Balancing Field Supervision and Paper Work for Parole Agents Effectiveness
Introduction
The purpose of this research is find out whether effective field supervision of parolees is hindered by documentation of agents activities and what was done on the parolees, including parolees relapses or rearrested. Related questions on the search would include: Does paperwork decrease the efficiency of parole agents? Is field supervision of parolees enhanced by less paperwork? Implied in the questions include the assumption that field supervision of parolees make them comply with their conditions of parole.
The preponderance of studies and writings on this topic is weighed heavily on the side of field supervision and what programs that work and less on what effect paper work has on the effectiveness of parole agents.
Models of Reentry Services
Several models of reentry services have been tried to stem the tide of recidivism and help parolees reintegrate into their community. Bouffard, Bergseth and Ford (2003) reporting on the Minnesota Clay County reentry services program have outlined four models of these reentry services and the role of parole agents in their implementation. These include Serious and Violent Offender Initiative (SVORI), Intensive Aftercare Program (IAP), Juvenile Mentoring Program (JUMP) and Aftercare for Indians (Indians (AIM) For each of these programs, a three phase design is implemented: Planning and services begin at the facility, followed by assistance during release and assessment of individual needs of offenders, integration of treatment programs with supervision by parole agents. Aos, S., Miller, M. & Drake, E. (2006) in their study compared 9 treatment models and their effectiveness .In their tabulation of results, Intensive supervision (treatment-oriented programs were found more effective than other models. This Intensive supervision treatment program topped with a score of 21.9%, followed by Drug Treatment in Community with a score of 12.4%. What works is considered in terms of recidivism rate or relapse in drug offenses.
Clay County Study reported by Bouffard, Bergseth and Ford (2003) concluded that reentry programs work when combined with services and supervision by parole agents and transitional coordinators. Minnesota provided transitional coordinators who bridged the gap in services to parolees between parole agents and parolees. The article cited the study described of 63 youths who served in the program and were compared with 49 parolees who did not serve in the reentry service program (RSP) Transitional coordinators are like parole services associates introduced by Southern California Regional Department of Juvenile Justice.
Like Finn and Kuck (2005) observed, one thing is common to these programs with regard to parole agents and probation officers :officers: ‘high caseload, excess paperwork and deadline’ are factors that combine to ‘make it difficult for many officers to find the time to properly supervise their caseloads.’ (P3). Bouffard et al (2006) noted the ‘high caseload numbers, distance from clay county and other job duties and responsibilities.’ (P2)
It has long been assumed that supervision of parolees would deter them for sliding back to a life of crime. However, Stanley (1976) contends that a parolee determined to make it does not need surveillance while one who is not will con his parole agent.
Role of Parole Agents
Parole agents do the work of supervising parolees. Agents visit them at home or community of release, and evaluate the environment to make sure it is safe for them to stay in, call them for drug test, get them to attend programs aimed at helping them secure a job like parole to Payroll, search their homes for weapons or drugs among others. O*NET Online is an internet based service outlet that specifies skills needed for a job or task and has listed more skills and duties that parole agents perform. It ranges from preparing and maintaining a folder for each parolee, writing reports on offenders progress, informing inmates of conditions of release, discussing with offenders issues like drugs and alcohol and how it had affected their behavior, providing offenders with assistance in matters of sentencing, jurisdictions, writs and applications for social assistance to arranging for post release services.
Bloede (2009) affirms that ‘increased supervision, mentoring, counseling and education all under one roof’ will help prepare parolees for life outside detention. St. Gerard (2009) illustrates the importance of having a dedicated intensive supervision officer (ISO) make a decided impact on parolees.
O’Deane (2010) affirms that coordination among various law enforcement agencies help to curb crime, especially when parolees and other law enforcement agents are made to know the conditions of parole for those involved. Besides, maintaining good working relations and rapport with parolees is the answer to keeping them out of trouble. Schultz, Walgrave, McNeil and Dilorio (2009) reports another dimension or rather an extension of parole agents. In this report and case study medical students do their service work mentoring inmates at a detention center, helping such inmates acquire their GED while in detention as a preparation for release.
Field Supervision and Paperwork
Travis, Crayton, and Mukamal (2009) points out the increase of parolees under supervision rose from 60% in the 1970s to 80% currently. Besides the nature of supervision has shifted from service inclined to surveillance oriented with a 700% increase between 1980 and 2000. These people removed from their homes and put in prisons follow the iron law of imprisonment which states that those who go to prison eventually come back, the report stated, and face the hurdle of reintegration back to society.
Supervision has added technology to extend and support the work of parole agents. This is the GPS monitoring system, used especially on sex offenders who need to be confined to certain areas. Turner, S., Jannetta, J. Hess, J., Myers, R. Shah, R., Werth, R., and Whitby, A., (2007) did a survey for San Diego County in California on the outcome of GPS monitoring for high-risk sex offenders. This study quotes findings by Padgett, K., Bales, W. and Blomberg, T. (2006), which showed that offenders placed on home detention in Florida, reduced the probability of technical violations, reoffending and absconding from supervision. Turner et al (2007) pilot survey also confirms the same: that absconding were rare when High –Risk Sex Offenders (HRSO) and Global Positioning system (GPS) monitored offenders were compared. The study also showed that the GPS system had little effect on recidivism. In addition this study also pointed out the problems parole agents had with the GPS.
