Thesis (Ph.D.)--University of Texas at Dallas, 2007. / Includes vita. Includes bibliographical references.

Bibliotherapy—the use of books to facilitate the recovery of people in distress from an emotional disturbance—has a history of nurturing metacognition to achieve a cathartic expression by verbal and nonverbal means. The support of a community with shared traumatic experiences, such as incarceration, can help sustain the benefits of bibliotherapy. This exploratory qualitative research study is focuses on a digital book club consisting of men and women with criminal conviction histories (CCH), along with the ways in which a work of fiction could promote self-reflection and resilience necessary for self-rehabilitation. Post-Incarceration Syndrome (PICS) is the leading cause of recidivism among both males and females in the United States, many of whom may have other mental disorders as well. Among those with PICS, incarceration transcends a physical location and becomes a state of mind: mental incarceration. The study’s participants were people who had served over one year of time in a minimum- to maximum-security or federal prison, and who had agreed to participate in an optional four-week digital book club focused on a selected work of fiction. This study contributes to the body of literature surrounding self-rehabilitation and social change by informing administrators, faculty, and staff involved in correctional education that a digital book club could be a viable means of self-empowerment for a person with a CCH, post-incarceration.

This dissertation argues that American revolutionaries used America’s geographic space to defeat, secure, supply, and neutralize the Convention Army during the American Revolution, which contributed to their victory over the British after the Continental Congress repudiated the Convention of Saratoga in January of 1778. The study traces how the Americans used space as a means to first defeat and then control a dangerous army of prisoners. American forces first strategically used America’s space to capture Lieutenant General John Burgoyne’s army by systematically retreating to avoid a decisive battle. Following the Convention Army’s capture, the Continental Army marched the captives from New York to Massachusetts where space temporarily became the central problem because the Americans lacked the capacity, housing, and provisions to secure their first captive army. Thus the prisoners became a threatening nuisance. The Continental Congress turned to America’s space as a strategic means by placing the Convention Army under congressional authority and ordered the captives moved from Massachusetts to Virginia. The Revolutionaries under General George Washington’s supervision took advantage of America’s geographic space by covertly moving the Convention Army to contain and supply it far from their adversary. Subsequently, they made use of America’s space as an asset to control the prisoners in the rural Virginian countryside at Camp Albemarle, a great distance from the British and heavily populated areas. During the war’s later years, Congress and state governments relied on America’s space to secure large numbers of the prisoners to hold potential reinforcements from the British by dispersing them to makeshift encampments across the countryside. The Convention Army’s defeat and detention suggests America’s space contributed to shaping the conflict and its outcome in the Revolutionaries’ favor by undermining a superior invader. The American revolutionaries’ use of space allowed them to more securely hold large numbers of prisoners and decreased the British army’s capacity to wage war in America.

No description available.

No description available.

No description available.

