Rehabilitation Programs
Code: 100439Credits: 6
| Degree programme | Type | Course |
|---|---|---|
| Criminology | OB | 2 |
Contact lecturer
- Name :
- Jenny Cubells Serra
- Email :
- jenny.cubells@uab.cat
Teaching staff
- Andrea Calsamiglia Madurga
- Christian Díaz-Santos Guiu
Group languages
You can consult this information at the end of the document.
Prerequisites
The course provides an updated overview of programs of intervention on crime at a local and international level.
It presents and explores the main concepts underpinning intervention programs to prevent recidivism.
Therefore, this course is related to the area of psychology and pedagogy, for its contributions to understanding the problem of crime as well as the logics of the intervention programs.
The course will be taught from the perspective of the Sustainable Development Goals.
The theory classes of the course will be held in Catalan. Seminar 11 will be in Catalan, seminar 13 in Spanish and seminar 12 is to be determined
Objectives
1. Analyze the different models of intervention on offenders to prevent recidivism (at a local and international level), as well as its theoretical basis
2. Explore the most representative practical experiences on offender intervention through the study of programs and/or empirical research, and draw conclusions about their relevance and effectiveness.
3. Provide theoretical resourses useful for the development of rehabilitation programs.
Learning outcomes
- CM29 (Properly lead a prevention or safety team.) Properly lead a prevention or safety team.
- CM30 (Effectively manage prevention, rehabilitation and reintegration programmes, individual or group, based on scientific evidence, and in cooperation with other professionals.) Effectively manage prevention, rehabilitation and reintegration programmes, individual or group, based on scientific evidence, and in cooperation with other professionals.
- CM32 (Work as a team with other professionals to evaluate a prevention or crime victim care program.) Work as a team with other professionals to evaluate a prevention or crime victim care program.
- CM33 (Work professionally in the field of criminology with objectives of pacification, social integration and prevention of new conflicts.) Work professionally in the field of criminology with objectives of pacification, social integration and prevention of new conflicts.
- KM28 (Explain the rationale for the main primary, secondary, and tertiary crime prevention programs.) Explain the rationale for the main primary, secondary, and tertiary crime prevention programs.
- KM29 (To describe, according to scientific evidence, police and private security methods for crime prevention.) To describe, according to scientific evidence, police and private security methods for crime prevention.
- SM34 (Analyze the results of a crime prevention program.) Analyze the results of a crime prevention program.
- SM35 (Effectively develop a security audit or security plan in the public or private sector.) Effectively develop a security audit or security plan in the public or private sector.
- SM36 (Assess the risk and intervention needs of offenders.) Assess the risk and intervention needs of offenders.
- SM37 (Use respectful and non-stigmatizing language with anyone involved in a conflict or crime problem.) Use respectful and non-stigmatizing language with anyone involved in a conflict or crime problem.
- SM38 (Implement prevention policies as a result of their impact on gender, ethnicity, social class and any other personal or social circumstance.) Implement prevention policies as a result of their impact on gender, ethnicity, social class and any other personal or social circumstance.
Contents
Part I. Intervention programmes and implementation context
1. Intervention programmes in Catalan prisons
Socio-educational programmes, specific programmes. Theoretical foundations of intervention.
2. Discipline and control. Foucauldian perspective.
Punishment and punishment. Power-knowledge relationship. The role of rules and examination. The Panopticon. Production of subjectivities.
Part II. Toolbox for the design and implementation of intervention programmes.
3. Theoretical perspectives on Intervention Programmes: Cognitive-Behavioural Perspective and Gender Perspective.
3.1 Cognitive-behavioural perspective. Behaviour modification. Effectiveness of programmes based on the cognitive-behavioural perspective. The Risk-Need-Responsivity principle. ABC model. Analysis of an intervention programme designed and implemented by the Department of Justice.
3.2. Gender perspective. Analysis of patriarchy and its relationship with the perpetration of gender violence and intervention in female delinquency. Review of the laws that guide intervention in gender violence.
4. RisCanvi, risk assessment of the prison population and potential for the individualisation of treatment.
Part III. Lectures
Lectures bydifferent professionals and users on subjects related to the subject
Lecture by Justice Department (Treatment Section. Directorate General of Resources and Penitentiary Regime of the Secretariat of Penal Measures, Reintegration and Victim Care) on the design and implementation of Intervention Programmes in prisons.
Lecture done by rehabiltiation officers and residents of the Quatre Camins prison
Lecture done by the professionals and inmates of the Brians Prison's Women Module.
