The first time Jeanette Holtham, Founder and President of The Youth Transformation Center visited a youth prison she was scared to death.  Image courtesy of youthtransformationcenter.org

Holtham is a petite red head with a serene composure, but her aspirations are much larger.  She is no longer intimidated by rough looking teens masked with baleful tattoos, multiple piercings, and an array of trinkets hanging from every body part. Holtham knows there are incredible young people hidden behind the masquerading attire.  

Holtham is appalled at the 30-50% drop out rate of juveniles ages 12-17 in Colorado, and the 62,000 that are suspended. She is on a mission to salvage the lives of these young people.  Holtham is collaborating with Colorado school districts and the Department of Youth Corrections to make this happen.  

Holtham is one of the pioneers of a growing global phenomenon called restorative justice, which is a set of principles used to hold offenders accountable for the harm he or she has caused,  provide victims with a voice about how the criminal action has affected them, and how the damage should be repaired .

With the United States’ criminal justice system facing extraordinary challenges, including crowded jails, busy courtrooms, state budget pressures and high recidivism rates, criticism continues to mount. However, few solutions seem to gain traction.  Image courtesy cnn.com

Prisons are seen today as a place of retribution for crimes committed, instead of an opportunity to rehabilitate prisoners and prepare them for productive lives outside of a jail cell. If the criminal justice system were to focus on rehabilitation by educating prisoners, society as a whole would benefit immensely.

Most people who enter the criminal justice system come from a troubled background with little to no family or community support. By locking these prisoners up with very few productive tasks, having them form mutual bonds with other prisoners based on frustration and anger and then releasing them into a world in which they have few positive role models and no practical job skills, the system practically seems designed to encourage recidivism.  

Offering prisoners educational opportunities redesigns this system by giving prisoners a path out of the recidivism cycle. Education within prison can range from traditional classroom formats—such as having prisoners work toward a high school equivalency degree (GED)—to technical skills that require training and even certification. Having a GED can help a former prisoner land a higher paying and more rewarding job, or lead to further educational opportunities. Likewise, technical skills are marketable and lead to well-paying careers.

Modern criminal justice systems, according to some critics, alienate victims and remove responsibility from criminal defendants. This gap undermines the justice aspect of criminal justice, and in the long term hurts victims and society. Increasingly, reform-minded advocates have supported restorative justice programs to close this gap and allow individuals to learn from their mistakes.  Image courtesy prx.org

Restorative justice programs focus on both prisoners and victims. To do this, an array of programs have been developed in cities across the country that employ various strategies to help prisoners see first-hand the impact of their crimes on others. While the methods used to do this are diverse, common themes include support groups for victims, group meetings that unite former prisoners and victims of crime and bringing together individuals serving jail time with their actual victims.

A Victim-Centered Approach

Unfortunately, victims of crime are often ignored in contemporary systems of criminal justice. They are the forgotten other half when a crime is dealt with in society. Restorative justice programs aim to give these victims a voice and an avenue to heal by allowing them to actively participate in the process. This allows victims to feel a higher sense of involvement in their communities, while helping them to recover in a more social and supportive setting.

Outcomes such as these are central reasons for support groups with other victims or joint meetings between victims and those responsible. Allowing victims to confront individuals and let them know the damage they have done is crucial to the healing process, according to proponents of restorative justice programs.

However, these types of programs are not only meant to help victims. In fact, supporters of restorative

In studies on prisoners, education, and recidivism, the results show a decrease in recidivism by those prisoners who received education while incarcerated. Based upon findings reported in ‘Education Reduces Crime, Three-State Recidivism Study,’ [Education, The Prisoner, and Recidivism, Stephen Steurer, Ph.D., Project Director, and Linda G. Smith, Ph.D., Research Consultant] (Feb. 2003), "The research reported here shows strong support for educating incarcerated offenders. All of the analyses described lead to several compelling conclusions." For instance, a reduction in recidivism, and "higher wages that generally indicate that individuals are better able to support themselves and their families, and that they are engaged in jobs that hold promise of sustainability."  Image courtesy journalstar.com

As noted by the authors in their conclusion, "Focusing solely on recidivism would be inadequate, however, especially when there are many other meaningful outcomes such as family stability, workforce participation, and cost savings/benefits." Society gains if a former prisoner becomes a productive member, instead of another crime statistic in the making. The would-be-recidivist becomes a taxpayer instead of a tax liability; many become supportive family members, community servants, skilled laborers, or business professionals helping to build their communities.