Conclusion
In spite of the overwhelming number of caseloads for parole agents and the avalanche of prisoners being released into the system, the Minnesota example and case study as well as the California example of Continuum of Care and with the support of parole agents by parole services associates, it is possible to stem the tide of recidivism and help parole agents be more effective in their work as ‘agents of change’ in the lives of parolees. Clay County experiment and study in Minnesota has shown the possibility of helping parolees reintegrate into the society with the Intensive supervision model
References
Aftercare for Indiana through Mentoring (2004) Indiana’s juvenile
reentry program: Aftercare for Indiana through mentoring, annual
report, Retrieved 06/09/2010, from http://aim.spea.iupui.edu/
reentry/latest-research.htm
Allen, H.E. Latessa, E. J. Ponder, B. S. & Simonsen, C. E. (2007). Corrections in America: An introduction (11th e.d.) N .J. Prentice Hall
Altschuler, D. & Armstrong, T. (1994). Intensive aftercare for high-
risk juveniles: A community care model. Washington, D.C.: U.S.
Department of Justice, Office of Justice Programs, Office of Juvenile
Justice and Delinquency Prevention.
Aos,S. Miller, M & Drake, E (2006) Evidence-based adult corrections programs: What works and does not work, Olympia, Washington State Institute for Public Policy, www.wsipp.wa.gov/rptfiles/06-01-1201.pdf
Blanchette, K. and Taylor, K. N. (2009). Reintegration of female offenders: perspectives on ‘what works’ Corrections Today. Retrieved DATE, from
https://www.aca.org/fileupload/177/ahaidar/Blanchette_Taylor.pdf
Bloede, C (2009) Merging juvenile justice and sustainability in California Retrieved June 8, 2010,
https://www.aca.org/fileupload/177/ahaidar/Bloede1.pdf
Bouffard,J. Bergseth, K. & Ford, S (2006) A Minnesota County mentors juveniles and provides reentry services https://www.aca.org/fileupload/177/ahaidar/Bouffard.pdf
Bouffard, J. and Bergseth. K. (2008) The impact of reentry services
on juvenile offenders’ recidivism, Youth Violence and Juvenile Justice
6(3): 295-318. Retrieved from Academic Search Premier database
Bouffard, J., Bergseth, K., & Ford, S. (2009), A Minnesota County mentors juveniles and provides reentry services, Corrections Today, 71(6), 54-57. Retrieved from Academic Search Premier database.
Gottfredson, M., Mitchell-Herzfeld, S., & Flanagan, T. (1982)., Another look at the effectiveness of parole supervision Journal of Research in Crime & Delinquency, 19(2), 277-298. Retrieved from Academic Search Premier database.
Hanrahan, K., Gibbs, J., & Zimmerman, S. (2005). Parole and revocation: perspectives of young adult offenders Prison Journal, 85(3), 251-269. Doi: 10.1177/0032885505279467.
Jalbert, S., Rhodes, W., Flygare, C., & Kane, M. (2010). Testing probation outcomes in an evidence-based practice setting: Reduced caseload size and intensive supervision effectiveness. Journal of Offender Rehabilitation, 49(4), 233-253. doi:10.1080/1050967100371598
Kleiman, M., & Hawken, A. (2008). Fixing the parole system, Issues in Science & Technology, 24(4), 45-52. Retrieved from Academic Search Premier database.
Paparozzi, M. & Gendreau, P. (2005). An intensive supervision program that worked: Service delivery, professional orientation, and organizational supportiveness Prison Journal, 85(4), 445-466. Doi:10.1177/0032885505281529.
Nakaya, A. C. (ed. )(2005) Juvenile crime: opposing viewpoints, Farming Hills MI Thomson Press
Novotney, L.C., E. Mertinko, J. Lange and Baker, T. K. (2000): Juvenile-
mentoring program: A progress review. Washington, D.C.: U.S.
Department of Justice, Office of Justice Programs, Office of Juvenile
Justice and Delinquency Prevention.
Nussbaum, A. (1974) A second chance: amnesty for the first offender, New York, Hawthorne Books
O’Deane, M (2010) Alternatives to incarceration: coordinating efforts between police, probation officers and parole agents Retrieved June 15, 2010, from http://www.lawofficer.com/news-and-articles/articles/online/2010/alternatives-incaceration
Schram, P., Koons, Witt, B., Williams III, F., & McShane, M. (2006). Supervision strategies and approaches for female parolees: Examining the link between unmet needs and parolee outcome. Crime & Delinquency, 52(3), 450-471. Doi: 10.1177/0011128705281845.
Schultz. K. Walgrave, J. McNeil, J. Dilorio, J. (2000 Service Learning
Stanley, D. T. (1976) Prisoners among us: the problem of parole, Washington DC: The Brookings Institution
St. Gerard, V (2009) Timothy Adams: Service to youths brings extraordinary results
https://www.aca.org/fileupload/177/ahaidar/BIB_Adams1.pdf retrieved 06/08/2010
Swaton, J. N. & Morgan, L. (1984) Administration of justice: An introduction, Belmont CA Wadsworth
Travis, J. Crayton, A. & Mukamal, D. A. (2009) A new era in inmate reentry. Retrieved DATE from
https://www.aca.org/fileupload/177/ahaidar/Travis_Crayton_Mukamal.pdf
Winterfield, L. and S. Brumbaugh. (2005). Characteristics of prisoner
reentry: Programs for juveniles. Washington, D.C.: Urban Institute.
Zhang, S., Roberts, R. , & Callanan, V. (2006). Preventing parolees from returning to prison through community-based reintegration. Crime & Delinquency, 52(4), 551-571. Doi:10.1177/0011128705282594.
Zhang, S., Roberts, R., & Callanan, V. (2006). The cost benefits of providing community-based correctional services: An evaluation of a statewide parole program in California. Journal of Criminal Justice, 34(4), 341-350. Doi:10.1016/j.jcrimjus.2006.05.001.
Saturday, July 10, 2010
Monday, July 5, 2010
Literature Resources
Aftercare for Indiana through Mentoring (2004) Indiana’s juvenile
reentry program: Aftercare for Indiana through mentoring, annual
report, Retrieved 06/09/2010, from http://aim.spea.iupui.edu/
reentry/latest-research.htm
Allen, H.E. Latessa, E. J. Ponder, B. S. & Simonsen, C. E. ( 2007) Corrections in America: An introduction (11th e.d.) N .J. Prentice Hall
Altschuler, D. & Armstrong, T. (1994) Intensive aftercare for high-
risk juveniles: A community care model. Washington, D.C.: U.S.
