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本研究为了解天水监狱在押男犯的人格特征,为犯罪行为的预测和矫正提供心理学依据,采用《中国罪犯心理测试个性分测验》（COPA—PI）对天水监狱在押男犯320人进行测试。结果表明：在押男犯在内外倾、情绪稳定性、同众性、报复性、信任感、同情心、心理变态倾向7个因子上均与全国男性罪犯常模有显著性差异;不同的文化水平影响COPA—PI得分,且受教育程度越高,其人格越稳定,不易偏离正常。 相似文献
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男性服刑人员社会支持和应付方式的研究 总被引：1，自引：0，他引：1
采用社会支持评定量表和应付方式问卷对242名男性服刑人员的社会支持及应付方式进行问卷调查。结果表明:(1)解决问题与社会支持各维度存在显著正相关;自责与社会支持总分等存在显著负相关。(2)解决问题与年龄、文化程度存在显著正相关;自责、幻想、合理化、社会支持总分等与服刑时间存在显著负相关。(3)无前科的服刑人员的社会支持总分和主观支持得分显著高于有前科的服刑人员;无前科的服刑人员的自责得分显著低于有前科的服刑人员。(4)有配偶的服刑人员的社会支持总分等显著高于没有配偶的服刑人员;有配偶的服刑人员的解决问题、求助的得分显著高于没有配偶的服刑人员。 相似文献
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张芝秀 《太原大学教育学院学报》2013,(4):39-42
20世纪30年代特殊的时代背景,造就了左翼作家“牢狱小说”的丰收.在这些作品中,囚犯形象引人注目,他们或是政治犯,勇敢无畏地诠释着英雄与殉道者的形象;或是蒙冤囚犯,用血与泪发出有力的控诉;或是惯犯,游走于社会和牢狱之间,在浑浑噩噩中消费着人生;或是牢狱黑帮,为虎作伥,靠欺压盘剥其他囚犯而高高在上.这些牢狱囚犯共同演绎着30年代牢狱世界中的血与泪,对那个黑暗王国的腐朽、残酷与丑恶发出了有力的控诉. 相似文献
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《校园英语(教研版)》2015,(20)
The film was about the caring and smart banker Andy Dufresne,who is falsely accused and convicted of the murder of his wife and her lover.He is sent to Shawshank prison in 1940,he met many fellow prisoners,including Red,a fellow inmate serving a life sentence,who has recently failed to gain parole became his important friend later.During his time at Shawshank Andy’s way of life is changed,he helped the head of the prison do the illegal things in order to gain some freedom,he rebuilt the library and helped the other prisoners,they all liked him,for he helped them find hope again,he was the model of dignity among them,also he never lost his hope. 相似文献
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Ruth Chigwada 《Gender and education》1989,1(2):199-201
This paper looks at the experiences of black women in regard to prison education. The data were mainly collected through interviews with 10 black women ex‐prisoners who spoke about their prison lives. The majority of these women felt that racism existed in prison, especially in regard to access to prison classes. Recommendations for improvements in prison education are made so that it is open to all. 相似文献
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Ronald A. Berk 《Educational gerontology》2013,39(3-4):323-339
Humor produces psychological and physiological effects on our body that are similar to the health benefits of aerobic exercise. These benefits are some of the best kept secrets from those persons who probably have the most to gain from that information - older adults. Many of them who must live with chronic pain, arthritis, rheumatism, emphysema, memory loss, depression, and stress may be able to cope better with their conditions or find temporary relief by using humor. This article presents an up-to-date, comprehensive synthesis of 30 years of research evidence on 15 psychophysiological benefits of humor and laughter with their implications for older adults. The specific risks for this growing segment of the population also are identified. Strategies for communicating this information through publications and formal presentations by health educators working in gerontology are suggested. A curriculum outline is provided for use in developing short, feature presentations or integrating the content into existing exercise and health-related courses and programs. If these efforts are effective, eventually the health benefits of humor and laughter will be as familiar to our senior citizens as the risk factors associated with heart disease and smoking. 相似文献
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Schley S Walter GG Weathers RR Hemmeter J Hennessey JC Burkhauser RV 《Journal of deaf studies and deaf education》2011,16(4):524-536
This article examines the effect that postsecondary education has on earnings and the duration of time spent in the Social Security disability programs for young persons who are deaf or hard of hearing. Our hypothesis is that investments in postsecondary training increase the likelihood of employment for persons who are deaf or hard of hearing and thus reduce dependency on disability-related income support programs. A longitudinal data set based upon records from the National Technical Institute for the Deaf and Social Security administrative records is used for this analysis. We find that those who graduate, even those who graduate with vocational degrees, experience significant earnings benefits and reductions in the duration of time spent on federal disability programs when compared with those who do not graduate with a degree. This finding suggests that reductions in the duration of time spent on Social Security programs are not limited to those with the highest level of scholastic aptitude and that investments in post-secondary education can benefit a broad group of deaf and hard-of-hearing persons. In addition, the data show that individuals who attend college, but withdraw before graduation, fair no better economically than individuals who never attended college. 相似文献
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崔丹 《商丘职业技术学院学报》2021,(1)
监狱行刑的目的是让受刑人复归社会。然而,包含围墙、铁窗、警卫在内的“全控机构”,却让受刑人离社会越来越远。监狱管理中绝对的服从与接受、标签理论产生的污名化效果、受刑人对监狱亚文化的内化与吸收、曝光效应对监狱威慑效力的削弱等导致监狱悖论的形成。化解监狱悖论,应当通过严把监狱入口关,监狱行刑人道化以及疏通监狱出口关多种路径共同实现。 相似文献