Lecture done by the professionals and inmates of the Youth male prison.
Learning activities and methodology
| Title | Hours | ECTS | Learning outcomes |
|---|---|---|---|
| Subject Follow-up | 33 | 1.32 | |
| Final evaluation | 11 | 0.44 | |
| Lectures | 19.5 | 0.78 | |
| Team work | 31 | 1.24 | |
| Individual work | 30 | 1.2 | |
| Seminar | 19.5 | 0.78 |
Practical case
The course is structured around a project to be developed on behalf of the Catalan prison service. On the first day of class, a professional of the prison service will present the assignment, which will consist of designing and implementing an intervention in three penitentiary centres (one per seminar)
a session in the various intensive intervention programmes (violent crimes (DEVI), gender violence (VIGE), sexual crimes (SAC) and drug addiction
Intervention programme:
Presentació d'un encàrrec: detecció de necessitats.
Reading and debate (1 session)
Reading and debate on La producción y gestión del deseo de libertad: la puerta de entrada al dispositivo penitenciario (Jeanneret & Elejabarrieta, 2006).
Participate in a workshop with a gender perspective in the intervention in gender violence (1 session)
Submission of an individual report reflecting on the activity and the training carried out.
Test on the application of the theory in the project to be carried out.
After each theory session, students will have to reflect on the applicability of the theory in the project they are developing (the information will be collected in a form).
Intervention programmes (10 sessions)
The students will design an activity oriented to respond to the request proposed by the Department of Justice to be implemented in a penitentiary centre (women, young people and DAE-DID).
On the Moodle platform, at the beginning of the course, the timetable of the course will be available with the calendar of activities and the dates for the delivery of the evidence of learning.
Assessment
Continuous assessment activities
| Title | Weight | Hours | ECTS | Learning outcomes |
|---|---|---|---|---|
| EV1. Reading: Detection of intervention needs | 15 | 0 | 0 | CM29, CM30, CM32, CM33, KM28, SM34, SM36, SM37, SM38 |
| Final exam | 35 | 1.5 | 0.06 | KM28, SM37 |
| EV3.1. Workshop: Presentation of objectives and activity | 35 | 3 | 0.12 | CM30, CM32, CM33, SM34, SM35, SM37, SM38 |
| EV2. Reading: the desire for freedom | 15 | 1.5 | 0.06 | CM32, KM28, KM29, SM34, SM36, SM37 |
1. Assessment Model
Continuous assessment so that students, along with teachers, can track the degree of achievement of educational objectives and competencies. Thus, students take an active role in guiding and promoting their own learning process.
Students will present three individual reports, group work, and a written test about the contents studied in the course.
At the end of the session, students will answer a Google forms questionnaire at the end of the session in which they will reflect on the applicability of the theory worked on in class to the project they are developing.
2. Assessment requirements
Attendance at lectures and seminars (minimum 80%). Only justifiable absences, for illness or similar reasons, are accepted.
It is important to respect the date and format of delivery, otherwise the teacher will not be obliged to carry out the correction.
Copying or plagiarism implies that the delivery is not evaluated or that students are not entitled to a new delivery.
Students will be assessed as long as they have carried out a set of activities the weight of which is equivalent to a minimum of 2/3 of the total qualification of the course. If the value of the activities carried out does not reach this threshold, the teacher of the course may consider the student as not assessable.
For this subject, the use of Artificial Intelligence (AI) technologies is permitted exclusively in support tasks, such as bibliographic or information searches, text correction or translations. The student must clearly identify which parts have been generated with this technology, specify the tools used and include a critical reflection on how these have influenced the process and the final result of the activity. The lack of transparency in the use of AI in this assessable activity will be considered a lack of academic honesty and may lead to a partial or total penalty in the grade of the activity, or greater sanctions in serious cases.
3. Requirements to pass the course
Students must obtain a minimum mark of (5) in each of the units of the assessment (individual work, group work and final test).
4. Resit
In case ofnot delivering, or failure of any of the assessment items, students will have the opportunity to be reassessed. The individual projects will be repeated during the academic course, once having received feed-back by the teachers, regarding the activities. The working group and the final exam will be re-taken in the period established for it, before the end of the course. Themaximum score in case of reassessment will be a pass (5). Attendance and participation in the group dynamics is mandatory, in case of not being able to attend due to force majeure, the part of the dynamization must be repeated individually within the university calendar.