Department of Justice, Office of Justice Programs, Office of Juvenile
Justice and Delinquency Prevention.
Blanchette, K. and Taylor, K. N. (2009) Reintegration of female offenders: perspectives on ‘what works’ Corrections Today
https://www.aca.org/fileupload/177/ahaidar/Blanchette_Taylor.pdf
Bloede, C (2009) Merging juvenile justice and sustainability in California,
https://www.aca.org/fileupload/177/ahaidar/Bloede1.pdf retrieved 06/08/2010
Bouffard,J. Bergseth, K. & Ford, S (2006) A Minnesota County mentors juveniles and provides reentry services https://www.aca.org/fileupload/177/ahaidar/Bouffard.pdf
Bouffard, J. and Bergseth. K. (2008) The impact of reentry services
on juvenile offenders’ recidivism. Youth Violence and Juvenile
Justice, 6(3): 295-318.
Gottfredson, M., Mitchell-Herzfeld, S., & Flanagan, T. (1982)., Another look at the effectiveness of parole supervision Journal of Research in Crime & Delinquency, 19(2), 277-298. Retrieved from Academic Search Premier database.
Hanrahan, K., Gibbs, J., & Zimmerman, S. (2005). Parole and revocation: perspectives of young adult offenders Prison Journal, 85(3), 251-269. Doi: 10.1177/0032885505279467.
Jalbert, S., Rhodes, W., Flygare, C., & Kane, M. (2010). Testing Probation Outcomes in an Evidence-Based Practice Setting: Reduced Caseload Size and Intensive Supervision Effectiveness. Journal of Offender Rehabilitation, 49(4), 233-253. doi:10.1080/1050967100371598
Kleiman, M., & Hawken, A. (2008). Fixing the Parole System. Issues in Science & Technology, 24(4), 45-52. Retrieved from Academic Search Premier database.
Paparozzi, M. & Gendreau, P. (2005). An intensive supervision program that worked : Service delivery, professional orientation, and organizational supportiveness Prison Journal, 85(4), 445-466. Doi:10.1177/0032885505281529.
Nakaya, A. C. (ed. )(2005) Juvenile crime: opposing viewpoints, Farming Hills MI Thomson Press
Novotney, L.C., E. Mertinko, J. Lange and Baker, T. K. (2000): Juvenile-
mentoring program: A progress review. Washington, D.C.: U.S.
Department of Justice, Office of Justice Programs, Office of Juvenile
Justice and Delinquency Prevention.
Nussbaum, A. (1974) A second chance: amnesty for the first offender, New York, Hawthorne Books
O’Deane, M (2010) Alternatives to incarceration: coordinating efforts between police, probation officers and parole agents, http://www.lawofficer.com/news-and-articles/articles/online/2010/alternatives-incaceration retrieved 6/15/2010
Schram, P., Koons, Witt, B., Williams III, F., & McShane, M. (2006). Supervision Strategies and Approaches for Female Parolees: Examining the Link Between Unmet Needs and Parolee Outcome. Crime & Delinquency, 52(3), 450-471. Doi: 10.1177/0011128705281845.
Schultz. K. Walgrave, J. McNeil, J. Dilorio, J. (2000 Service Learning
Stanley, D. T. (1976) Prisoners among us: the problem of parole, Washington DC: The Brookings Institution
St. Gerard, V (2009) Timothy Adams: Service to youths brings extraordinary results
https://www.aca.org/fileupload/177/ahaidar/BIB_Adams1.pdf retrieved 06/08/2010
Swaton, J. N. & Morgan, L. (1984) Administration of justice: An introduction, Belmont CA Wadsworth
Travis, J. Crayton, A. & Mukamal, D. A. (2009) A new era in inmate reentry
https://www.aca.org/fileupload/177/ahaidar/Travis_Crayton_Mukamal.pdf
Winterfield, L. and S. Brumbaugh. 2005. Characteristics of prisoner
reentry: programs for juveniles., Washington, D.C.: Urban Institute.
Winterfield, L. and Brumbaugh, S. (2005) Characteristics of prisoner
reentry programs for juveniles, Washington, D.C.: Urban Institute.
Zhang, S., Roberts, R. , & Callanan, V. (2006). Preventing parolees from returning to prison through community-based reintegration. Crime & Delinquency 52(4), 551-571. Doi:10.1177/0011128705282594.
Zhang, S., Roberts, R., & Callanan, V. (2006). The cost benefits of providing community-based correctional services: An evaluation of a statewide parole program in California. Journal of Criminal Justice, 34(4), 341-350. Doi:10.1016/j.jcrimjus.2006.05.001.
reentry program: Aftercare for Indiana through mentoring, annual
report, Retrieved 06/09/2010, from http://aim.spea.iupui.edu/
reentry/latest-research.htm
Allen, H.E. Latessa, E. J. Ponder, B. S. & Simonsen, C. E. ( 2007) Corrections in America: An introduction (11th e.d.) N .J. Prentice Hall
Altschuler, D. & Armstrong, T. (1994) Intensive aftercare for high-
risk juveniles: A community care model. Washington, D.C.: U.S.
Department of Justice, Office of Justice Programs, Office of Juvenile
Justice and Delinquency Prevention.