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为了解服刑犯人心理健康状况,采用症状自评量表(SCL-90)对监狱内290名男性服刑犯人进行问卷调查。结果表明,服刑犯人在SCL-90上的总分以及躯体化、人际关系、抑郁、焦虑、敌对、恐怖、偏执、精神病性8项因子上得分显著的高于全国常模。刑期对服刑犯人的心理健康有一定的影响,因此有必要加强对服刑犯人的心理健康教育和心理援助工作。 相似文献
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吴旭 《内蒙古大学学报(人文社会科学版)》2009,41(6):40-45
监禁刑的执行将受刑人置身于隔离社会、有别于社会的监狱这种行刑机关的环境中渡过法定刑期,目的却是使其回归社会后能够适应社会生活,这形成了监狱行刑目的与实际效果的矛盾。行刑社会化是克服这种“监狱行刑悖论”的良方。借鉴各国监狱行刑制度下和出狱人保护制度下的行刑社会化模式,笔者认为,行刑社会化制度化的模式应在政府主导下,不限于其他社会主体不同程度与不同层面地参与行刑,通过制度化的措施以组织化的方式具体参与承担行刑。此即为行刑社会化模式之行刑社会化与非政府组织的联结。 相似文献
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Wendy R. Calaway Todd Callais Robin Lightner 《Journal of Criminal Justice Education》2016,27(3):432-448
The pedagogical approaches of a criminal justice education affect the attitudes and perceptions of those most likely to develop and administer criminal justice policies in the future. This study examines the effect of a prison tour on students’ understanding of prison and attitudes about punishment. Undergraduate criminal justice students were given a survey to assess their attitudes about prisons, prisoners, and alternative sanctions before and after a field trip to the Southern Ohio Correctional Facility. Post-survey responses showed changes in students’ perceptions regarding punitiveness, prisons, prisoners, and rehabilitation. We discuss this finding within the framework of the contact hypothesis, and we recommend including this type of first-hand exposure as part of a criminal justice curriculum. 相似文献
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Hock MF 《Journal of learning disabilities》2012,45(1):64-78
Adults with learning disabilities (LD) attending adult basic education, GED programs, or community colleges are among the lowest performers on measures of literacy. For example, on multiple measures of reading comprehension, adults with LD had a mean reading score at the third grade level, whereas adults without LD read at the fifth grade level. In addition, large numbers of adults perform at the lowest skill levels on quantitative tasks. Clearly, significant instructional challenges exist for adults who struggle with literacy issues, and those challenges can be greater for adults with LD. In this article, the literature on adults with LD is reviewed, and evidenced-based instructional practices that significantly narrow the literacy achievement gap for this population are identified. Primary attention is given to instructional factors that have been shown to affect literacy outcomes for adults with LD. These factors include the use of explicit instruction, instructional technology, and intensive tutoring in skills and strategies embedded in authentic contexts. 相似文献
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We use data from the Texas Schools Microdata Panel (TSMP) to examine the extent to which dropouts use the GED as a route to postsecondary education. Lacking suitable instruments that would allow us to directly address potential biases in estimating the “GED path” to postsecondary education, our approach is to base estimates on a set of academically “at risk” students who are very similar in the 8th grade. We observe that the eventual high school graduates in this group have much better postsecondary education outcomes than do the similar at-risk 8th graders who drop out and obtain a GED. We discuss potential explanations for the observed differences in the postsecondary education outcomes of the two groups. 相似文献
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Esther Prins Brendaly Drayton Ramazan Gungor Cathy Kassab 《The American journal of distance education》2013,27(4):217-235
Abstract Although many adult basic education programs offer distance learning (DL) for GED (General Educational Development) and English as a Second Language learners, this topic has received little scholarly attention. This article examines the availability, usage, and effectiveness of DL for rural GED candidates in Pennsylvania; students' demographic and educational characteristics and participation patterns; and the perceived advantages and disadvantages of DL for students and education providers. Data sources included records of 24,143 rural GED students in state-funded programs; GED test takers' demographic survey data; interviews with DL educators and students; and a survey of non-state-funded DL providers. The results show that 4% of rural GED students—primarily young, White, low-income women—participated in DL. Rural DL students were as likely to pass the GED Tests as face-to-face learners. Key advantages and disadvantages of DL for rural GED students are discussed. The study signals great potential and need for expanding DL in rural regions. 相似文献
