20180927213108unit_v_article_managing_aggressive_inmates
Instructions
The purpose of this assignment is for you to think critically about information presented in this unit. Unfortunately, we sometimes tend to read information and consider it correct without much thought. This assignment should assist you in modifying that process. Hopefully, this will help you to critique future articles as well as your own work.
For this assignment, you will critique the selected article. The article critique should include the elements below:
- Provide a short summary of the article (one paragraph).
What is the main point?
What is the central argument? - Include a critique of the article.
Is the article clear?
Is there appropriate evidence to support the article?
Is the article logical?
Who is the audience?
Is the article conventional, boring, controversial, and/or thorough?
Would you recommend this article to an individual working in corrections? Why, or why not? - State your position on the article’s viewpoint.
Do you agree with the article? Why, or why not?
Do you have any recommendations to modify the article?
Has the author neglected any important details?
The completed article critique should be at least two pages in length; make certain to double space and use 12-point, Times New Roman font. A reference page and citations are required for this assignment
LZw:
ne o f th e m ost co m m o n ly
asked questions in the world
of corrections is, “How can we
produce a noticeable reduction in
aggressive behavior among the
inmates in our facilities?”
The answer to this question
begins with the correctional staff.
The modern correctional profes
sional is considerably different
from the media stereotype of the
brute whose primary responsi
bility is controlling inmates and
preventing escapes. From that
antiquated perspective, a “prison
guard” has no skills of note and
even less compassion.
C arlton Payne
AMERlICANJails MAY I JUNE 2015 | 27
The current and future correctional environment
requires officers with a strong educational background
and vigorous training. Therefore, psychological
approaches offer particular advantages in accomplishing
training goals focused on managing aggressive inmates.
This management can best be accomplished by expand
ing the definition of aggression, understanding the
impact of staff attitudes, and determining how to acquire
staff buy-in.
In the past, aggression was defined as behavior that
results in personal injury and destruction of property.
It may take the form of psychological devaluation
and degradation as well as physical harm (Bandura &
Ribes-Inesta, 1976). However, according to psychological
research, physically aggressive behavior is also rooted
in an individual’s background, attitudes, and beliefs
(Fishbein & Ajzen, 1975; McLeod, 2009). For example,
in 2013, county jails in California reported a significant
increase in violence (Lofstrom, Magnus, & Martin, 2013)
marked by a rise in the number of inmate fights and
assaults on staff members. Officials attributed this to
gang-influenced power struggles inside jails, a higher
number of felons being sentenced to county facilities,
and housing offenders who previously would have
gone to State prisons. By expanding the focus beyond
power and control to attitudes, background, and beliefs,
the correctional staff in those facilities would acquire
invaluable information that would enable them to make
better predictions, identify behaviors, and intervene
more effectively regardless of inmates’ custody status.
For example, a history of victimization or trauma is
often predictive of engagement in physically aggres
sive behavior, whereas frail egos, low self-esteem, and
seclusion are factors that contribute to self-destructive
behaviors (Twenge, Catanese, & Baumeister, 2002).
Correctional officers who learn about the causes of
aggression also gain insight into the strategies required
to head off physically aggressive action. The ability to
recognize the behavioral motivations and situational
cues that lead to aggression is a major aid in making the
most effective interventions. Psychology-based training
helps identify a variety of behaviors and characteristics
that indicate when an inmate may be close to physi
cal aggression. For example, inmates with personality
disorders or inmates who are seriously mentally ill
may show subtle signs and then act out violently, thus
requiring physical restraint. Conversely, inmates with
autism spectrum disorders may exhibit tantrums, self-
injury, or aggression. If a correctional officer recognizes
the behavior of an autistic individual and makes the
appropriate referral, these behaviors can be diminished
through medication (McDougle et al., 2005). Therefore, it
is advantageous for correctional staff to understand the
dynamics, the signs, and the causes of aggressive behav
ior in order to employ skillful observation.
In addition, it is well documented that correctional
officers’ attitudes directly affect the behavior of their
charges. Correctional officers with high levels of stress
are more likely to be less effective and less satisfied
with their jobs (Tewksbury & Higgins, 2006). Stressed
or angry staff members are therefore an impediment to
managing inmate aggression. Understanding how offi
cers’ demeanor significantly influences the behavior of
those they supervise helps correctional officers discern
the importance of knowing their own strengths and
weaknesses.
Finally, to implement this new approach effectively,
one must have staff buy-in. Correctional officers tend to
accept a training approach as worthwhile if they realize
that prevention is much better than dealing with con
sequences. Correctional officers also begin to see pre
vention as an effective way to avoid sudden attack and
possible personal injury.
Better knowledge of the decision-making processes
of offenders has had important implications for crime-
control policies (Clarke & Cornish, 1985). Similarly, it
is important to understand the psychological processes
that lead inmates to the decision or impulse to act out
violently. By understanding concepts such as inmates’
body language, signs of aggression, and decision-mak
ing process, correctional officers and other staff members
are given the tools to recognize and effectively diffuse
potential problems before they occur.
U n d e r s ta n d in g h o w o ffic e r s ‘ d e m e a n o r s ig n ific a o tly in flo e n c e s th e
b e h a v io r o f th o s e t h e y s o p e rv is e h e lp s c o r r e c t io n a l o ffic e r s d is c e rn
th e im p o r ta n c e o f k n o w in g t h e i r o w n s tr e n g th s a n d w e a k n e s s e s .