Blanchette, K. and Taylor, K. N. (2009) Reintegration of female offenders: perspectives on ‘what works’ Corrections Today
https://www.aca.org/fileupload/177/ahaidar/Blanchette_Taylor.pdf
Bloede, C (2009) Merging juvenile justice and sustainability in California,
https://www.aca.org/fileupload/177/ahaidar/Bloede1.pdf retrieved 06/08/2010
Bouffard,J. Bergseth, K. & Ford, S (2006) A Minnesota County mentors juveniles and provides reentry services https://www.aca.org/fileupload/177/ahaidar/Bouffard.pdf
Bouffard, J. and Bergseth. K. (2008) The impact of reentry services
on juvenile offenders’ recidivism. Youth Violence and Juvenile
Justice, 6(3): 295-318.
Gottfredson, M., Mitchell-Herzfeld, S., & Flanagan, T. (1982)., Another look at the effectiveness of parole supervision Journal of Research in Crime & Delinquency, 19(2), 277-298. Retrieved from Academic Search Premier database.
Hanrahan, K., Gibbs, J., & Zimmerman, S. (2005). Parole and revocation: perspectives of young adult offenders Prison Journal, 85(3), 251-269. Doi: 10.1177/0032885505279467.
Jalbert, S., Rhodes, W., Flygare, C., & Kane, M. (2010). Testing Probation Outcomes in an Evidence-Based Practice Setting: Reduced Caseload Size and Intensive Supervision Effectiveness. Journal of Offender Rehabilitation, 49(4), 233-253. doi:10.1080/1050967100371598
Kleiman, M., & Hawken, A. (2008). Fixing the Parole System. Issues in Science & Technology, 24(4), 45-52. Retrieved from Academic Search Premier database.
Paparozzi, M. & Gendreau, P. (2005). An intensive supervision program that worked : Service delivery, professional orientation, and organizational supportiveness Prison Journal, 85(4), 445-466. Doi:10.1177/0032885505281529.
Nakaya, A. C. (ed. )(2005) Juvenile crime: opposing viewpoints, Farming Hills MI Thomson Press
Novotney, L.C., E. Mertinko, J. Lange and Baker, T. K. (2000): Juvenile-
mentoring program: A progress review. Washington, D.C.: U.S.
Department of Justice, Office of Justice Programs, Office of Juvenile
Justice and Delinquency Prevention.
Nussbaum, A. (1974) A second chance: amnesty for the first offender, New York, Hawthorne Books
O’Deane, M (2010) Alternatives to incarceration: coordinating efforts between police, probation officers and parole agents, http://www.lawofficer.com/news-and-articles/articles/online/2010/alternatives-incaceration retrieved 6/15/2010
Schram, P., Koons, Witt, B., Williams III, F., & McShane, M. (2006). Supervision Strategies and Approaches for Female Parolees: Examining the Link Between Unmet Needs and Parolee Outcome. Crime & Delinquency, 52(3), 450-471. Doi: 10.1177/0011128705281845.
Schultz. K. Walgrave, J. McNeil, J. Dilorio, J. (2000 Service Learning
Stanley, D. T. (1976) Prisoners among us: the problem of parole, Washington DC: The Brookings Institution
St. Gerard, V (2009) Timothy Adams: Service to youths brings extraordinary results
https://www.aca.org/fileupload/177/ahaidar/BIB_Adams1.pdf retrieved 06/08/2010
Swaton, J. N. & Morgan, L. (1984) Administration of justice: An introduction, Belmont CA Wadsworth
Travis, J. Crayton, A. & Mukamal, D. A. (2009) A new era in inmate reentry
https://www.aca.org/fileupload/177/ahaidar/Travis_Crayton_Mukamal.pdf
Winterfield, L. and S. Brumbaugh. 2005. Characteristics of prisoner
reentry: programs for juveniles., Washington, D.C.: Urban Institute.
Winterfield, L. and Brumbaugh, S. (2005) Characteristics of prisoner
reentry programs for juveniles, Washington, D.C.: Urban Institute.
Zhang, S., Roberts, R. , & Callanan, V. (2006). Preventing parolees from returning to prison through community-based reintegration. Crime & Delinquency 52(4), 551-571. Doi:10.1177/0011128705282594.
Zhang, S., Roberts, R., & Callanan, V. (2006). The cost benefits of providing community-based correctional services: An evaluation of a statewide parole program in California. Journal of Criminal Justice, 34(4), 341-350. Doi:10.1016/j.jcrimjus.2006.05.001.
Literature Review : Balancing Supervision and paper work for parole agents
Balancing Field Supervision and Paper Work for Parole Agents Effectiveness
The purpose of this research is find out whether effective field supervision of parolees is hindered by paper work,or whether paperwork decreases the efficiency of parole agents.
The preponderance of studies and wrings on this topic is weighed heavily on the side of field supervision and what programs that work and less on what effect paper work has on the effectiveness of parole agents.
Models of Reentry Services
Several models of reentry services have been tried to stem the tide of recidivism and help parolees reintegrate to their community. Bouffard, Bergseth and Ford (2003) reporting on the Minnesota Clay County reentry services program have outlined four models of these reentry services and the role of parole agents in their implementation. These include Serious and Violent Offender Initiative (SVORI), Intensive Aftercare Program (IAP), Juvenile Mentoring Program (JUMP) and Aftercare for Indians(AIM) For each of these programs, a three phase design is implemented: Planning and services begin at the facility, followed by assistance during release and assessment of individual needs of offenders, integration of treatment programs with supervision by parole agents.
Clay County Study reported by Bouffard, Bergseth and Ford (2003) concluded that reentry programs work when combined with services and supervision by parole agents and transitional coordinators. Minnesota provided transitional coordinators who bridged the gap in services to parolees between parole agents and parolees. The article sited the study of 63 youths who have served in the program and were compared with 49 parolees who did not serve in the reentry service program (RSP) Transitional coordinators are like parole services associates introduced by Southern California Regional department of juvenile justice.