This dissertation, “Wayward Reading: Women’s Crime and Incarceration in the United States, 1890-1935” illuminates the literary stakes of a crucial, yet overlooked, moment in the history of American incarceration: the development of the women’s prison and the unique body of literature that materialized alongside that development. In the late 19th and early 20th century, the women’s prison became a testing ground for the study of women’s sexuality: social scientists sought to assimilate their “patients” into gendered and racialized citizenship by observing the minutiae of women’s everyday lives and policing their sexual and social associations. Ultimately, this experimental study of women’s sexuality served to reinforce racial stratification: sociologists figured white women’s waywardness as necessitating rescue and rehabilitation into domesticity, and depicted black women’s waywardness as confirming their essential criminality, justifying their harsher punishment and consignment to contingent labor. I argue that women’s imprisonment also sparked another kind of experimentation, however, one based in literary form. A wide range of writers produced a body of literature that also focused on the “wayward girl’s” life trajectory. I contend that these authors drew on social science’s classificatory system and cultural authority to offer alternate scales of value and to bring into focus new forms of relationship that had the potential to unsettle the color line. In Jennie Gerhardt, for instance, Theodore Dreiser invokes legitimate kinship outside the racialized boundaries of marriage, while women incarcerated in the New York State Reformatory for Women exchanged love poetry and epistles that imagine forms of romance exceeding the racial and sexual divides that the prison sought to enforce. Wayward Reading thus draws together an unexpected array of sociological, legal and literary texts that theorize women’s crime and punishment to imagine alternate directions that modern social experience might take: popular periodicals such as the Delineator magazine, criminological studies by Frances Kellor and Katharine Bement Davis, the poetry and letters of women incarcerated at the New York State Reformatory for Women, and novels by W.E.B Du Bois and Theodore Dreiser. To understand how both social difference and social intimacy were reimagined through the space of the women’s prison, I model what I call “wayward” reading, tracing the interchange between social scientific and literary discourses. I draw attention to archives and texts that are frequently sidelined as either purely historical repositories (such as institutional case files from the New York State Reformatory) or as didactic and one-dimensional (such as Frances Kellor’s sociological exploration of women’s crime), as well as to literary texts not traditionally associated with women’s imprisonment (such as W.E.B. Du Bois’ The Quest of the Silver Fleece). Reading “waywardly” thus allows me to recover a diverse set of aesthetic experiments that developed alongside women’s imprisonment, and also to reconsider critical assumptions about the status of “prison writing” in literary studies. A number of critics have outlined the prison as a space of totalizing dehumanization that in turn reflects a broader logic of racialized domination structuring American culture. As such, scholars have read literary texts that describe incarceration as either enforcing or critiquing carceral violence. However, by turning our attention to the less-explored formation of the women’s prison, I argue that authors mobilized social science not only to critique the prison’s violence and expose how it produced social difference, but also to re-envision the relationships that comprised modern social life altogether.

