the criminal justice system, 5) rehabilitation and counselling support, and 6) employment and training support (Graffam, Shinkfield, Lavelle, & McPherson, 2004).
Adults learn best when
a) learning happens at an appropriate time,
b) they can make a connection to the trainer and materials,
c) the learner can connect the new material to previous knowledge and experiences,
d) learning is sequential,
e) it allows for practice.
In addition, factoring in Maslow’s Hierarchy of Needs Theory, which suggests that human needs can be grouped together in the shape of a pyramid (Kunc, 1992). Unless the basic needs are met, those at the bottom of the pyramid, individuals cannot move up the pyramid to seek opportunities for self-fulfillment. Based on this theory we can conclude that if a recently released citizen does not have their physiological, safety, belongingness, and esteem needs met they will be unable to learn skills and competencies to manage desistance.
Our flexible curriculum and delivery options are offered over a twelve-week process. This hybrid program requires six face-to-face trainings and six "touch-point" or "coaching" sessions, which can be over the phone. Curriculum is available to participants in a notebook format or online, depending on their preferred access. Estimated training completion time for participants is 90-100 hours.
WHAT TO EXPECT
A friend, a coach, and a mentor to help you achieve success in the program. In addition, we'll discuss your dreams, career ambitions, and goals to live a happier life. Whether you need help using a computer, rebuilding family relationships, or finding a purpose, we'll be there to guide you through the process. In addition, you'll meet other people rebuilding and reconnecting their life as well.
PRE- AND POST- TESTING
Sample “Profile” Question in Pre- and Post- Test
Mary comes to work on time every day, she is very punctual and always offers to pick up employees’ shift’s when they need off. Mary is practicing:
C. Positive work ethics
Each client must be referred by a sponsoring organization or agency "(Sponsoring Partner)." The Sponsoring Partner must agree to be available to the Client and Dobyns Patterson Learning throughout the duration of the Client's training program. This program is limited to those who have not been convicted of a violent offense.
Each cohort, or new class, begins on the first working day of each calendar month. Program application and supporting documentation from Sponsoring Partner and Client must be received by Dobyns Patterson Learning no later than 5:00 p.m. on the 20th of the month prior. For example, if Friday, February 1, is the first working day of the month, that begins the February cohort. The deadline to apply for that February cohort would be January 20, by 5:00 p.m. Therefore, the deadline to submit Program Applications and supporting documentation may fall on a weekend or holiday.
He thought prison was rough. Then he got out. Meet Seth Greenwood.
Bandura, A. (2008). The International Encyclopedia of Communication. John Wiley & Sons, Ltd.
Bottoms, G., Pucel, D., & Phillips, I. (1997). Designing Challenging Vocational Courses. Atlanta: Southern Regional Education Board.
Brown, C. (2011). Vocational Psychology and Ex-Offenders' Reintegration: A Call for Action. Journal of Career Assessment.
Davis, C., Bahr, S., & Ward, C. (2012). The process of offender reintegration: Perceptions of what helps prisoners reenter society. Criminology & Criminal Justice.
Day, A., Ward, T., & Shirley, L. (2011). Reintegration Services for Long-Term Dangerous Offenders: A Case Study and Discussion. Journal of Offender Rehabilitation, 66-80.
DeVault. (2017, February 27). The Balance. Retrieved from What Is a Market Research Focus Group?: https://www.thebalance.com/what-is-a-market-research-focus-group-2296907Graffam, J., Shinkfield, A., Lavelle, B., & McPherson, W. (2004). Variables Affecting Successful Reintegration as Perceived by Offenders and Professionals. Journal of Offender Rehabiliation, 147-171.
Grimnes, C. (2015). Youtube. Retrieved from Prison Reentry: https://www.youtube.com/watch?v=o5zCWLRRwc4
Kunc, N. (1992). Restructuring for caring and effective education: An administrative guide to creating heterogeneous schools. Baltimore: Paul H. Brookes Publishing.
McLeod, S. (2015). Simply Psychology. Retrieved from Jean Piaget: https://www.simplypsychology.org/piaget.html
Murphy, K. (2015, May). Texas Public Policy Foundation. Retrieved from The True Cost of Inadequate Community Reintegration of State Jail Offenders in Texas: https://www.texaspolicy.com/library/doclib/PP-The-True-Cost-of-Inadequate-Community-Reintegration-of-State-Jail-Offenders-in-Texas.pdf
National Parks Service. (n.d.). National Parks Service: Universal Competencies. Retrieved from What is Competency-Based Training: https://www.nps.gov/training/uc/whcbt.htmPetersilla, J. (2005). Hard Time: Ex-Offenders Returning Home After Prison. Corrections Today, 66-71.
Ryan , T. (1990). Literacy Training and Reintegration of Offenders. National Criminal Justice Reference Service, 1-38.
State Impact: National Public Radio. (2013). State Impact Oklahoma. Retrieved from Environment, Education, Energy: Policy to People: https://stateimpact.npr.org/oklahoma/tag/felon-jobs/
The Ohio State University. (2017). Ohio State University. Retrieved from DACUM & SCID Workshops: http://dacum.osu.edu/
United States Department of Justice. (n.d.). United States Department of Justice. Retrieved from Prisoners and Prisoner Re-Entry: https://www.justice.gov/archive/fbci/progmenu_reentry.htmlVeterans' Employment & Training Service. (n.d.). Retrieved from Homeless Veterans' Reintegration Program: https://www.dol.gov/vets/programs/hvrp/
Wilson, D., Gallagher, C., & MacKenzie, D. (2000). A Meta-Analysis of Corrections-Based Education, Vocation, and Work Programs for Adult Offenders. Journal of Research in Crime and Delinquence.
Wilson, J., & Davis, R. (2006). Good Intentions Meet Hard Realities: An Evaluation of the Project Greenlight Reentry Program. Criminology & Public Policy, 303-338.