Like Finn and Kuck (2005) observed, one thing is common to these programs with regard to parole agents and probation officers : ‘high caseload, excess paperwork and deadline’ are factors that combine to ‘make it difficult for many officers to find the time to properly supervise their caseloads.’ Bouffard et al (2006) noted the ‘high caseload numbers, distance from clay county and other job duties and responsibilities.’ One of the parole agents I interviewed concurs with this finding of researchers.
It has long been assumed that supervision of parolees would deter them for sliding back to a life of crime. However, Stanley (1976) p 101 contends that a parolee determined to make it does not need surveillance while one who is not will con his parole agent
Role of parole agents
parole agents do much of the work of supervision among others.O*NET Online outlines some tasks of these agents. It ranges from preparing and maintaining a folder for each parolee, writing reports on offenders progress, informing inmates of conditions of release, discussing with offenders issues like drugs and alcohol and how it had affected their behavior, providing offenders with assistance in matters of sentencing, jurisdictions, writs and applications for social assistance to arranging for post release services.
Bloede (2009) affirms that ‘increased supervision, mentoring, counseling and education all under one roof’ will help prepare parolees for life outside detention. St. Gerard (2009) illustrates the importance of having a dedicated intensive supervision officer (ISO) make a decided impact on parolees.
In O’Deane (2010), the author affirms that coordination among various law enforcement agencies help to curb crime, especially when parolees and other law enforcement agents are made to know the conditions of parole for those involved. maintaining good working relations and rapport with parolees is the answer to keeping them out of trouble.Schultz, Walgrave, McNeil and Dilorio (2009) reports another dimension or rather an extension of parole agents. In this report and case study medical students do their service work mentoring inmates at a detention center, helping such inmates acquire their GED while in detention as a preparation for release.
Field supervision and paperwork
Travis, Crayton, and Mukamal (2009) points out the increase those under supervision from 60% in the 1970s to 80% currently besides the nature of supervision has shifted from service inclined to surveillance oriented with a result a 700% increase between 1980 and 2000. These people removed from their homes following the iron law of imprisonment that those who go to prison eventually come back , the report stated, facing the hurdles of reintegration back to society
Conclusion
In spite of the overwhelming number of caseloads afor parole agents and the avalanche of prisoners being released into the system, the Minnesota example and case study as well as the California example continuum of care and support of parole agents by parole services associates it is possible to stem the tide of recidivism and help parole agents be more effective in their work as ‘agents of change’ in the lives of parolees
Balancing Field Supervision and Paper Work for Parole Agents Effectiveness
The purpose of this research is find out whether effective field supervision of parolees is hindered by paper work,or whether paperwork decreases the efficiency of parole agents.
The preponderance of studies and wrings on this topic is weighed heavily on the side of field supervision and what programs that work and less on what effect paper work has on the effectiveness of parole agents.
Models of Reentry Services
Several models of reentry services have been tried to stem the tide of recidivism and help parolees reintegrate to their community. Bouffard, Bergseth and Ford (2003) reporting on the Minnesota Clay County reentry services program have outlined four models of these reentry services and the role of parole agents in their implementation. These include Serious and Violent Offender Initiative (SVORI), Intensive Aftercare Program (IAP), Juvenile Mentoring Program (JUMP) and Aftercare for Indians(AIM) For each of these programs, a three phase design is implemented: Planning and services begin at the facility, followed by assistance during release and assessment of individual needs of offenders, integration of treatment programs with supervision by parole agents.
Clay County Study reported by Bouffard, Bergseth and Ford (2003) concluded that reentry programs work when combined with services and supervision by parole agents and transitional coordinators. Minnesota provided transitional coordinators who bridged the gap in services to parolees between parole agents and parolees. The article sited the study of 63 youths who have served in the program and were compared with 49 parolees who did not serve in the reentry service program (RSP) Transitional coordinators are like parole services associates introduced by Southern California Regional department of juvenile justice.
Like Finn and Kuck (2005) observed, one thing is common to these programs with regard to parole agents and probation officers : ‘high caseload, excess paperwork and deadline’ are factors that combine to ‘make it difficult for many officers to find the time to properly supervise their caseloads.’ Bouffard et al (2006) noted the ‘high caseload numbers, distance from clay county and other job duties and responsibilities.’ One of the parole agents I interviewed concurs with this finding of researchers.
It has long been assumed that supervision of parolees would deter them for sliding back to a life of crime. However, Stanley (1976) p 101 contends that a parolee determined to make it does not need surveillance while one who is not will con his parole agent
Role of parole agents
parole agents do much of the work of supervision among others.O*NET Online outlines some tasks of these agents. It ranges from preparing and maintaining a folder for each parolee, writing reports on offenders progress, informing inmates of conditions of release, discussing with offenders issues like drugs and alcohol and how it had affected their behavior, providing offenders with assistance in matters of sentencing, jurisdictions, writs and applications for social assistance to arranging for post release services.
Bloede (2009) affirms that ‘increased supervision, mentoring, counseling and education all under one roof’ will help prepare parolees for life outside detention. St. Gerard (2009) illustrates the importance of having a dedicated intensive supervision officer (ISO) make a decided impact on parolees.
In O’Deane (2010), the author affirms that coordination among various law enforcement agencies help to curb crime, especially when parolees and other law enforcement agents are made to know the conditions of parole for those involved. maintaining good working relations and rapport with parolees is the answer to keeping them out of trouble.Schultz, Walgrave, McNeil and Dilorio (2009) reports another dimension or rather an extension of parole agents. In this report and case study medical students do their service work mentoring inmates at a detention center, helping such inmates acquire their GED while in detention as a preparation for release.
