/11/ CHAPTER OBJECTIVES CHAPTER OBJECTIVES CHAPTER OBJECTIVES

(1)

Summarize the definition, mission, and role of corrections. Identify how corrections can affect the crime rate by understanding the concept of the correctional funnel. Outline the growth of corrections over the past two decades and describe why the scope of correctional

budgets, staffing, and clients makes it important for students to study corrections. Contrast the Classical School with the Positive School of

criminology.

Summarize early responses to crime prior to the development of prisons.

CHAPTER OBJECTIVES

1.1 1.2

1.3

1.4

1.5

Outline the development of the prison. Describe the operations of the Walnut Street Jail, the

first American prison.

Compare the Pennsylvania system with the Auburn system of imprisonment.

Describe prison development from the Reformatory Era to the Modern Era.

List the acts of Congress regarding the sale of prison made products and describe their impact on the end of

the Industrial Era of prison operations.

CHAPTER OBJECTIVES

1.6 1.7

1.8

1.9

1.10

1.12 1.13

Describe the Rehabilitative Era and the medical model of corrections, and explain how this era evolved into the

Reintegrative Era.

Summarize sentencing goals and primary punishment philosophies.

Define the theories of specific and general deterrence.

CHAPTER OBJECTIVES

Summarize the

definition, mission,

and

role

of corrections.

Learning Objectives

After this lecture, you should be able to complete the following Learning Outcomes

1.1

Defining Corrections

1.1

The range of community and institutional

sanctions, treatment programs, and services for

managing criminal offenders.

What is corrections?

Incarceration Treatment and

Rehabilitation Surveillance

and Control

Protection of Society

The Mission of Corrections

(2)

Corrections as Part of the Criminal Justice System

1.1

Inter-section

Police

Courts

Corrections

Identify how corrections can affect

the crime rate by understanding the

concept of the

correctional funnel

.

Learning Objectives

1.2

1.2 Figure 1.2 Correctional

Funnel

Outline the

growth of corrections

over the

past two decades and describe why the

scope of correctional budgets, staffing,

and

clients

makes it important for students to

study corrections.

Learning Objectives

1.3

1.3 Figure 1.3 Incarceration

Rate of State Prisoners

Who Is in Prison?

_1.3

Figure 1.5 Adult

Correctional Populations

(3)

1.3 Figure 1.6 Direct

Expenditures by Criminal

Justice Function

Expenditures

_1.3

_{Who Is in Prison?}

Males

White men ages 18 or older—1 in 106 All men ages 18 or older—1 in 54 Hispanic men 18 or older—1 in 36 Black men 18 or older—1 in 15 Black men ages 20 to 34—1 in 9 Females

White women ages 35 to 39—1 in 355 Hispanic women ages 35 to 39—1 in 297 All women ages 35 to 39—1 in 265 Black women ages 35 to 39—1 in 100

Source: Pew Center on the States(2008), One in 100: Behind Bars in America 2008, p. 6.

Correctional Jobs

1.3

Budget administrator Chaplain Computer specialist Correctional officer Employee development

specialist Facility manager Financial manager Food service manager Health system administrator Industrial specialist

Institution administrator Juvenile caseworker Medical officer Ombudsman Personnel manager Probation/parole officer Psychologist Recreation specialist Safety manager Teacher Training instructor

Contrast the

Classical School

with the

Positive School

of

Criminology.

Learning Objectives

1.4

Two Schools of Criminology

1.4 Classical

School

Cesare Beccaria

Positive

School

Cesare Lombroso

vs.

Comparison of Schools of Criminology

1.4 Classical

Positive

Free Will

Deterrence

Non-Free Will

Biological Causes of Crime

Hedonism Punishment Should Fit the Criminal

(4)

Schools of Criminology

1.4

Neo-Classical School of Criminology

Summarize

early responses to

crime

prior to the development

of prisons.

Learning Objectives

1.5

Early Responses to Crime

1.5

Early Punishments in the English system

Outline the

development of

the prison

.

Learning Objectives

1.6

Development of the American Prison

1.6 Quick Historical Perspective

Describe the operations of the

Walnut Street Jail.

Learning Objectives

(5)

Operations of the Walnut Street Jail

1.7 Walnut Street Jail

Compare the

Pennsylvania

and

Auburn prison systems.

