A Report On Education In Prison Education Essay

A Report On Education In Prison Education Essay Prison education has been described as the Cinderella of UK education (Grubb, 2005) and it is the sector which I began working in two and a half years ago in my first teaching post. In common with other new teachers I was enrolled on a Cert. Ed. course at my local college, however it quickly became apparent that the challenges which I faced within this environment were different from those encountered by my mainstream FE colleagues and that the training and guidance which I received as part of my Cert. Ed. studies, though useful for many aspects of my work, was not sufficient to prepare me to teach effectively a cohort containing large numbers of students with either a lack of interest in, or an innate hostility towards, education. This essay will seek to identify how this environment differs fundamentally from mainstream further education, and will consider these differences affects offender learning. It will examine the causes and effects of widespread disaffection and consider me thods of reengagement and control. Finally the consequences of allowing a cohort containing large numbers of students with specialised needs to be taught by generically trained teachers will be considered. Custodial education is viewed as an adjunct to the prison’s primary purpose of secure containment (Irwin, 2008; Wilson and Reuss, 2000) and Simonot, Jeanes, McDonald, McNicholl and Wilkinson (2008) highlight the elementary issue that within the custodial setting the principle identity of those participating in education is that of offender rather than learner. This conflictual definition influences all aspects of prison learning and limits the ways in which prison teachers can seek to reengage the disaffected. The regime in prison is strictly enforced, rigid, unaccommodating and therefore uncomplimentary to learning; further the student profile presents additional challenges to the prison teacher with the presence of extensive and significant educational needs. It is parad oxical that such a diverse cohort of students should be situated within an environment which is essentially antithetical to learning and these elements combined mean that (Simonot et al., 2008, p.7). Furthermore, prison education must answer to two masters, the Learning and Skills Council and the Prison Service, and this situation leads to inherent tensions as the operational requirements of the prison must often take precedence over learning. These factors, combined with the isolation which teaching staff may feel as ‘guests’ within a total institution, produce a learning culture which differs greatly from that experienced in general further education. Research shows that 49% of male and 33% of female prisoners were excluded from school, with 52% of men and 71% of women having no qualifications at all. Additionally, high numbers (65% numeracy, 48% Literacy) have basic skills at or below Level 1 (Bromley Briefings, 2009, p.16). But the challenge for prison education is greater than merely raising the basic skills level of a significant proportion of the inmate population, the reasons behind this lack of achievement must be understood if prison educators are to teach effectively. Within the prison population 20-30% of inmates have learning disabilities or difficulties (Ibid., p.3) with 7% having an IQ of less than 70 and a further 25% with an IQ lower than 80(Ibid., p.35); dyslexia is three times more common than in the general population (Ibid) and since there is no systemised procedure for identifying those prisoners with learning disabilities or difficulties their needs are frequently undiagnosed and unmet (Talbot, 2008, p.63). Additionally, high numbers of inmates suffer from mental health problems; 70% of sentenced prisoners suffer from at least two mental health disorders, and within this group large numbers have a psychotic disorder (Bromley Briefings, 2009, p.37). Finally 75% of inmates have a dual diagnosis of mental health issues combined with drug or alcohol misuse (Ibid., p.39).

Recomendations Essay Example | Topics and Well Written Essays - 250 words

Recomendations - Essay Example Introducing resources that aid patients in adhering to a recommended patient care treatment and healthy lifestyle will enable the company to have access to the members of the community, as these are the latest concerns by the users of Bright Road Health Care System services. Developing an interactive forum between the patients and the organization’s staff to allow for a question and answer session, discussion of different topics, ability to make appointments, and passing of recommendations tailored to the needs of the client to improve the resources and services (Yih, 2011). There is a need for the augmented use and realization of the benefits offered by the internet through search engine optimization and the use of social marketing. Collaborating with social engines to allow the easier location of Bright Road Health Care System on the internet and having a high presence on facebook, twitter, and instagram with frequent information update, informative pieces of information, answering questions in a timely manner. Other measures include developing marketing designs and attractive covers, and marketing the Bright Road Health Care System products on the social media platform. Another strategy is developing a mechanism on the Bright Road Health Care System where the patient’s access links to community resources and health personnel increasing the ability of the site to attract new clients looking for information on resources and personnel. Getting in touch with the patients through mail, text messages, and calls to check on their progress and benefit s of the system also allows clients to have a strong attachment and develop loyalty to the use of the systems

Reflection paper (Case study methods) Research Example | Topics and Well Written Essays - 1000 words

Reflection (Case study methods) - Research Paper Example The case studies enable one to acquire knowledge and also aid in conducting experiments that can produce a hypothesis that can be used at a later date (Woodside, 2010). With this in mind, one can make it a habit to document the cases they get in their place of practice especially so if the disease was rare and also note how they deal with it so that it can be helpful to others in future. How has your learning in this course helped you to understand the complexity of the challenges you will face as an evolving leader? As a leader, one is expected to deal with the issues that arise in the workplace, be it issues between the workmates or members of the public that want the services the organization provides, a good leader understands that it his/her job to ensure that the organization runs smoothly. This cannot be without challenges as people possess different mindsets and are prone to butting heads regularly, through this course, a leader to be learns that dealing with people is subjec t to difficult moments but without the right guidance from their leader the workplace might crumble. In the field of public health, it is even more sensitive of an issue because of the importance of human life and the need for people to feel at ease with the place they have chosen to seek medical help (Acton, 2012). What specific strategies will you use to help you effectively address complex issues in the workplace? To effectively address complex issues in the workplace, as a leader one has to ensure that he/she and the other parties concerned have enough information about the problem at hand, if not, then measures to get this information should be put in place, either through research or training, because acquiring the knowledge and skills needed simplifies the situation. If the problem at hand especially in the medical field does not seem to have a straightforward way to deal with it, then the best move would be to look at previous cases that are related to what is currently bein g solved. Once such a case has been identified, the leader and the team can use the steps followed and incorporate their own along the way depending on the signs and symptoms of the disease or problem. To help deal with complex issues, another strategy would be to advise the workmates to read broadly and collect as much data as possible which can in turn be input in a data bank for easier referral in future (Edwards, 2010). How has working collaboratively to analyze complex issues and propose recommendations prepared you for the real-world experience? Working collaboratively instills the spirit of a team player in an individual since that will be expected in the future place of work, it opens one up to the thought processes and ideas of other people and helps one to think out of the box. This is because as one gets to interact with others, they become aware of the different skills and knowledge present in a world other than their own. It also gives one a sense of responsibility beca use being a part of a collaborative team means that everyone has their role to play and failure to do this is letting down the whole team and the results expected. Through giving recommendations, one learns to help solve a problem by giving ideas as to what they think should be done, this also gives one confidence in his abilities and show the other