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J - SOC 327 Lecture (2/2) > Chapter 9: Institutional Corrections > Flashcards

Chapter 9: Institutional Corrections Flashcards

1
Q

What are the 3 levels of correctional systems in Canada?

A
  1. Youth system.
  2. Adult provincial.
  3. Adult federal.
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2
Q

Canada’s first federal prison opened in ___ in ___.

A

Kingston, 1835.

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3
Q

Prisons were designed to create what Foucault called ___ ___.

A

Docile bodies.

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4
Q

Who came up with the idea of docile bodies?

A

Foucault.

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5
Q

What was the idea behind creating docile bodies in prison?

A

They were produced by denying freedom, establishing arbitrary prison rules, harsh punishment, and substandard living conditions.

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6
Q

What was allowed until 1972 that allowed prison guards to beat prisoners?

A

Corporate punishment.

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7
Q

What were some major problems discovered at Kingston?

A
  • Whipping for staring at guards.
  • Food unfit for human consumption.
  • Men, women, and children housed together.
  • Mentally ill and other social “misfits” also imprisoned.
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8
Q

What are the 2 systems of punishment used by 19th Century North American prisons?

A
  1. Pennsylvania System.

2. Auburn System.

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9
Q

What was the Pennsylvania System of Punishment based on?

A

Eastern State Penitentiary in Philadelphia.

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10
Q

What was the idea behind the Pennsylvania System of Punishment?

A

Prisoners were locked in small cells, where they would spend all their time. Segregation and solitary confinement. Hope that inmates would reflect on their crimes, and eventually repent.

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11
Q

What system of punishment was heavily influenced by the Quakers?

A

The Pennsylvania System of Punishment.

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12
Q

How did Quakers influence the Pennsylvania System of Punishment?

A

Bible studies were encouraged, and the idea of repentance was heavily pushed.

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13
Q

Which system of punishment was more common?

A

The Auburn System.

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14
Q

Where does the Auburn System of Punishment find its roots?

A

NY State Prison in Auburn, NY.

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15
Q

What were the main tenets of the Auburn System of Punishment?

A
  • Advocated hard labour as the path to reform.
  • Had specific physical structure, where tiers and blocks, were stacked on top of each other.
  • Based on the idea of a panopticon.
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16
Q

Whose idea was the panopticon?

A

Jeremy Bentham.

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17
Q

What system of punishment is characterized by hard labour, stacked cells, and uses the idea of the panopticon?

A

The Auburn System.

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18
Q

What is the panopticon?

A

Prison guards can see into any cell at any time, but prisoners cannot see the guard, and they never know if they are being watched. The thought gf being watched keeps them compliant and docile.

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19
Q

Which system of punishment was used at Kingston?

A

The Auburn System.

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20
Q

Which system of punishment was based on the silent system?

A

Both the Auburn and the Pennsylvania.

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21
Q

What is the silent system?

A

A system in which inmates are forbidden to speak.

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22
Q

What is the silent system?

A

A system in which inmates are forbidden to speak.

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23
Q

What are minimum-security institutions?

A

Very much like a school, inmates are free to roam about, except at night. Structure is different from medium-security institutions.

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24
Q

What are medium-security institutions?

A

Looks the same as a maximum-security institutions on the outside, but has fewer restrictions. Medium-security institutions are federal institutions.

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25
Q

What are maximum-security institutions?

A

Federal institutions with a rigid, controlled setting. Inmates do not mix with each other.

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26
Q

What are multi-level institutions?

A

Institutions that can accommodate at all levels of security, such as the Edmonton Institution for Women.

27
Q

What are Aboriginal Healing Lodges?

A

Run on a contract basis, or are run by the federal government. Offer Aboriginal programming that reflects Aboriginal culture and practices.

28
Q

What is the SHU?

A

Special Handling Unit, often mislabelled as a super-max prison. Technically classified as a maximum security prison, but it is where the most dangerous offenders end up.

29
Q

In what cases would someone be sent to the SHU?

A

When they have shown aggression towards other inmates or towards correction staff.

30
Q

SHU is meant to be a…

A

Temporary location, before they are transferred to a maximum-security prison.

31
Q

What are the 3 factors that contribute to security classification?

A
  1. Escape risk.
  2. Risk to public safety in the event of escape.
  3. Level of supervision required within the institution to ensure the safety of other offenders and staff.
32
Q

When are offenders assessed?

A

Upon arrival, and then once a year.

33
Q

Is it a favourable situation to have an offender stay at a maximum security prison level? Why or why not?

A

No, since the goal is to reintegrate these people into society.

34
Q

What is the Theory of Risk Assessment? (Know this, since it will be on the exam).