Field supervision and paperwork
Travis, Crayton, and Mukamal (2009) points out the increase those under supervision from 60% in the 1970s to 80% currently besides the nature of supervision has shifted from service inclined to surveillance oriented with a result a 700% increase between 1980 and 2000. These people removed from their homes following the iron law of imprisonment that those who go to prison eventually come back , the report stated, facing the hurdles of reintegration back to society
Conclusion
In spite of the overwhelming number of caseloads afor parole agents and the avalanche of prisoners being released into the system, the Minnesota example and case study as well as the California example continuum of care and support of parole agents by parole services associates it is possible to stem the tide of recidivism and help parole agents be more effective in their work as ‘agents of change’ in the lives of parolees.
parolees.
The purpose of this research is find out whether effective field supervision of parolees is hindered by paper work,or whether paperwork decreases the efficiency of parole agents.
The preponderance of studies and wrings on this topic is weighed heavily on the side of field supervision and what programs that work and less on what effect paper work has on the effectiveness of parole agents.
Models of Reentry Services
Several models of reentry services have been tried to stem the tide of recidivism and help parolees reintegrate to their community. Bouffard, Bergseth and Ford (2003) reporting on the Minnesota Clay County reentry services program have outlined four models of these reentry services and the role of parole agents in their implementation. These include Serious and Violent Offender Initiative (SVORI), Intensive Aftercare Program (IAP), Juvenile Mentoring Program (JUMP) and Aftercare for Indians(AIM) For each of these programs, a three phase design is implemented: Planning and services begin at the facility, followed by assistance during release and assessment of individual needs of offenders, integration of treatment programs with supervision by parole agents.
Clay County Study reported by Bouffard, Bergseth and Ford (2003) concluded that reentry programs work when combined with services and supervision by parole agents and transitional coordinators. Minnesota provided transitional coordinators who bridged the gap in services to parolees between parole agents and parolees. The article sited the study of 63 youths who have served in the program and were compared with 49 parolees who did not serve in the reentry service program (RSP) Transitional coordinators are like parole services associates introduced by Southern California Regional department of juvenile justice.
Like Finn and Kuck (2005) observed, one thing is common to these programs with regard to parole agents and probation officers : ‘high caseload, excess paperwork and deadline’ are factors that combine to ‘make it difficult for many officers to find the time to properly supervise their caseloads.’ Bouffard et al (2006) noted the ‘high caseload numbers, distance from clay county and other job duties and responsibilities.’ One of the parole agents I interviewed concurs with this finding of researchers.
It has long been assumed that supervision of parolees would deter them for sliding back to a life of crime. However, Stanley (1976) p 101 contends that a parolee determined to make it does not need surveillance while one who is not will con his parole agent
Role of parole agents
parole agents do much of the work of supervision among others.O*NET Online outlines some tasks of these agents. It ranges from preparing and maintaining a folder for each parolee, writing reports on offenders progress, informing inmates of conditions of release, discussing with offenders issues like drugs and alcohol and how it had affected their behavior, providing offenders with assistance in matters of sentencing, jurisdictions, writs and applications for social assistance to arranging for post release services.
Bloede (2009) affirms that ‘increased supervision, mentoring, counseling and education all under one roof’ will help prepare parolees for life outside detention. St. Gerard (2009) illustrates the importance of having a dedicated intensive supervision officer (ISO) make a decided impact on parolees.
In O’Deane (2010), the author affirms that coordination among various law enforcement agencies help to curb crime, especially when parolees and other law enforcement agents are made to know the conditions of parole for those involved. maintaining good working relations and rapport with parolees is the answer to keeping them out of trouble.Schultz, Walgrave, McNeil and Dilorio (2009) reports another dimension or rather an extension of parole agents. In this report and case study medical students do their service work mentoring inmates at a detention center, helping such inmates acquire their GED while in detention as a preparation for release.
Field supervision and paperwork
Travis, Crayton, and Mukamal (2009) points out the increase those under supervision from 60% in the 1970s to 80% currently besides the nature of supervision has shifted from service inclined to surveillance oriented with a result a 700% increase between 1980 and 2000. These people removed from their homes following the iron law of imprisonment that those who go to prison eventually come back , the report stated, facing the hurdles of reintegration back to society
Conclusion
In spite of the overwhelming number of caseloads afor parole agents and the avalanche of prisoners being released into the system, the Minnesota example and case study as well as the California example continuum of care and support of parole agents by parole services associates it is possible to stem the tide of recidivism and help parole agents be more effective in their work as ‘agents of change’ in the lives of parolees
Balancing Field Supervision and Paper Work for Parole Agents Effectiveness
The purpose of this research is find out whether effective field supervision of parolees is hindered by paper work,or whether paperwork decreases the efficiency of parole agents.
The preponderance of studies and wrings on this topic is weighed heavily on the side of field supervision and what programs that work and less on what effect paper work has on the effectiveness of parole agents.
Models of Reentry Services
Several models of reentry services have been tried to stem the tide of recidivism and help parolees reintegrate to their community. Bouffard, Bergseth and Ford (2003) reporting on the Minnesota Clay County reentry services program have outlined four models of these reentry services and the role of parole agents in their implementation. These include Serious and Violent Offender Initiative (SVORI), Intensive Aftercare Program (IAP), Juvenile Mentoring Program (JUMP) and Aftercare for Indians(AIM) For each of these programs, a three phase design is implemented: Planning and services begin at the facility, followed by assistance during release and assessment of individual needs of offenders, integration of treatment programs with supervision by parole agents.
Clay County Study reported by Bouffard, Bergseth and Ford (2003) concluded that reentry programs work when combined with services and supervision by parole agents and transitional coordinators. Minnesota provided transitional coordinators who bridged the gap in services to parolees between parole agents and parolees. The article sited the study of 63 youths who have served in the program and were compared with 49 parolees who did not serve in the reentry service program (RSP) Transitional coordinators are like parole services associates introduced by Southern California Regional department of juvenile justice.