Bu, Feifei. / "September 2010." / Thesis (M.Phil.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (p. 153-171). / Abstracts in English and Chinese; appendix in Chinese. / Chapter Chapter One: --- Introduction --- p.1 / Chapter 1.1 --- Research Backgrounds --- p.2 / Chapter 1.1.1 --- General Information --- p.2 / Chapter 1.1.2 --- Policies and regulations related to children with incarcerated parent China --- p.in 4 / Chapter 1.1.3 --- Voluntary and Professional Experience --- p.6 / Chapter 1.2 --- Research Purposes and research Questions --- p.6 / Chapter Chapter Two: --- Literature Review --- p.9 / Chapter 2.1 --- Children with Incarcerated Parents --- p.9 / Chapter 2.1.1 --- Definition of children with incarcerated parents --- p.9 / Chapter 2.2.2 --- Foreign Researches on CIPs --- p.10 / Chapter 2.2.3 --- Chinese Research on Children with Incarcerated Parents --- p.15 / Chapter 2.2.4 --- Limitations of Previous researches and their implications --- p.17 / Chapter 2.2 --- Strengths Perspective --- p.18 / Chapter 2.3 --- Resilience --- p.24 / Chapter Chapter Three --- Conceptual Framework --- p.30 / Chapter 3.1 --- Definition of Key Concepts --- p.32 / Chapter 3.2 --- Explanation of the Conceptual Framework --- p.33 / Chapter Chapter Four: --- Research Design and Implementation --- p.35 / Chapter 4.1 --- Research Design --- p.35 / Chapter 4.1.1 --- Philosophical consideration --- p.35 / Chapter 4.1.2 --- Research Method --- p.37 / Chapter 4.2 --- Research Setting´ؤSun Village --- p.40 / Chapter 4.2.1 --- General Information of Sun Village --- p.40 / Chapter 4.2.2 --- Sun Village as a research setting --- p.42 / Chapter 4.3 --- Implementation/ Data collection --- p.43 / Chapter 4.3.1 --- General process of implementation --- p.43 / Chapter 4.3.2 --- Specific Data Collection Method --- p.47 / Chapter 4.4 --- Ethical Consideration --- p.52 / Chapter 4.4.1 --- Informed Consent and Voluntary Participation --- p.53 / Chapter 4.4.2 --- No Harm to the Informants --- p.54 / Chapter 4.4.3 --- Confidentiality & Anonymity --- p.55 / Chapter 4.5 --- Research Quality --- p.55 / Chapter 4.5.1 --- Prolonged engagement --- p.56 / Chapter 4.5.2 --- Triangulation --- p.57 / Chapter 4.5.3 --- Peer debriefing --- p.57 / Chapter 4.5.4 --- Reflexivity --- p.58 / Chapter Chapter Five: --- Case Analysis --- p.59 / Chapter 5.1 --- Living Context of Children --- p.59 / Chapter 5.2 --- Case Analysis One: May --- p.63 / Chapter 5.2.1 --- Family Background --- p.63 / Chapter 5.2.2 --- To be tough or to be bad --- p.65 / Chapter 5.2.3 --- Relationships --- p.66 / Chapter 5.2.4 --- Internal Problematic Characteristics --- p.76 / Chapter 5.2.5 --- Internal Strengths --- p.78 / Chapter 5.2.6 --- Summary --- p.82 / Chapter 5.3 --- Case Analysis Two: Jane --- p.85 / Chapter 5.3.1 --- Family Background --- p.86 / Chapter 5.3.2 --- Jane's View on Her Mother and Her Own Experiences --- p.87 / Chapter 5.3.3 --- Jane's Growth & Strengths --- p.89 / Chapter 5.3.4 --- Problematic Characteristics --- p.95 / Chapter 5.3.5 --- Summary --- p.96 / Chapter 5.4 --- Case Analysis Three: Victor --- p.99 / Chapter 5.4.1 --- Personal Experiences --- p.99 / Chapter 5.4.2 --- Internal Strengths --- p.102 / Chapter 5.4.3 --- Relationships --- p.103 / Chapter 5.4.5 --- Problematic characteristics --- p.105 / Chapter 5.4.6 --- Summary --- p.105 / Chapter 5.5 --- Case Analysis Four: Luca --- p.108 / Chapter 5.5.1 --- Family Backgrounds --- p.108 / Chapter 5.5.2 --- Relationships --- p.110 / Chapter 5.5.3 --- Internal Problematic Characteristics --- p.112 / Chapter 5.5.4 --- Luca's Internal Strengths --- p.115 / Chapter 5.5.5 --- Summary --- p.116 / Chapter 5.6 --- Case Analysis Five: Italy --- p.119 / Chapter 5.6.1 --- Family Backgrounds --- p.119 / Chapter 5.6.2 --- View of Father --- p.120 / Chapter 5.6.3 --- Relationships --- p.121 / Chapter 5.6.4 --- Italy's Personal Problematic Characters --- p.122 / Chapter 5.6.5 --- Italy's Strengths: Talent --- p.125 / Chapter 5.6.6 --- Summary --- p.126 / Chapter 5.7 --- Case Synthesis --- p.129 / Chapter Chapter Six: --- Discussions --- p.134 / Chapter 6.1 --- The Importance of Context --- p.134 / Chapter 6.2 --- The Importance of Children's Constructions --- p.135 / Chapter 6.4 --- Social Stigma --- p.138 / Chapter 6.5 --- Strengths of Children with Incarcerated Parent --- p.140 / Chapter 6.5 --- Applicability of Conceptual Framework --- p.142 / Chapter Chapter Seven: --- "Contributions, Implications and Conclusion" --- p.144 / Chapter 7.1 --- Contributions --- p.144 / Chapter 7.2 --- Implications --- p.144 / Chapter 7.2.1 --- Implications for Institutional Development --- p.145 / Chapter 7.2.2 --- Implication for Social Work Practice --- p.147 / Chapter 7.2.3 --- Implication for Further Research --- p.149 / Chapter 7.3 --- Conclusion --- p.151 / Reference --- p.153 / Appendixes --- p.172

