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Navigating the Challenges of Rehabilitation in Correctional Settings: Ideal vs. Context

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This paper discusses the tension between the ideal of rehabilitation as a means of transforming individuals into contributing society members and the practical challenges faced in correctional settings. It highlights how the emphasis on control in these environments compromises client-centered approaches and evidence-based practices. Through a mixed-methods study assessing various rehabilitation programs, the authors examine how punitive frameworks limit effective therapeutic interventions and the potential for positive change. Recommendations are provided for enhancing rehabilitative efforts within the constraints of a correctional culture.

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Navigating the Challenges of Rehabilitation in Correctional Settings: Ideal vs. Context

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  1. Rehabilitation: The Ideal vs. The ContextFaye S. Taxman, Danielle S. Rudes, Catherine Salzinger, Michael Caudy, & Amy MurphyGeorge Mason Universitywww.gmuace.org

  2. Rehabilitation • Educate in basic or vocational skills; • Involve in therapeutic activities to facilitate changes in attitudes, behaviors, or values; or, • Alter through punishment. The rehabilitation ideal provides a punitive experience with opportunities to learn to become a contributing member of society.

  3. Challenges: Providing rehabilitative services within correctional settings. • Correctional settings do not allow for autonomy, they focus on control. (Toch, 1987; Goffman, 1961; Dahlen & Johnson, 2010) • Correctional settings replaceclient-centered efforts with programming suitable for a punitive setting. (Dahlen & Johnson, 2010) • Correctional settings affect staff actions and behaviors by emphasizing control. (Rudes, Lerch, & Taxman, 2011) • Can “what works” (evidence-based practices) thrive within a correctional culture?

  4. Study—Mixed Methods • Used RNR Program Tool for Adults to assess use of evidence-based practices and quality programming in one community (N=38) • Content analysis of 4 common curriculums: Seeking Safety (SS), A Cognitive Behavioral Approach: Treating Cocaine Addiction (CBT), Thinking for a Change (T4C), & Strategies for Self-Improvement and Change (SSC)

  5. RNR Program Tool for Adults Ranks Programs Based on EBPs and “What Works”

  6. Curriculum Review: Positive & Forward vs. Negative & Backward Criminal Justice Curricula Non-Criminal Justice Curricula T4C SSC SS CBT Present/Fwd Looking 38% 11% 26% 25% Positive/Supportive 31% 28% 18% 23% Backward Looking 48% 29% 16% 6% Negative Lang/Dir --- 17% 45% 38% Present/Positive 54% 46% Backwd/Negative 47% 52%

  7. Curriculum Review: Therapeutic Direction • “Show them how to do this” (T4C). • “If the patient becomes upset, emphasize the emotional pain and then redirect the conversation to a neutral, present topic” (SS). • Minimal use in CJ curricula (just 13 times total, <1%) • More common in non-CJ curricula (59 occurrences; about 3% of codes).

  8. Implications of the Culture of Control • Affects treatment programs in untold ways • Structurally, programs reinforce the notion of control • Difficult to build programs that focus on motivation and client-centered care • Emphasis on risk management is directed at staff; privileging controls over incentives • Curriculums reinforce the notion that individuals must change regardless of content

  9. Thank you! Questions & Comments Catherine Salzinger ssalzing@masonlive.gmu.edu

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