Like Finn and Kuck (2005) observed, one thing is common to these programs with regard to parole agents and probation officers : ‘high caseload, excess paperwork and deadline’ are factors that combine to ‘make it difficult for many officers to find the time to properly supervise their caseloads.’ Bouffard et al (2006) noted the ‘high caseload numbers, distance from clay county and other job duties and responsibilities.’ One of the parole agents I interviewed concurs with this finding of researchers.
It has long been assumed that supervision of parolees would deter them for sliding back to a life of crime. However, Stanley (1976) p 101 contends that a parolee determined to make it does not need surveillance while one who is not will con his parole agent
Role of parole agents
parole agents do much of the work of supervision among others.O*NET Online outlines some tasks of these agents. It ranges from preparing and maintaining a folder for each parolee, writing reports on offenders progress, informing inmates of conditions of release, discussing with offenders issues like drugs and alcohol and how it had affected their behavior, providing offenders with assistance in matters of sentencing, jurisdictions, writs and applications for social assistance to arranging for post release services.
Bloede (2009) affirms that ‘increased supervision, mentoring, counseling and education all under one roof’ will help prepare parolees for life outside detention. St. Gerard (2009) illustrates the importance of having a dedicated intensive supervision officer (ISO) make a decided impact on parolees.
In O’Deane (2010), the author affirms that coordination among various law enforcement agencies help to curb crime, especially when parolees and other law enforcement agents are made to know the conditions of parole for those involved. maintaining good working relations and rapport with parolees is the answer to keeping them out of trouble.Schultz, Walgrave, McNeil and Dilorio (2009) reports another dimension or rather an extension of parole agents. In this report and case study medical students do their service work mentoring inmates at a detention center, helping such inmates acquire their GED while in detention as a preparation for release.
Field supervision and paperwork
Travis, Crayton, and Mukamal (2009) points out the increase those under supervision from 60% in the 1970s to 80% currently besides the nature of supervision has shifted from service inclined to surveillance oriented with a result a 700% increase between 1980 and 2000. These people removed from their homes following the iron law of imprisonment that those who go to prison eventually come back , the report stated, facing the hurdles of reintegration back to society
Conclusion
In spite of the overwhelming number of caseloads afor parole agents and the avalanche of prisoners being released into the system, the Minnesota example and case study as well as the California example continuum of care and support of parole agents by parole services associates it is possible to stem the tide of recidivism and help parole agents be more effective in their work as ‘agents of change’ in the lives of parolees.
parolees.
Month 5 Blog
hat are you doing to set up your cycle?
My cycle is already set up and I am working with the three month cycle in the AR site. My research topic needs to be reshaped to fit the new environment I am in for now and I need some time for the dust to settle before I could give definitive statement about my topic.
How are my learners responding?
For now I have been removed from the environment where I had interaction with learners. So I have no learners to test my research on
How is the months course helping shape my ARP
This months course has taught me to create and daft questions I could use in my research survey. Through Survey Monkey i now can do and a administer questions and surveys about my Action Research Project
before now I had always wondered how these professional looking questions were created. Now I know I can do it and i am happy to learn.
My cycle is already set up and I am working with the three month cycle in the AR site. My research topic needs to be reshaped to fit the new environment I am in for now and I need some time for the dust to settle before I could give definitive statement about my topic.
How are my learners responding?
For now I have been removed from the environment where I had interaction with learners. So I have no learners to test my research on
How is the months course helping shape my ARP
This months course has taught me to create and daft questions I could use in my research survey. Through Survey Monkey i now can do and a administer questions and surveys about my Action Research Project
before now I had always wondered how these professional looking questions were created. Now I know I can do it and i am happy to learn.
Friday, February 19, 2010
Nwokocha-chuks DB3
AR Blog Posting
1. What changed in your set up from cycle 1 to cycle 2?
There has been a hiatus in my action research because of a course I had to repeat three times before getting through it. As a result the progression through my action research has not been systematic as planned.
More importantly there has been a change in the educational programs offered to inmates in the prison where I teach.
Firstly there is a cut in the number of type and in the number of teachers that over 50% of teachers are being reassigned to other state jobs that are not educationally related. this shows the level of regard that the prison environment has for education of inmates. Secondly the educational program that offered the problem I am studying to find a solution , ‘The Bridging Education Program’ has been abolished or has been dismantled. Yet I know that the problem of frequent interruptions in inmates education occurs whichever program is offered to inmates.
2. What’s happening that you didn’t expect?
These interruptions in my personal academic progress I did not expect. Besides I did not expect that California State budget woes will be such that the hope of reforming inmates will be in jeopardy as it today with the restructuring going on in correctional education.
3. How are you tracking data differently?
Data for my research is being tracked differently by observation of what is happening in place of work. And it is not a positive one so far. I am still current with publications in the correctional education that address the problem i am studying.
4. How has FPR contributed to your Action Research?
Film Principles in education (FPR) has through story map and pre and post production plans reinforced my understanding of the need to think through what I am doing and have clearer in my mind before embarking on the research
Saturday, January 23, 2010
January 2010 AR- Blog
What topics/areas are shaping your literature review?
The area I am working on has to do with frequent class interruptions to students’ attendance to classes in a prison setting. My literature review so far has shown that this problem appears to be inbuilt in the Prison System. Education in a prison setting seems to be an appendage to the goal of the prison: to keep inmates there as long as their serving time lasts. For this security reason, inmates may not be available if there is a riot or fear of riot or if custody officers are not adequate to guarantee their coming to class. Arbenz (1994), quoting Knight (1989 p 67), affirms that the role of education has been subordinated to the goal of institutional security. The system further emphasizes submissiveness of inmates over thinking; the prison system is purely coercive and authoritative.
Did you find anything different than you expected during your literature review that addresses your topic?