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The relationship between childhood adversity and adult depression is well-established but less is known about the association between childhood adversity and adult depression among the incarcerated. In this paper, we examine differential exposure and vulnerability to childhood adversity by race/ethnicity and gender on adult depression among the incarcerated in the United States. We address three research questions: does exposure to childhood adverse experiences vary by race/ethnicity and gender? Is there an association between these childhood adverse events and depression and does the strength of the association vary by the specific adverse experiences? And does vulnerability to childhood adversity vary by gender and race/ethnicity? Using the 2004 Survey of Inmates in State and Federal Correctional Facilities (SI-SFCF), we measure four key childhood adverse events – parental/caretaker substance abuse, physical assault, having been placed in foster care, and sexual assault. We use ordinary least squares regression and a series of interaction effect analyses to examine differential exposure and vulnerability to the four childhood adverse experiences by race/ethnicity and gender. Incarcerated women are more likely to report parental substance abuse, but all inmates/prisoners are similarly vulnerable to this experience. For the other three adverse experiences measured, we find that there are important racial/ethnic and gender differences in both exposure and vulnerability. African American men and women are more vulnerable to the effects of physical and sexual victimization than White and Hispanic men and women. Women are much more likely to be exposed to sexual victimization, but men who report this experience are significantly more depressed. Hispanic women and White men and women are more likely to report foster care, but all inmates/prisoners who report foster care experiences are significantly more depressed than other inmates/prisoners, with the exception of white men. The findings indicate that there are significant differences in exposure and vulnerability to childhood adversity by race/ethnicity and gender. We conclude that in order to effectively design and implement programs to decrease the probability that childhood adversity is a risk factor for adult depression interventions must be targeted toward specific, vulnerable groups according to race/ethnicity and gender. 相似文献
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目的:了解监狱服刑人员的心理状况及其相关因素,为教育改造服刑人员提供心理学依据。方法:采用抑郁自评量表(SDS)、焦虑自评量表(SAS)、自编一般情况调查表,对河南省某监狱395例男性服刑人员进行评定。结果:(1)服刑人员的焦虑和抑郁水平普遍高于全国常模;(2)抑郁和焦虑总分与文化程度、收入水平、子女个数显著相关;(3)家庭住址、文化程度、不同职业和已服刑期在抑郁和焦虑水平上存在显著差异。结论:服刑人员的心理健康存在明显异常,应加强心理咨询和疏导。 相似文献
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This paper studies the effects of education policy on early fertility. We study a major educational reform in Sweden in which vocational tracks in upper secondary school were prolonged from two to three years and the curricula were made more academic. Our identification strategy takes advantage of cross-regional and cross-time variation in the implementation of a pilot scheme preceding the reform in which several municipalities evaluated the new policy. The empirical analysis draws on rich population micro data. We find that women who enrolled in the new programs were significantly less likely to give birth early in life. There is however, no statistically significant effect on men's fertility decisions. Our results suggest that the social benefits of changes in education policy may extend beyond those usually claimed. 相似文献
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McCay V 《American annals of the deaf》2010,155(3):311-321
Being Deaf and in prison is a horror. The main fear of prison inmates, whether Deaf or hearing, is that they will be raped, killed, or subjected to other forms of violence. Such fears are based in reality. The recent overcrowding of jails and prisons has increased these problems significantly. A major reason for this situation is the blatant violation of the Americans With Disabilities Act by most jails and prisons in the United States. This includes the failure to provide interpreting services for necessary activities and facilities such as religious services, educational programs, vocational training, faith-based prisons, and mental health treatment for addiction. The author discusses other problems faced by inmates who are Deaf and offers suggestions for correcting injustices faced by those who are Deaf in American jails and prisons. 相似文献
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Helen Farley 《Critical Studies in Education》2017,58(2):150-167
ABSTRACTSpace, time and movement have particular meanings and significance for Australian prisoners attempting higher education while incarcerated. In a sense, the prison is another ‘world’ or ‘country’ with its own spatial and temporal arrangements and constraints for incarcerated university students. The contemporary digital university typically presupposes a level of mobility and access to mobile communication technologies which most Australian prisoners cannot access. This article examines the immobility of incarcerated students and their attempts to complete tertiary and pre-tertiary distance education courses without direct internet access. Drawing on critical mobilities theory, this article also explores attempts to address this digital disconnection of incarcerated students and where such interventions have been frustrated by movement issues within the prison. Prison focus group data suggest the use of modified digital learning technologies in prisons needs to be informed by a critical approach to the institutional processes and practices of this unique and challenging learning environment. This article also highlights the limitations and contradictions of painful immobilisation as a core strategy of Australia’s modern, expanding penal state, which encourages rehabilitation through education, while effectively cutting prisoners off from the wider digital world. 相似文献