The purpose of this study is to examine and evaluate the development of prisoner of war administration in the United States. No full account of this phase of World War II history exists. This study is an attempt to fill that gap.When the United States officially entered World War II in December, 1941 the War Department plans for handling prisoners of war had not anticipated the transfer of thousands of war prisoners to the United States. Consequently, when War Department officials decided on this move in 1942, no detailed policies existed. Agreements resulting from the projected African campaign called for transfer of an undetermined number of German and Italian prisoners to the United States for internment. Prisoners began arriving in large numbers after May, 1943. Ultimately some 375,000 German soldiers were interned in a total of 155 base camps and 511 branch camps. The Geneva Convention of 1929, untested in war, along with post-World War I Army Regulations, provided the War Department with some guidelines, if only in theory and principle, upon which to formulate a prisoner of war program. The lack of precedents and experience in handling prisoners in this country was reflected both in the administrative and operational organization of the War Department and in its initial regulations. The Office of Provost Marshal General, which was responsible for policy formulation and operation of the prisoner of war program, underwent several reorganizations as its tasks became more complex and diffuse. Other agencies, in particular the Army Service Forces, also were restructured in an effort to promote greater operational and administrative efficiency. In this respect the War Department faced a serious shortage of qualified personnel who were experienced in prisoner of war administration. As a partial consequence, numerous camp administrative and guard personnel proved to be incompetent or completely unsuited for such work. The situation was particularly serious at the start of the prisoner of war program. Lack of adequate training further hampered efficient administration. Also, the multifariousness of early regulations along with the absence of any coordinated filing system caused much confusion in camp administration. Eventually an orderly manual was developed.Initial regulations prepared for the prisoner of war program were both general and vague. Matters of security were of primary concern. As fears of sabotage proved groundless the War Department adopted a more flexible and practical policy. A growing manpower shortage contributed to the extension of that policy as public officials and private individuals urged that prisoners of war relieve the labor shortage through their employment in agricultural and forest work. Although the War Department feared that escaped prisoners would present a security problem, such fears proved groundless.A far more serious problem resulted from efforts of Nazi elements in the camps to control inner camp government. Although War Department officials made concerted attempts to identify and segregate those prisoners believed to be promoting Nazism, their efforts were hampered by uncooperative camp administrators and by conflicting and uncoordinated policies. Nevertheless, a fairly effective segregation program was implemented. Disciplinary measures in the form of courts-martial and an administrative policy of "no work, no eat," helped control disturbances among the prisoners, whether these stemmed from Nazi influence or other causes.The War Department's failure to fully inform the public of the prisoner of war policies, along with news reports describing Nazi influence in the camps and good treatment of war prisoners, led to chargesthat it was "coddling" its prisoners. The resultant Congressional investigations exonerated the War Department and supported on legal and humanitarian grounds the good treatment accorded the German prisoners of war. In this respect the War Department adhered to the Geneva Convention with unusual perserverance. This policy paid dividends both in the reciprocal treatment accorded American prisoners in German hands and in its psychological and morale impact on the German Wehrmacht fighting in Europe.In general, morale in the prisoner of war camps remained high and was sustained through a variety of recreational and work activities. In this matter the Red Cross and YMCA provided much needed assistance. Other personal needs and requirements were attended to by representatives of the Swiss Legation, which served in the capacity of Protecting Power. A secret re-education program was implemented in early 1945.With the end of the war, agricultural and other interests exerted strong pressures in an effort to retain prisoners needed for agricultural labor. Other groups urged their immediate repatriation. Although the process of repatriation began in earnest in the fall of 1945, the need for manpower caused some delay in the completion of that process. The last large contingent of prisoners left the United States in July, 1946. Many of these prisoners were not directly repatriated but served instead as forced labor in reconstruction work in Allied countries in Europe.The American experience with German prisoners of war in this country was unique in modern American history. For this reason administrative policy had to evolve as the situation warranted. While the War Department may be justly criticized with regard to some personnel and policy matters, the overall program must be commended.

Thesis (doctoral)--Universität Zürich, 2006. / Includes bibliographical references (p. 255-275) and index.