In another report, "Cuts in Prison Education Put Illinois at Risk," written by Robert Manor, with assistance from John Maki, both from the John Howard Association of Illinois, "It costs anywhere from $17,000 to $64,000 a year to incarcerate an inmate, depending largely on the security level of the prison ... Education sharply reduces the likelihood that someone will recidivate. A 1997 study published by the Illinois Department of Corrections found that postsecondary education cut recidivism by two-thirds, from 39 percent to 14 percent." The 1997 Illinois recidivism rate is substantially less than the 1997 National average of 67.5% for the "Re-arrest" recidivism rate of those released in 1994 Bureau of Justice Statistics Reentry Trends in the U.S.: Recidivism, which said something positive for the State of Illinois before they stopped what was working.

Janine Geske / Photo courtesy of icle.org

While attending a restorative justice conference in 2006, they sat down to eat lunch in the cafeteria at Schreiner University in Kerrville, Texas. A friendly blond woman sat next to them with her tray. She introduced herself as Janine. The group carried on a conversation about restorative justice, which is a principle used most commonly within the justice system that brings victims and offenders together in a circle with a facilitator and other affected members of the community. The main objective of restorative justice is for the offender to be accountable for the harm caused by his/her actions, the victim to express the impact the crime had on them, and to have a voice as to how the harm should be repaired.

Later that day, they attended a presentation within the conference about a unique peace circle that takes place at maximum security prisons. The program brings convicted murderers and family members of murder victims together in a three day process that transforms not only the offenders, but reconciles the pain for the diseased victim’s family members as well.   

They were surprised to see the woman they met at lunch earlier facilitating the lecture. Janine Geske, former justice and judge of the Wisconsin Supreme Court and professor at Marquette University Law School was speaking about her experience facilitating peace circles with convicted killers and family members of murdered victims inside prison walls.

"Strap up or punk out!" came the angry voice.

I turned and saw a giant of a man covered in tattoos.  By his side were four of his gangbanger homies.  I was in trouble.  Image courtesy edufloor.com

Returning my blank stare, the ringleader said, "What are you waiting for?  Get up and do something or get got!" 

The fight that transpired was not fun or pretty.  Five thugs against one medium-sized guy is not what you would consider a fair fight, even in a prison setting, but that is how it goes.  Lawless, reckless, and violent.  Nothing more and nothing less.

You might think that under the guard's watchful eye these things wouldn't happen.  You might think that the guard was unaware.  And you might think that those responsible would be punished and the victims protected from further harm.  You'd be wrong on all accounts.  The price of prison life.

CRISIS ANALYSIS

The encounter described above happens every day in cell blocks in American prisons.  To be clear, this didn't happen to me.  But similar events have.  A few years ago, when I was housed in a rougher prison -- one housing only aggressive but "youthful" men -- this type of event was a regular occurrence.  I often had to fend off two or more attackers or robbers.  That was the price a young white guy had to pay in those prisons.

The sad truth is that prisoners in this situation usually have no recourse.  In the cell block there are only two options: fight or run.  The guards won't protect you.  The Aryan gang might, but only with consequences potentially worse than taking your chances with 4-to-1 odds.  To state it simply, life can be -- and often is -- a living hell.  One can tango with the dangerous dance partners, or endure a long sit in the hole in protective custody.  While neither is fun, the latter is unthinkable to most.

Image courtesy dogwood33.blogspot.com

The Sustainability in Prisons Project's (SPP) main objective is to educate prisoners about environmental conservation. The inmates are learning innovative ways to use nature’s resources to save tax-payers money in their own prison backyard. The project involves collaboration between Washington State Department of Corrections, Evergreen State College, inmates, prison staff, scientists, and community members.