Two things I found have really surprised me in the literature review. There are different programs in the education system in a prison and whichever program is operational in a particular prison determines how education will be operated. As Hill (2008) points out, there are programs like academic and vocational educational, correctional industries and independent study programs, substance abuse treatment programs, alternative academic as well as Bridging programs. Not all of these programs ‘utilize as much direct teacher instructions as traditional classroom academic programs.’ The direct teacher instruction program is what I have used to. And since the Bridging program I was into was not in the format I was used, I had concerns about the frequent interruptions. The program I happen to be in falls under the non-direct teacher instruction.
Another thing that surprised me is how relegated to the background education in the system is such that it would take reorganizing the system before effective changes could be seen in prison education. And this has made me think of changing my topic and area of research
How are your critical friends helping this process? Are these critical friends FS students, your colleagues, or other professionals related to your topic? Please, explain fully.
My colleagues at work happen to be my critical friends. At break I usually bring out the topic and my findings for discussion and they help to throw more insight to the problem. Besides I have contacted a professor in Correctional education at Cal State San Bernardino who has agreed to criticize my site.
How has this month’s course helped in shaping your ARP? Please explain fully.
This month’s course has been Education Design and Evaluation (EDE). Using a flow chart to envision what one is doing, and defining objectives have added information to me. In the design we worked on ‘Fostering Skills development Outcomes.’ Under that model the universal principles are: knowledge of what is to be done, executing actions step by step, transfer of control from the eyes to other senses, automization of the skill and transference of skill to other areas. These are the steps that make skill acquisition by a learner possible and help to make instruction relevant and applicable. I have incorporated these principles. Romiszowski, the author of the instructional model I referred to, makes another important distinction I appreciate: that is the difference between reproductive and productive skills.
In addition to the principles of skills development, the R2D2 model of reading, reflecting displaying and doing have been key points in my study and doing. R2D2 model helps me communicate better to readers and learners what I have to say as I keep in mind various ways others learn that I should be aware of and apply to my teaching and learning. References
Arbenz, R. (1994). In our lifetime: A reformist view of correctional education Journal of Correctional Education, 45(1), and 30-37, retrieved from Academic Search Premier database.
Eggleston C & Gehring T (1986) Correctional education Paradigm in the U
S & Canada, Journal Of Correctional Education
Hill, E G (2008) From cellblocks to classrooms: Reforming inmate education to Improve public safety, California Legislative Office Analyst Report www.lao.ca.gov
Romiszowski, A .(2009) Fostering skill development outcomes, Reigeluth, C m & Carr-Chellman, A. A . (2009) Instructional design theories and models: Building a common knowledge base, New York, Routledge
The area I am working on has to do with frequent class interruptions to students’ attendance to classes in a prison setting. My literature review so far has shown that this problem appears to be inbuilt in the Prison System. Education in a prison setting seems to be an appendage to the goal of the prison: to keep inmates there as long as their serving time lasts. For this security reason, inmates may not be available if there is a riot or fear of riot or if custody officers are not adequate to guarantee their coming to class. Arbenz (1994), quoting Knight (1989 p 67), affirms that the role of education has been subordinated to the goal of institutional security. The system further emphasizes submissiveness of inmates over thinking; the prison system is purely coercive and authoritative.
Did you find anything different than you expected during your literature review that addresses your topic?
Two things I found have really surprised me in the literature review. There are different programs in the education system in a prison and whichever program is operational in a particular prison determines how education will be operated. As Hill (2008) points out, there are programs like academic and vocational educational, correctional industries and independent study programs, substance abuse treatment programs, alternative academic as well as Bridging programs. Not all of these programs ‘utilize as much direct teacher instructions as traditional classroom academic programs.’ The direct teacher instruction program is what I have used to. And since the Bridging program I was into was not in the format I was used, I had concerns about the frequent interruptions. The program I happen to be in falls under the non-direct teacher instruction.
Another thing that surprised me is how relegated to the background education in the system is such that it would take reorganizing the system before effective changes could be seen in prison education. And this has made me think of changing my topic and area of research
How are your critical friends helping this process? Are these critical friends FS students, your colleagues, or other professionals related to your topic? Please, explain fully.
My colleagues at work happen to be my critical friends. At break I usually bring out the topic and my findings for discussion and they help to throw more insight to the problem. Besides I have contacted a professor in Correctional education at Cal State San Bernardino who has agreed to criticize my site.
How has this month’s course helped in shaping your ARP? Please explain fully.
This month’s course has been Education Design and Evaluation (EDE). Using a flow chart to envision what one is doing, and defining objectives have added information to me. In the design we worked on ‘Fostering Skills development Outcomes.’ Under that model the universal principles are: knowledge of what is to be done, executing actions step by step, transfer of control from the eyes to other senses, automization of the skill and transference of skill to other areas. These are the steps that make skill acquisition by a learner possible and help to make instruction relevant and applicable. I have incorporated these principles. Romiszowski, the author of the instructional model I referred to, makes another important distinction I appreciate: that is the difference between reproductive and productive skills.
In addition to the principles of skills development, the R2D2 model of reading, reflecting displaying and doing have been key points in my study and doing. R2D2 model helps me communicate better to readers and learners what I have to say as I keep in mind various ways others learn that I should be aware of and apply to my teaching and learning. References
Arbenz, R. (1994). In our lifetime: A reformist view of correctional education Journal of Correctional Education, 45(1), and 30-37, retrieved from Academic Search Premier database.
Eggleston C & Gehring T (1986) Correctional education Paradigm in the U
S & Canada, Journal Of Correctional Education
Hill, E G (2008) From cellblocks to classrooms: Reforming inmate education to Improve public safety, California Legislative Office Analyst Report www.lao.ca.gov
Romiszowski, A .(2009) Fostering skill development outcomes, Reigeluth, C m & Carr-Chellman, A. A . (2009) Instructional design theories and models: Building a common knowledge base, New York, Routledge
Subscribe to:
Posts (Atom)
