Made available in DSpace on 2016-07-27T14:22:15Z (GMT). No. of bitstreams: 1 JONATAS DIAS TEIXEIRA.pdf: 1483328 bytes, checksum: 5b7918ea7c2ea7cde5de594deba2ef55 (MD5) Previous issue date: 2008-09-11 / This thesis investigates how power is installed, structured, organized and maintained among individuals serving a prison term in a correctional facility in the State of Goiás. For this purpose, the paper prioritizes the analysis of the psychological and social processes implicated in structuring the mechanisms of power in the context of such a facility. This investigation was developed by means of an exploratory survey, comprised of predominantly qualitative procedures, such as interviews and observations, complemented by document research. Facility managers, agents and administrative workers were interviewed in an informal setting. Five individuals serving prison terms were also interviewed. The semi-structured interviews used a previously tested script created on the basis of categories whose purpose was to understand process mediations involved in constituting and structuring power. After analyzing the interviews, observations and documents it is possible to conclude that there is a multi-determined and many times secrete process at play for constituting and structuring power in a correctional facility, within the context of the relationships established among inmates. Such a process presents itself, mostly, as both natural and necessary. Power is structured around inmates, based on the individual characteristics of each inmate in this institutional context; and also around other human resources, more connected to the administrative and functional structure of the correctional facility, reproducing a constitutional logic of power, very close in nature to that developed by inmates. Therefore, one can not speak of a power, which is single and exclusive, but of micro powers, which subject everyone and are exercised constantly and uninterruptedly, thereby acquiring unique characteristics, according to the organization dynamics of life within a correctional facility. / O presente trabalho investiga os processos de constituição, estruturação, organização e manutenção do poder entre indivíduos mantidos em regime fechado no interior de uma penitenciária no Estado de Goiás. Para tanto, privilegia a análise dos processos psicossociais implicados na estruturação dos mecanismos de poder no contexto carcerário. Para desenvolver essa investigação foi realizada uma pesquisa exploratória com procedimentos predominantemente qualitativos, como entrevistas e observações, complementados de pesquisa documental. Foram entrevistados informalmente gestores, agentes e funcionários administrativos. Com cinco sujeitos, mantidos em regime fechado. foram realizadas entrevistas semi-estruturadas a partir de um roteiro previamente testado e elaborado com base em categorias intencionadas a apreender mediações do processo de constituição e estruturação do poder. A análise das entrevistas, observações e documentos permitem concluir que o processo de constituição e estruturação do poder no interior da penitenciária é multi determinado, se processa muitas vezes de modo oculto nas relações estabelecidas entre internos e apresenta-se prioritariamente como algo natural e necessário. O poder se estrutura tanto sobre recursos internos, fundamentando-se em características individuais de cada interno no contexto institucional; quanto de recursos externos, mais vinculados à estrutura administrativa e funcional da penitenciária que reproduz uma lógica de constituição de poder muito próxima daquela que é desenvolvida pelos internos. Dessa forma, não se pode falar em poder, único e exclusivo, mas em micro poderes, aos quais todos estão submetidos e que são exercidos constante e ininterruptamente, adquirindo características próprias de acordo com a dinâmica da organização da vida dentro da penitenciária.