5. Fraudulent conducts
Students who cheat or attempt to cheat in exams would obtain a 0 in the course and lose the right to reassessment. In case students delivers an essay in which there is evidence of plagiarism or cannot justify the arguments of their essays they will receive a warning. Should the student reiterate that this behavior, the maximum mark for the course will be 5. A second relapse will lead to a 0 in the subject and the student will lose the right to re-assessment
6. Activities for assessment: assignments
-Reading of Jeanneret and Elejabarrieta (15%). Individual reflection on questions of reading and discussion held in class.
-Written exercise on the Gender Violence Workshop (15%)
-Intervention program (35%)
-Final exam (35%)
7. Punctuality
Classes start on time. It is not allowed to enter class once it has started, nor to leave before its end, except for a justifiable reason
8. Unique assessment
Both the assessment and the recovery of the course in the single assessment mode will consist of a written exam with theoretical questions and the completion of the design of an activity to be carried out in a penitentiary centre. This activity will have to be dynamised in a group facilitated by the person to be assessed (family, friends, etc.) and will have to be recorded on video and delivered to the teacher.
This activity should be facilitated by a group led by the person being assessed (family, friends, etc.) and should be recorded on video and submitted to the teacher. This audiovisual material will be submitted on the day of the exam, and during the exam, the student will have to answer some questions, created ad hoc by the teacher, regarding the design and evaluation of the activity carried out.
Bibliography
Mandatory readings
Jeanneret, F. & Elejabarrieta, F. (2006). La producción y gestión del deseo de libertad: la puerta de entrada al dispositivo penitenciario. Castalia: Revista de Psicología de la Academia, 10, 93-106.
Lindzey, G; Hall, C. & Thompson, R. (1985). Psicología. Omega. (Chapter on operational conditioning)
Dirección General de Servicios Penitenciarios (2011). El model de rehabilitació a les presons catalanes. http://justicia.gencat.cat/web/.content/documents/publicacions/model_rehabilitacio_presons_catalanes.pdf
Complementary readings
Almeda, Elisabet. (2003). Mujeres encarceladas. Ariel.
Andrews, D. & Bonta, J. (2006). The psychology of criminal conduct (4ªed.). Anderson Publishing Co.
Aristizábal, Luz A. & Cubells, Jenny (2017). Delincuencia femenina y desistimiento: factores explicativos. Universitas Psychologica, 16(4), 1-14. https://doi.org/10.11144/Javeriana.upsy16-4.dfdf
Ayuso, A. (2003). Visión crítica de la reeducación penitenciaria en España. Nave Libros.
Birgit, Haydeé. (Ed.) (2000). El Derecho en el género y el género en el derecho. Biblos.
Burgess-Proctor, Amanda (2006). Intersections of race, class, gender, and crime: future directions for feminist criminology. Feminist Criminology, 1(1), 27–47. https://doi.org/10.1177/1557085105282899
Dowden, C., & Andrews, D. (2004). The importance of staff practice indelivering effective correctional treatment: A meta-analytic review of Core Correctional Practice. International Journal of Offender Therapy and Comparative Criminology, 48(2), 203–214. https://doi.org/10.1177/0306624X03257765
Foucault, M. (1975). Vigilar y Castigar. Siglo XXI.
Mackenzie, Doris (2006). What works in corrections. Reducing the criminal activities of offenders and delinquents. Cambridge University Press.
Redondo, S; Martínez, Ana, & Andrés-Pueyo, A. (2012). Intervenciones con delincuentes juveniles en el marco de la justicia: Investigación y implicaciones. eduPsykhé, 11(2), 143-169. https://doi.org/10.57087/edupsykhe.v11i2.3863
Rodó, M. (2021) Interseccionalitat. Desigualtats, llocs i emocions. Tigre de Paper
Software
The delivery of the evidence, the evaluation and feedback thereof will be carried out through the Moddle platform within the framework of the UAB Virtual Campus.
Course groups and languages
The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE
| Type of teaching | Group | Language | Semester | Shift |
|---|---|---|---|---|
| (TE) Theory | 1 | Catalan | second semester | morning-mixed |
| (SEM30) Seminaris (30 estudiants per grup) | 11 | Catalan | second semester | morning-mixed |
| (SEM30) Seminaris (30 estudiants per grup) | 12 | Catalan | second semester | morning-mixed |
| (SEM30) Seminaris (30 estudiants per grup) | 13 | Catalan | second semester | morning-mixed |