Research Objective
Since the rehabilitation and education of prisoners requires a comprehensive and multidimensional perspective, this study aims to provide a conceptual framework for improving the effectiveness of educational programs in prisons and examines two basic approaches to facing educational challenges: The first approach emphasizes the determining role of socio-economic factors outside prison and seeks solutions at the macro level and through social and economic planning. The second approach focuses on the importance of educational, training and cultural programs in the rehabilitation and education of prisoners and facilitating their return to society. The main focus of this study is to examine the knowledge, skills and attitudes of prison managers and staff in implementing intervention programs for resocialization.
Materials and Methods
The findings of this article are based on fieldwork and the use of the opinions of managers and scholars in this field during the study and work opportunities in the prison organization, which is mentioned in the research as Autoenography. The Autoenography method is a qualitative approach in which the researcher uses his/her personal experiences to understand and analyze a cultural or social phenomenon. In other words, in this method, the individual is both the researcher and one of the main sources of data. Instead of completely separating himself/herself from the subject, deep reflection on life and interactions is used to produce new knowledge.
Discussion and Conclusion
The findings of this study show that the design and implementation of training programs for managers and employees should be based on the final outcomes of organizational goals (reform, education, resocialization, and reducing the return of prisoners to prison). Also, the use of an action research approach is proposed as an effective strategy in order to achieve the goals of resocialization and improve the quality of programs. This framework is part of the author's collection of experiences and analyses in interaction with experts in the field of prison and social reform. In this proposed framework, the educational and research executive programs and their components are designed in such a way that they directly monitor the realization of the main goal of the prison organization, namely the reform and education of prisoners and reducing their return to prison. This goal is determined and evaluated using measurable indicators such as employment after release, improving mental health, acquiring life skills, becoming a useful and effective member of society, and ultimately, reducing the penal population in Islamic and Iranian society. Based on this framework, it is concluded that all training and programs provided to staff and prisoners (which are actually organizational efforts) should be designed, implemented, and evaluated with regard to their initial and final results and outcomes. In other words, these programs should be designed in a way that can effectively lead to the desired organizational results, namely the reform and education of prisoners and the reduction of their re-entry into prison. It is obvious that in this transformation program, the frontline units (which are the same prisons across the country) will be the main focus of attention in the perspective and view of the organization's staff colleagues. This means that policies, planning, and resource allocation should be made by considering the specific needs and conditions of different prisons. Also, all jobs and staff related to this transformational program, including the prison warden, the head of the counseling center, workers, caregivers, psychologists, and even supervising judges, etc., will be directly and specifically prioritized and focused on this type of targeted and result-oriented training.
Certainly, training within this framework will be based on determining targeted training and research titles and courses, with competency-based standard content and with an emphasis on the reform, education, and resocialization of clients, experienced and qualified instructors, the use of various active and participatory educational methods, and finally, evaluation will be accompanied by measuring indicators of attention to the consequences and effective interventions in the behavior and resocialization of clients.
In addition, to create a reciprocal and constructive relationship between research and education in order to resocialize clients, paying attention to real needs and challenges and prioritizing issues in conducting action research (for behavioral and correctional interventions) and applying the research findings to prison affairs, can be placed on the serious agenda of education and research offices. In this way, education and correctional programs will be designed and implemented based on scientific evidence and the real needs of prisoners.