Not only does SPP save money and the environment, but it provides prison inmates with a sense of dignity. They learn teamwork and leadership skills by working together on the prison grounds using nature’s resources to sustain the environment. 

Inmates are provided with an opportunity to improve their lives on the inside and the lives of those living outside. The key fringe benefit the prisoners receive is exposure to nature. Most incarcerated individuals are confined inside prison walls and are rarely exposed to the outdoors. Working outside has healing effects on the human psyche, which is what the detainees need when it is time to function outside of prison.

I was kicked out of high school my sophomore year due to attendance issues. Shortly after that I was arrested for several crimes that resulted in a 34-year prison sentence in the Illinois Department of Corrections. Coming to jail at seventeen and facing the many serious offenses I was faced with led me to a new thought process. One in which I was searching for a positive end to the tragic situation I had gotten myself into. My only solution was to gain the best education available to me in order to prepare myself for my return home. Since the Macon County Jail only offered G.E.D. classes for inmates who weren’t facing class X felonies, I wasn’t able to participate. My quest for education was put on hold.  Image courtesy cafepress.com

After being sentenced, I was shipped out of the Macon County Jail and into the I.D.O.C. More specifically, Graham Correctional Center. I quickly signed up for G.E.D. classes and within two months I had successfully obtained my G.E.D.

In Illinois, first time offenders are placed on the top priority list when it comes to schooling, rather than ones who return to prison multiple times. Because I met the top priority qualifications, I was placed into a vocational course just weeks after receiving my G.E.D. My first choice was Small Business Management. After completing the 8-month course I enrolled in the Environmental Studies Course (commonly referred to as Custodial Maintenance).

All college courses at Graham are offered through Lakeland College based in Mattoon, IL. Due to the immense population of prisoners in Illinois, each inmate is only allowed to complete two vocational courses.

Here at FCI Petersburg the Education Department offers several programming opportunities.  These include GED classes, English-as-a-Second Language classes, and Adult Continuing Education (ACE) courses.  With the exception of the GED program, none of these programs offer outside recognition of course completion.  None of the courses -- outside of the GED program -- are accredited or recognized as formal educational endeavors.  Image courtesy onlineuniversityfaq.com

I'm all for learning for learning's sake.  As a matter of fact, I'm not only on the testing crew for the new self-paced ACE program here at FCI Petersburg, but I even take a different traditional ACE course each quarter.  I do this because I enjoy taking classes and find it helpful to analyze other teachers’ methods of instruction.  I feel that both my own knowledge base and teaching skills can be enhanced through these courses.  This is regardless of program accreditation.  Though I would certainly be interested in a program which I could add to a resume; something to help my employment prospects upon release.  Sadly, a Federal Bureau of Prisons' educational certificate is not going to do the trick.

Prisoners as a whole are an under-educated class.  When they attend classes on resume writing or job interviews, they are at a loss for what to do with a resume and what to tell an employer.  This is because many only have a GED; not even a real high school diploma.  Some lack even a GED.  Something needs to be done about this.  If a prisoner is at a loss for how to explain their lack of an adequate work or educational history while in a classroom setting, which is designed to prepare them for job interviews, then the actual interviews will almost certainly be total failures.  As correctional educators, we should not accept this.  We should strive to prepare our students for success, not probable failure.  In my mind, when my students fail, it is really me failing them since it was they who put their trust in me to prepare them for success.

In Bruce Michaels' book College In Prison: Information and Resources for Incarcerated Students, he presents the positive reasons -- along with the potential negatives -- to forming a study group for prospective incarcerated college students.  I like a number of his ideas and would like to explore the concept of forming institutionally-approved study groups with the PrisonEducation.com community.  Image courtesy survivingstudenthood.wordpress.com

Truthfully, at first glance, this concept seems like an inherently bad idea.  I say this because I am a prisoner and I see what the average prisoner does when given freedom.  Sadly, most will abuse leeway to its fullest extent.  This principle applies most stringently toward the average prisoner, not necessarily the incarcerated college student.