Submitted by admin tede (tede@pucgoias.edu.br) on 2016-12-09T12:08:45Z No. of bitstreams: 1 SANDRA MARA BATISTA GOMES.pdf: 2412039 bytes, checksum: 2fb0f06e7ad9fb6d7a24b70e3b8776e0 (MD5) / Made available in DSpace on 2016-12-09T12:08:45Z (GMT). No. of bitstreams: 1 SANDRA MARA BATISTA GOMES.pdf: 2412039 bytes, checksum: 2fb0f06e7ad9fb6d7a24b70e3b8776e0 (MD5) Previous issue date: 2016-09-13 / In this thesis, product of a Master’s in Education, we seek to gather elements for a reflection about the public education offered by the state of Goiás to its population. We also seek to theoretically join the elements which the social processes dissociate and separate, in other words, the public teaching to all the people, without distinction. We suggest that, through various manners – such as the militarization of public schools, the shared management with Social Organizations (SOs) and the repression made over the movements of contestation to the governance politics towards the formal public education – people are submitted and made docile, instead of being formed to have autonomy and/or be emancipated. Such is the conductive wire of the discussion of the first chapter, in which the term correctional education doesn’t appear. The term comes up only from the second chapter on and we demonstrate its essential separation from that education which is understood as public. As we immerse in the punitive system, also called correctional education, we seek by many ways to approach the marginalization of the poorest classes. Related to that, we give special attention to the category “young people in conflict with law”, and try to deconstruct it. Such social marginalization is associated to the authoritarian government forms, which are accepted and applauded by a part of the society. The marginalization is made through the support for the militarization of public schools and the support for measures of punishment and of recrudescence of the law which rules over the so called educational system – such as the reduction of the criminal responsibility. The support is composed by vestiges of a fascism which remains in the very basis of Occidental societies. The vestiges are also perceived in the almost complete lack of social commotion related to what happens with the poorest young people. They lack almost everything, even the liberty to come and go. This is the subject of the last chapter of the thesis. After all, to defend the interests of the young people and/or protect their lives, there is no sign of social movement, not even one resembling those presented in the first chapter made in defense of the public education. The young people and teenagers are exposed to death risks, in institutions which are legally obligated to protect them and offer them the same public education supposedly offered indistinctly to all the people. The young people are forgotten by the Public Power and by a big part of the society. It is exactly such an abandonment what exposes them to several risks and contributes to the arrangement of the fascist vestiges to which this thesis alludes. Although there is no direct murder, the division defines who must live and who can die. In this work, we reflect over this statement and over how the public education in Goiás is contributing or not to the strengthening of the referred factors. / Nesta dissertação de mestrado em educação, busca-se reunir elementos para uma reflexão sobre a educação pública oferecida pelo Estado de Goiás à sua população. Busca-se ainda articular teoricamente aquilo que os processos sociais dissociam e apartam, a oferta de ensino público a todos sem distinção. Propõe-se que, por diversos meios – militarização das escolas estaduais, gestão compartilhada com Organizações Sociais (OSs) e repressão aos movimentos de contestação à política de governança da educação pública formal – o que se faz é submeter e docilizar, ao invés de formar para a autonomia e/ou a emancipação. Esse é o fio condutor da discussão que compõe o primeiro capítulo, no qual sequer aparece o termo socioeducação. Ele surge apenas a partir do segundo capítulo para se evidenciar a sua visceral apartação em relação à educação que se entende por pública. Com o mergulho neste sistema punitivo, dito socioeducativo, procura-se, por diversas vias, abordar a marginalização das classes mais pobres, em especial a dos que estão enquadrados na categoria de “jovens em conflito com a lei”, categoria que se procura desconstruir. Essa marginalização social associada às formas autoritárias de governo, aceitas e aplaudidas por parte da sociedade, opera-se na forma do apoio à militarização das escolas públicas e às medidas punitivas e de recrudescimento da legislação que rege o sistema dito educativo – como a redução da maioridade penal. O apoio constitui-se com traços de um fascismo que se mantém nas bases das sociedades ocidentais. Traços que também se revelam na quase total falta de comoção social em relação ao que acontece com os jovens mais pobres, privados de quase tudo, inclusive da liberdade de ir e vir. É disso que trata o último capítulo da dissertação. Afinal, para defender os interesses desses jovens e/ou salvaguardar suas vidas, não há nenhum sinal de movimentos sociais, nem mesmo parecidos com aqueles apresentados no primeiro capítulo que se dão em defesa da chamada educação pública. São jovens e adolescentes expostos ao risco de morte em instituições que legalmente têm o dever de protegê-los e oferecer-lhes a mesma educação pública que supostamente é oferecida a todos indistintamente. Os jovens ficam esquecidos tanto pelo poder público como por grande parte da sociedade. É exatamente esse abandono que os expõe a diversos riscos e contribui para a configuração dos traços fascistas a que o trabalho faz referência. Embora não haja o assassínio direto, esse fracionamento define quem deve viver e quem pode morrer. Neste trabalho, faz-se uma reflexão acerca disso e de como a educação pública em Goiás vem contribuindo para o fortalecimento ou não desses fatores.

