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Stop, Stop, Now Go: Is it Ok to be Successful Now?

By Christopher Zoukis

Over the past several months a nagging inconsistency has presented itself.  This is of a generally stated goal of preparing inmates for reintegration back into society through education, training, and rehabilitation, but requiring them to wait until the gates open to actually practice any of the skills we ostentatiously are attempting to facilitate.  Is it just me or is this a crazy concept?

When I first started writing…well, I didn’t first start writing.  I started by learning the alphabet.  Then, after mastering individual letters, I worked on understanding words.  From there I progressed to sentences, punctuation, paragraphs, letters, and now, research papers and books.  This is at least how the process of learning works for me; concept, specifics, practice, perfection (eventually).  Irrespective of my experience, common practice in correctional facilities would have you believe otherwise.

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Providing College To Prison Inmates Series (Part 5)

This is the fifth blog post in the ‘Providing College To Prison Inmates Series.’ This series is based upon seven ‘Recommendations for Policy and Practice’ presented by Contardo on pages 154 through 156 of her text Providing College To Prison Inmates.

“Borrow lessons learned from other states and adapt them to fit circumstances.” –Contardo (pg. 155)

Creating effective correctional educational programming is challenging. The same is true of creating anything new. But within the prison setting, many more challenges present themselves challenges like the ones addressed in the fourth blog post of this series.

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Selection and Retention of Inmate Instructors

Many in the world outside of prison wouldn’t believe that talent lies behind bars. The thought of a prisoner possessing a professional doctorate, being an English major, or even managing an advocacy network would be much too taboo to contemplate.

Luckily for us, we know the truth of the matter: that there are a number of highly qualified inmates which can be put to good use in leadership positions. The question then becomes how to find them and how to maintain their interest.

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Providing College To Prison Inmates Series (Part 2)

This is the second blog post in the “Providing College To Prison Inmates Series.” This series is based upon seven ‘Recommendations for Policy and Practice’ presented by Contardo on pages 154 through 156 of her text Providing College To Prison Inmates.

“Build interagency partnerships to better address the challenges of providing correctional education.” –Contardo (pg. 155)

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Providing College To Prison Inmates Series (Part 1)

Recently I have been enjoying a tremendous book titled Providing College To Prison Inmates, by Jeanne Bayer Contardo. This is a wonderful book which examines the North Carolina Prison System’s partnership with the North Carolina Community College System, a very fruitful 20-year-old partnership. On pages 154 through 156 of this text, Contardo suggests seven “Recommendations for Policy and Practice.” I liked her suggestions so much that I’ve decided to base a seven-part blog series upon them.

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Organizational Spotlight: Assisting Families of Inmates, Inc.

An organization that I’m particularly proud to introduce you to is that of Assisting Families of Inmates (http://www.afoi.org). They are a terrific group that supports families of the incarcerated. According to

AFOI’s website:

“The AFOI mission is to prevent the breakdown of relationships among inmates and their families by providing regular, meaningful visitation support and education services. Our services help prepare families for a successful transition when the inmate is released from prison. AFOI is one of only a handful of such programs to provide these services in Virginia and across the United States.”

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