Learning Objectives

1.8

Pennsylvania and Auburn Systems

1.8

Pennsylvania

System

•  Separate and silent •  Solitary confinement •  Hard labor within the cells

•  Repentance

•  Used at Western and Eastern

State Penitentiaries

•  Caused mental problems

•  Short-lived

Auburn System

•  Congregate and silent

•  Work in groups

•  Repentance and hard labor

•  Used at Auburn and other New

York prisons (Sing Sing)

•  Adopted by other states

•  Fewer mental problems

vs.

Describe prison development

from

Reform Era

to the

Modern

Era.

Learning Objectives

1.9

Prison Development from the Reform Era

to the Modern Era

1.9 Prison Development

List

acts of Congress

regarding

prison industries.

Learning Objectives

(6)

Acts of Congress

1.10 Hawes-Cooper Act

1929

Ashurst-Sumners Act

1935 & 1940

and

•  These acts severely limited the sale of prison-made products on the open market.

•  They idled thousands of inmates and forced administrators to find other means to operate prisons.

Describe the

Rehabilitative Era

and

the

Medical Model

of Corrections,

and explain how this era evolved into

the

Reintegrative Era.

Learning Objectives

1.11

Rehabilitative Era to Reintegration

1.11 Rehabilitative Era

• Emphasized the professionalizing of staff

through recruitment and training

• Implementation of many self-improvement

programs of prison management

Rehabilitative Era to Reintegration

1.11 Medical Model

• Offenders are sick, inflicted with problems that

caused their criminality, and need to be

diagnosed and treated

• Rehabilitative programs would resolve

offenders

’

problems and prepare them for

release into the community able to be

productive and crime-free

Rehabilitative Era to Reintegration

1.11 Reintegration

• After offenders complete their treatment in

prison they need transitional care, and the

community must be involved in their successful

return to society

Summarize

_{primary punishment}

sentencing goals

and

philosophies.

Learning Objectives

(7)

Sentencing Goals of Corrections

1.12 Define the theories of

specific

and general deterrence.

Learning Objectives

1.13

Deterrence as a Goal of Punishment

1.13 General

The recognition that criminal acts result in punishment, and the effect of that recognition

on society that prevents future crimes

Specific

The effect of punishment on an individual offender that prevents that person from committing future

crimes

vs.

Corrections is the range of community and institutional sanctions, treatment programs, and services for managing criminal offenders. The primary mission is to protect the public through surveillance and control, treatment and rehabilitation,

and incarceration.

The correctional funnel displays the disposition and number of cases that begin as being reported and end as incarceration. It

is clear that only a small percentage of crimes reported end in arrest and incarceration.

The growth of corrections in terms of offender population and cost has dramatically increased over the past two decades. Classical criminology focuses on the free will and hedonism of

the offender while Positive criminology centers on biological and environmental causes of crime. Contemporary corrections

continues to ascribe more toward the Classical School.

CHAPTER SUMMARY

1.1

1.2

1.3

1.4

Early responses to crime included many forms of corporeal punishments including torture of various types. The American prison system started with a small penitentiary at

the Walnut Street Jail in Philadelphia and advanced to larger penitentiaries in Pennsylvania and New York and then to

reformatories in several states.

The Walnut Street Jail was a three-story jail in Philadelphia. A small segregated unit on the third floor was renovated so inmates could repent in their cells. This became the beginning

of the penitentiary movement. The Pennsylvania system operated as a silent and separate system in which inmates were confined in single cells with no

contact with other offenders. The Auburn system permitted inmates to work in groups to have human contact, but silence

remained a key feature.

CHAPTER SUMMARY

1.5

1.6

1.7

1.8

The development of the prison was a slow process of moving from a separate and silent system to reformatories to promote treatment and work skills, then to a system in which offenders were consider “ill.” This was followed by a movement toward rehabilitation and reintegration

back to the community and a concern for victims’ rights.

The Hawes-Cooper Act (1929) and the Ashurst-Sumners Act (1935) restricted the sale of prison made goods on the open market.

The Rehabilitation Era evolved into the Medical Model in which offenders were “sick” and needed treatment. While this fell out of favor, more emphasis was placed on preparing offenders for their eventual release.

CHAPTER SUMMARY

1.9 1.10 1.11 1.12 1.13

The sentencing goals of corrections remain punishment, deterrence, incapacitation, treatment, and restitution.

Specific deterrence refers to those punishments aimed at stopping the offender from committing further crimes. General deterrence are actions