Social Work Education in Corrections - Teaching What We Practice, Practicing What We Teach (From Correctional Education - A Focus on Success, 1983, Helen E Pecht, ed. - See NCJ-95891)

• NCJ Number: 95897
• Author(s): M Tacardon
• Date Published: 1983
• Length: 10 pages
• Publication Format: Document
• Language: English
• Country: United States of America

Annotation

Teaching social work in a prison setting benefits the educator, the social work profession, and the inmate student by not only teaching skills but also demonstrating how that knowledge can be applied in helping inmates prepare for reintegration into society.

Abstract

Research and the experience of teaching college social work courses in a maximum-security prison indicates that corrections is an area of social welfare ignored by the social work profession. Involvement in a prison education program is a small step forward in demonstrating a commitment on the part of social work to serve vulnerable and often neglected populations. Competencies considered essential for beginning social work students benefit the inmate social work student in many ways. A systems perspective helps the inmate understand interactions among various components of the social welfare system, identifying rehabilitation resources and providing objectivity by moving students away from a tendency to use only their own experiences. A second concept, the human diversity perspective, helps inmates develop an awareness of the biases their value systems may create and how they can limit options and alternatives. A third perspective, goal-directed behavior, demonstrates that random behavior is very difficult to work with. It encourages students to explore their own behavior choices and learn how to help others. An example of an assignment using all three perspectives is a final paper about a life transition using materials from the course. Eight references are included.