L’étude s’apprête à expliquer le droit de correction sur l’enfant d’après la perspective de la coopération entre la famille et l’État pour la prévention de crimes, et ainsi apporter une contribution au débat en droit actuel sur l’abolition des châtiments corporels domestiques. Eclipsé dans la codification napoléonienne, qui organise cette coopération par le biais de la détention, le châtiment corporel y réapparaît au tournant du XIXe siècle. Pour rendre compte de ce changement de manière optimale, il importait d’étudier la période d’essor de la détention correctionnelle, de 1804 jusqu’à la Troisième République, et connaître ensuite sa période de crise puis de décadence jusqu’à sa stagnation dans la législation. Vers 1880 le paysage juridique des rapports entre la famille et l’État change considérablement, et la coopération autour de la détention correctionnelle se dégrade, moment où on assiste l'émergence de l’apologie à la correction manuelle. / The purpose of the study is to explain the discipline punishment on the child from the perspective of cooperation between family and State for the prevention of crimes, and thus to contribute to the debate by current law on the eradication of corporal punishment. Eclipsed in the Napoleonic codification, which organizes this cooperation through the detention of children, corporal punishment will reappear at the turn of the nineteenth century. To realize this change optimally, it was considered important to study the boom period of the correctional detention, from 1804 until the Third Republic, and then to know its period of crisis and decay to its stagnation in the legislation. Around 1880, the legal landscape of the relationship between family and State changes considerably, and cooperation around the correctional detention deteriorates, when one witnesses the emergence of apology for domestic manual correction.

No description available.

abstract: Throughout the field of corrections in the United States, the prevalent question in regard to reentry preparation of offenders is, “what works?” With a renewed focus on providing meaningful program opportunities for offenders that enable real and sustained changes for reentry success, which has been partially driven by overcrowded prison systems and soaring corrections budgets, the quest has been energized for program models with results that are empirically based. As part of this quest, the Rand Corporation in 2014 (Davis, et al., 2014) published a comprehensive review of correctional education programs based on a meta-analysis of past studies and reported that offenders involved in education programs were significantly more likely to realize success after release from prison than those that were not involved in these programs. In their 2014 final report, the Rand Corporation made recommendations for research efforts at the state and federal levels (Davis et al., 2014). One of their recommendations was to determine what types of instruction and curriculum delivery are most effective in a correctional education setting. Another recommendation was to determine what principles from adult learning are applicable in correctional education. This study was designed to provide data for those two questions. This mixed methods, experimentally-designed study is framed in three research questions that are focused on gaining knowledge of the potential benefit of using trained peer tutors to supplement the instruction in adult basic education classes and General Education Development (GED) classes in a correctional environment. Theoretical applications are grounded in social learning theory and adult learning theories. Quantitative data were collected on academic performance, attendance, and perceived value and interest in education. Qualitative data supplemented and enhanced the quantitative data and provided an excellent insight into the thoughts of the tutors regarding their role in helping others. Statistical significance was found with the aid of the tutors in the adult basic education classes in terms of academic performance, but not with the GED class. Principles of andragogical instruction were examined, discussed, and supported by all students. Expressions of tutor support and help were repeatedly presented as beneficial during interviews. Further questions about attendance were raised. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2019

Self-injury in correctional facilities is an increasing problem. Healthcare staff are tasked with responding to and treating self-injurious inmates. Research concerning the perceptions of prison self-injury depended on the experiences of professional healthcare staff and showed that specialized training reduced anxiety and altered perceptions. The perceptions of nonprofessional healthcare staff regarding inmate self-injury have not been studied. The purpose of this research was to understand the perceptions of inmate self-injury maintained by untrained healthcare staff through evaluation of their expressed experiences with self-injuring inmates. The research was based on the humanistic nursing theory. A phenomenological approach guided interviews of 8 healthcare staff having direct contact with inmates who self-injure. Participants had a past or present employment status with a State of Georgia Department of Corrections North Region correctional facility. Data were reviewed and coded to best reflect what it means to be a nonprofessionally trained healthcare member responding to inmate self-injury. Nonprofessional healthcare staff perceived that various experiences affected their level of ease and certainty, they operated as preservers of life and active listeners, felt that other healthcare staff held negative opinions, and were very helpful and supporting. Staff perceived that challenges prevented their success in managing self-injury. Last, nonprofessional staff perceived themselves as very helpful and therapeutic. This study promotes social change by encouraging staff to share knowledge, experience, and practical help with each other while building cohesive and collaborative relationships.