A

Focuses on the social psychology of criminal behaviour and states that individual and social/situational factors combine to create in offenders values, cognitions, and personality contexts that facilitate criminal behaviour.

35
Q

What are you able to do out of assessment?

A

You are able to classify an offender according to a placement to a certain level of prison, as well as an idea of what kind of rehabilitative program they need.

36
Q

What is the model used by the CSC to manage risk?

A

Risk-Need Responsivity Model.

37
Q

Explain the components of the Risk-Need Responsivity Model?

A
  • Risk- an offender’s risk to re-offend can be predicted and reduced if the level of service provided matches the level or risk of the person.
  • Need- services must address the criminogenic needs of an offender.
  • Responsivity- Treatment and services must be individualized.
38
Q

Providing too intensive a set of treatments to low-risk offenders increases ___.

A

Recidivism.

39
Q

What are static risks? Give examples.

A

Fixed, and cannot be targeted or changed. Include criminal history or record, age of first arrest, or how they responded to incarceration in the past.

40
Q

What are dynamic risks? Give examples.

A

Can be targeted and changed. Include education level, employment skills, addictions, or antisocial attitudes.

41
Q

What are some examples of needs that can be treated?

A

Addictions, mental health issues, antisocial attitudes.

42
Q

Responsivity is not just about the type of program, but also…

A

How those programs are offered.

43
Q

Programs must be offered in a way that coincides with…

A

Cognitive abilities, cultural backgrounds, intelligence level, learning style, etc.

44
Q

Which strategies have been found to be the most effective in responsivity?

A

Cognitive-behavioural strategies.

45
Q

What are cognitive-behavioural strategies?

A

If you change the way they think, you will change the way they act. Thoughts influence behaviours and actions.

46
Q

What are cognitive-behavioural strategies?

A

If you change the way they think, you will change the way they act. Thoughts influence behaviours and actions.

47
Q

What does it mean when it is said that prisons are “total institutions?”

A

Every aspect of an inmates’ ;if is dictated by prison authorities, and it makes it difficult to develop skills for when they get out.

48
Q

How are prisoners expected to pursue conflicting goals?

A

Lock people up, and treat them as a threat to society, but at the same time, prepare the inmates for release as law-abiding members of society.

49
Q

What is known as the split-personality of corrections?

A

When prisons are expected to pursue conflicting goals of punishment and rehabilitation.

50
Q

How are prisons influenced by the fact that they are political and public institutions?

A

There are goals they are expected to pursue with the resources available to them. Cannot instil measures as they deem appropriate, but rather are told to do certain things.

51
Q

Outline how overcrowding is a problem in prisons.

A

Double-bunking is a common phenomenon, and growth of populations in prisons are not a result of lengthier sentences or more guilty sentences, but a result of remand.

52
Q

How is the profile of offenders changing?

A

Many recent offenders are struggling with addictions and mental health issues, and they tend to have diseases like tuberculoses or HIV. They tend to have low education, low marketable skills, and significant treatment needs.

53
Q

How do inmate gangs and violence threaten prisons?

A

1 in 6 federal inmates is a gang member, or has an affiliation with an organized crime group. Gang members smuggle and deal drugs, engage in extortion, even provoke riots.

54
Q

Is the Inmate Experience always the same?

A

No it differs between first time offenders and repeat offenders, minimum and max prisons, and length of time.

55
Q

What are status degradation ceremonies?

A

When the prisoner is broken down. Issued prison numbers, cannot communicate with outside world, issued prison uniform, have things taken away.

56
Q

The lack of ___ ___ ___ make status degradation ceremonies especially problematic.

A

Status integration ceremonies.

57
Q

What are the pains of imprisonment?

A
  • Loss of freedom.
  • Loss of access to goods and services.
  • Loss of personal autonomy.
  • Loss of personal security.
58
Q

What is prisonization?

A

Socialization to prison norms, values, and cultures.

59
Q

Prisonization is essentially the ____ of prisoners.

A

Institutionalization.

60
Q

Why is prisonization a threat to prisons?

A

In its extreme form, it prevents inmates from being able to function in the outside world.

61
Q

What is the key to the inmate system?

A

The inmate code.

62
Q

What is the inmate code?

A

Code of conduct between inmates, and between inmates and correctional staff.

63
Q

What are some examples of the inmate code?

A
  • Do your own time, and mind your own business.
  • Don’t rat on others.
  • Don’t show weakness.
  • Specialized vocabulary.
64
Q

In the specialized vocabulary in prisons, what is fish, goof, and bull/screw?

A

A fish is a new inmate, a goof is someone who behaves inappropriately, and a bull/screw is a prison guard.

J - SOC 327 Lecture (2/2) (13 decks)

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