2 8 i MAY I JU N E 2015 A M E R IC A N J a ils
Conclusion
Because in carcerated p o p u la tio n s h av e u n d e rg o n e
su ch a d ra stic d em o g ra p h ic a n d b e h a v io ra l change in
th e p a s t few d ecad es, p re v io u s m e th o d s for an d p e rsp e c
tives o n m a n a g in g ag g ressio n will n o lo n g er achieve
th e d e sire d outcom es. For exam ple, th e ra te of fem ale
incarceratio n q u in tu p le d in a tw o -d e cad e p e rio d an d 40
p e rc e n t of the N a tio n ‘s juvenile in m ates are n o w h o u se d
in p riv a te facilities (K irkham , 2013). C o m m o n sense su g
gests th a t w e try a n e w ap p ro ach . M an a g in g aggressive
in m a te s re q u ires staff to b e alert, o b serv an t, a n d aw are at
all tim es. Staff m u st p re e m p tiv e ly set th e to n e for b e h a v
io r a n d m ak e su re th a t th ey are n o t b ein g m a n ip u la te d
b y in m a te s’ d ec ep tio n s, false statem en ts, o r cover-ups
(C ornelius, 2009).
A n increase in b e h a v io ra lly challenged, em o tio n ally
d is tu rb e d , a n d ph y sically ag gressive in m ates, along
w ith th e in cre ased u se of w e ap o n s, h a s re n d e re d p a s t
m e th o d s o u td a te d co n sid erin g ad v a n c e m e n ts in the
field. By a p p ro a c h in g p o te n tia lly ag gressive situ atio n s
w ith p re v e n tiv e ra th e r th a n re sp o n siv e action, correc
tional staff can stead ily im p ro v e th eir ability to id en tify
signs of in m a te aggression, recognize p o ten tially v olatile
situ atio n s, a n d em p lo y d e-escalatio n skills. In ad d itio n ,
co rrectio n al officers w ill feel m o re co n fid en t m a n a g in g
p o te n tia lly v io len t situ atio n s th a t could a n d often do
le a d to violence. T hus, w h e n d ea lin g w ith aggressive
in m ates, staff w ill be e q u ip p e d w ith p re e m p tiv e skills
th a t w ill d ecrease th e n e e d for ph y sical in terv e n tio n . ■
Resources
Bandura, A. & Ribes-Inesta, E. (1976). Social learning analysis
of aggression. In Bandura, A. (Ed.), Analysis of delinquency
and aggression. Oxford, England: Erlbaum.
Clarke, R. V., & Cornish, D. B. (1985). Modeling offenders’ deci
sions: A framework for research and policy. In M. Tonry
& N. Morris (Eds.), Crime and justice: An annual review of
research (pp. 147-185) (Vol. 6). Chicago, IL: University of
Chicago Press.
Cornelius, G. (2009). The art of the con: Avoiding offender
manipulation. Alexandria, VA: American Correctional
Association.
Fishbein, M., & Ajzen, I. (1975). Belief attitude, intention, and
behavior: An introduction to theory and research. Reading, MA:
Addison-Wesley.
Gardner, W. I., Cole, C. L., Davidson, D. R, Karan, O. C. (1986,
March). Reducing aggression in individuals with develop
mental disabilities: An expanded stimulus control, assess
ment, and intervention model. Education & Training of the
Mentally Retarded, 21(1), 31-2.
Kirkham, C. (2013, October 22). Prisoners of profit: Private
prison empire rises despite startling record pf juvenile
abuse. The Huffington Post.
Lofstrom, M. & Martin, B. (2013). California’s county jails. Public
Policy Institute of California. Retrieved from h ttp ://w w w .
ppic.org/main/publication_show.asp?i=1061
McDougle, C. ]., Scahill, L., Aman, M. G., McCracken, J. T.,
Tierney, E., Davies, M . , . . . Vitiello, B. (2005). Risperidone
for the core symptom domains of autism: Results from
the study by the Autism Network of the Research Units
on Pediatric Psychopharmacology. American journal of
Psychiatry, 162,1142-1148.
McLeod, S. A. (2009). Attitudes and behavior. Retrieved from
Tewksbury, R., & Higgins, G. (2006). Prison staff and work
stress: The role of organizational and emotional influences.
American Journal of Criminal Justice, 30,247-266.
Twenge, J. M., Catanese, K. R., & Baumeister, R. F. (2002).
Social exclusion causes self-defeating behavior, Journal of
Personality and Social Psychology, 83(3), 606-615.
W ith 25 years’ experience in the field of psychology,
Dr. Carlton Payne is the Chief Psychologist o f the
Philadelphia Prison System. He is also the Assistant Director
of Workshops for Teens, a form er chair o f the Association
of Black Psychologists, and a professor at The University
o f Pennsylvania, Neumann College, Alvernia College, and
Camden County College. Dr. Payne has received five com
mendations from the City o f Philadelphia for distinction in
performance of duty. He holds a Bachelor o f Arts degree
from La Salle University, a Master o f Science from Villanova
University, and a Ph.D. from Temple University— all in
psychology. You may contact Dr. Payne at carltonpayne@
prisons.phila.gov.
The Denver S h eriff Departm ent is
looking fo r Deputy Sheriffs.
T h e e n tr y – le v e l s a la r y r a n g e is $ 4 9 ,8 3 5 —$69 ,4 4 4 .
L a te r a l e n t r y s t a r t i n g r a n g e (b a s e d o n c r e d ite d
e x p e r ie n c e ) is $ 5 2 ,8 5 6 —$62 ,6 5 5 .
A t th e t i m e a p p lic a tio n , D e p u ty S h e r iffs m u s t:
© Be a t le a s t 21 y e a r s o f age.
© Have a h ig h s c h o o l d ip lo m a /G E D .
© Be a U.S. c itiz e n .
© P o s s e s s a v a lid C o lo r a d o C la s s “ R” d r i v e r ’ s lic e n s e .
To a p p ly o n lin e , lo g o n to
www.denvergov.org/Sheriff.
A M E R IC A N ja ils MAY I JU N E 2015 | 29
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