Philosophy of education not only forms the background for curriculum construction and pedagogy but there is a connection between epistemology and education within the economic power structure of society in the United States (Aronowitz & Giroux, 1993/1991, p. 88). Public education in the United States often functions as a propaganda delivery system which conserves the economic power structure by use of a conservative and objectivist philosophy of education which instrumentalizes education into vocational preparation, compliance to a governing ideology and uncritical acceptance of knowledge as absolute truth (Aronowitz & Giroux, p. 22). This project aims to construct a philosophy of education which could transform the education system into a counter-propaganda institution with the potential to transform the power structure of society. A critical postmodern philosophy of education which synthesized critical and postmodern philosophies of education would emphasize epistemological skepticism, counter-propaganda knowledge construction and social transformation (Aronowitz & Giroux, p.22). In addition, the project contains a literature review of critical theory, postmodern theory and critical postmodern theory on education as well as theory on a critical postmodern philosophy of history education, philosophy of correctional education and ideas for the implementation of the philosophy of education into specific pedagogical and curricular practices. Attached to this manuscript is a PowerPoint presentation focused on stimulating discussion of this philosophy of education.

Occupational stress has become a world-wide epidemic exacting severe tolls on both businesses and employees alike. Of all the workplace stressors, the perceived dangerousness of one's job is ever present within the occupation of corrections. The current study examined the mediating process of perceived stress on the relationship between perceived dangerousness of the job and the negative employee well-being outcomes of work-family conflict and symptoms of psychological distress, as well as the moderating effects of family supportive supervisor behaviors on this process. As part of a larger study, survey data were collected from 1,370 state correctional officers. It was hypothesized that perceived stress would fully mediate the relationship between perceived dangerousness of job and the negative well-being outcomes and that family supportive supervisor behaviors would moderate this mediation such that increased levels of family supportive supervisor behaviors would mitigate the negative well-being outcomes. The mediation hypotheses were not found to be supported. However, family supportive supervisor behaviors were found to moderate the relationship between perceived dangerousness of the job and work-to-family conflict. Additionally, family supportive supervisor behaviors were found to moderate the relationship between perceived stress and physical symptoms of psychological distress.

Burnout is a serious work related syndrome that is a result of exposure to chronic work stress. In addition to the consequences of burnout on the individual, the symptoms of burnout can adversely affect the organization, the clients the individual works with and the individual's close family and friends. The literature has focused on the history of burnout and the level of burnout experienced by various high stress occupations; however there has not been extensive research into the role personality traits play in burnout. The main research question of this study was to identify personality traits that are more susceptible to burnout among correctional workers. This research utilized the survey research method by having participants voluntarily complete a demographics form, the Maslach Burnout Inventory for Human Service Workers, and the Big Five Inventory. Data was collected through an online questionnaire (N=169). Data was analyzed by correlation analysis and two step multiple regression using demographics and the individual components of burnout. The results suggested that individuals possessing the personality trait Neuroticism experienced high levels of Emotional Exhaustion and Depersonalization. The results also suggested that the length of years employed had no relationship to burnout. The study found that years worked, type of work and marital status on their own did not have any relationship with burnout; however when coupled with personality traits. The findings also showed that Neuroticism was the only personality trait that was associated with all three dimensions of burnout. These findings can assist organizations with identifying individuals in the field of corrections who may be predisposed to burnout and allow for early intervention. As a result, the interventions can lead to social change where individuals can be healthier, happier, more fulfilled and better able to protect and service the clients, the organization and the public.

Nurses comprise the largest segment of the healthcare workforce. Adequate numbers of nurses help to ensure sufficient and safe nursing care in all settings. The current nursing shortage poses a barrier to optimum nursing care, and the nature of recruitment and retention of nurses has generated research interest because of its association with the labor shortage. The purpose of the project was to develop a nurse mentorship program for possible adoption by a northern state correctional facility. Goals are to aid recruitment and improve retention of nurses in the facility. This quality improvement project was informed by Jean Watson's theory of transpersonal caring. Program development was guided by a team of interdisciplinary stakeholders in the institution, including a nurse educator, institutional directors of both education and nursing departments, and senior staff nurses who agreed agreeing to function as project coordinators. The peer-reviewed literature and institutional contexts informed program conceptualization and planning for implementation and planning. A series of meetings were held in which the project team explored and discussed available evidence relative to institutional context and needs. The primary product of the project was a mentoring program, and secondary products include plans for implementation and evaluation of that program by the institution in the future as part of a broader institutional initiative. The developed program was shared with 5 nurse scholars with relevant expertise as a content validation process, with revisions made in accordance with feedback. The implementation and evaluation plans include all details necessary for operationalizing as well as evaluating merit and worth of the program over time.