I can also see tremendous possibilities, too, when considering a room where students can meet to work on school work, utilize typewriters, and enjoy the company of other intelligent and motivated incarcerated students.  For this group of prisoners, I don't see any problems with entrusting them with a quiet room to study and work.  Even the concept would be a hard one to refute since it is focused on pro-social growth, a growth which fosters following the rules of the institution and that of society.

What is clear to me is that with proper management and staff supervision, a study group with a private room could be a Godsend for incarcerated students.  As I say this I am visualizing a room in the FCI Petersburg Education Department which is not being used and just large enough for this purpose.  Anyone?

If this sort of idea is plausible for your institution, I implore you to contemplate it.  Speak with a few of your currently enrolled college students and inmate educators to see if they would be open to this.  Perhaps they have ideas as to where there is room or what kind of regulations would enable its success?  After all, these are the boots-on-the-ground personnel who would not only be utilizing the room's service, but also see much more of how the institution operates -- successes and failures -- than staff do.  They live in the prison after all.

If I were to manage such a college study room, I would concentrate upon four areas of concern.  These are as follows:

Management of Location

The idea of having a privilege governed on the honor system is fine when dealing with honest incarcerated students, but not when the location is accessible to the general population.  So, at all times, a trusted inmate educator should act as the room's trustee.  This means ensuring it is clean, stocked with any supplies and that all that enter are on an approved list.  Because of the level of responsibility, this person should be trusted and above reproach.

In fact, it might be worth the effort to set up a committee -- composed of incarcerated students who will be utilizing the room -- which governs the room's policies and procedures.  This committee could vote upon the proper trustee and come together to discuss other room-related concerns periodically.  This would allow for inmate involvement in their success and future.

Staff Supervision

Throughout the day a staff member should swing by the study room to ensure that only approved students are utilizing it.  They should do so once or twice an hour when it is open.  Any inmate caught in the room who is not approved to be there should be issued an incident report on the spot.  This is vital.  Policy without teeth is no policy at all.  By enforcing a strict authorization policy, the room and its approved participants will both be able to fulfill their purpose going forward and the sanctity and regulation of the room will be sustainable for a significant period of time.

Supplies

This study room should be furnished with a large table, several smaller tables, a number of chairs, and typewriters.  The last item -- typewriters -- are absolutely essential.  Students need to be able to type their school papers.  If possible, this study room should also have a door on it so that noise and visitors from outside it are not encouraged.

While pens and paper would probably be too much to ask -- since budgets and expectations are what they are -- it wouldn't hurt for prison administrations to look for small ways to assist incarcerated students with their studies.  For example, perhaps lined paper, typing paper, or other needed supplies could be furnished.  If a prison's Education Department has a surplus of funding for a particular quarter or year, they could even purchase a supply of typewriter ribbons and correction tapes so that indigent incarcerated students would be able to type their school papers, too.  The concept here is what is possible, not what necessarily has been done in the past.

Environment

The goal of this college study room should be to be as friendly and academic as possible.  By resembling a public library's lounge or war room, study and growth will be facilitated.  Also, as with a study hall, the room should be as quiet as possible.  This very well could be its greatest asset.  Many incarcerated students, the author included, would utilize a mop closet if it had a chair, desk, light, and was quiet.  Prisons are notoriously loud places.  This could all be tied back in with the concept of a governing council for the room.  As such, regular users of the study room would see any problems that arise and be able to rectify the matters via council meetings.

With proper institutional management, a study room for college students to congregate and work in would be a tremendous asset to any prison's Education Department.  Such a room would facilitate college-level studies, provide a place of sanctuary for incarcerated students, and allow prisoner-students to feel involved in their own future.  They key, though, would be in ensuring that it is used only for approved activities by approved students.

NOTE:

Naturally, if anyone from the FCI Petersburg Education Department is reading this, I am more than willing to assist with the creation and management of such a program.  I know just the room.