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Motivational program for
prison intervention Ie University
Sebastían Prieto Tovar
30/05/2014
BACHELOR IN PSYCHOLOGY 2014
TUTOR: BEATRIZ GANDARILLAS
Intervention Program
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Index
Abstract 2
I. Introduction 4
Context analysis 7
Problem description 10
II. Theoretical framework 12
Intervention and motivation 13
Learning processes and inmates token´s economy 15
III. Program´s Plan 17
Focused group 17
Goals and Objectives 17
Method 18
IV. Applying the program 20
How to apply 20
Activities schedule 35
Resources 36
V. Evaluation and Monitoring 37
Limitations and conclusion 41
VI. Appendix 43
VII. References 53
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Abstract
This work is focused on a proposal for intervention, arises in the context of the penitentiary
centre of Segovia, located in the municipality of Torredondo (Spain). This institution is
composed of 6 modules to accommodate inmates, of whom 3 and 4 are the residence to those
who do not participate in any activity that is proposed by the prison. Considering that the inmates
have not shown their interest to be included in any of the other modules, or they have been
expelled from them. We suggest our proposal of intervention. This program is aimed to motivate
inmates to develop some of the activities of the wide range that the Center offer. By activity
mean: (1) admission to the program's attention to drug addicts (2) participation in workshops; (3)
admission to school; (4) getting a job; or (5) residence in a respect module. The objectives of the
intervention will be the use of their time in prison for a rehabilitation and reinsertion in the
society, which will also show a decrease in the criminality or more concretely recidivism.
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I. Introduction
The prison has always been an institution that has created controversy within societies.
One of the most common views that the majority has is the prison as a tool for control and
punishment. However some decades ago it appeared another view more related with hope in
those types of social institutions. The goals of the prisons are not only punish and control people,
but also find others goals that can be achieved along the time people spend in them. Following
these new goals, lawyers, psychologists and criminologists fought against the old principles that
were established in prisons and they made the first step towards change and humanize the lives
inside them. Their purpose was looking for institutions that helped criminals to reeducate and be
reintegrated in the society; following those lines in the latest seventies treatments prison
emerged, the main objective was to work with criminals in the sense that the time they were in
prisons was used to resocialize instead of being just deprived of freedom. (Sancha & Garcia,
1987)
Societies cannot afford the luxury of making a pause investing in social integration and
reintegration for offenders programs. Such programs are an essential part of any comprehensive
crime prevention strategy. Invest in prisons, without additional investment in rehabilitation and
reintegration programs, do not produce a significant reduction in recidivism. In fact they may
complicate the problem. The period of imprisonment, while the offenders are under strict control,
can be used to stabilize them and rehabilitate them, but that frequently lasts little without the
support of programs of reintegration of the prisoner. These programs can be implemented at
much lower cost than the imprisonment and can produce some very effective results in terms of
costs. The reduction of the number of offenders returning to crime means fewer victims,
community safety and less pressure to law enforcement agencies. The success of the
reintegration of offenders means less than they have is to present before the criminal courts,
return to prison and contribute to the overcrowding in the same, and, in general, increase the
costs of the criminal justice system (Borzycki & Makkai 2007)
The problem of offenders is another major concern. Frequently a large proportion of
offenders pass through the system of prison because of crimes relatively minor, serving
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successive and relatively short terms of imprisonment. Although the crimes themselves are
relatively less serious, mainly minor offenses against property, the impact of recidivism is
substantial communities and public safety, as well as public confidence in the justice system.
Much of the behavior of these criminals may be linked to the abuse of substances and addictions,
mental disorders, lack of skill for work and other issues. Since they tend to comply with short
sentences, their access to treatment and other programs when they are detained is rather limited
and they are exposed to a high risk of return to crime. Unfortunately, very few of these criminals
are significantly involved in prison programs and even less receive support or supervision after
being released. They constitute not only a real public safety concern, but also crowded prisons
and have little opportunity to integrate into normal society. It is therefore important to give
offenders with possibility to be recidivists priority access to rehabilitation and reintegration
programs and submit them for effective community supervision - and management of offenders
– when they are released. (Dawson & Cuppledith 2007)
Along the last years, the number of criminals inside prisons in Spain has increased, from
121 per 100,000 inhabitants in 1996, to 142 per 100,000 in 2006 (Agrupación de los Cuerpos de
la Administración de Instituciones Penitenciarias, ACAIP). This means that population in prisons
has raised from 41,886 to 64, 021 along those years. In regards to Europe and these types of
institutions the countries that have an average of 100 prisoners every 100,000 inhabitants, Spain
is one of the countries that is over this average. It is also a reason that in Spain the judges give
longer convictions than in other countries, moreover sometimes Spanish sentences achieve the
double of other European countries´ ones which explains the large population in jail (Redondo
2010).
According to the institution that is controlling this type of population in Spain which is
called Agrupación de los Cuerpos de la Administración de Instituciones Penitenciarias (ACAIP)
and looking at its statistics that are given at the beginning of the year, concretely on the 21st of
February 2014, the total number of prisoners in Spain within this institution is 66,881. This
population is spread in 97 prisons that are separated all over the Spanish regions being Andalucía
region the one that has more centers with a total number of 15,337 prisoners.
It is also important to take into account the Law 1/1979 and its article 59 Title 3, which is
related to the treatment. It is said that there is a necessity towards the intervention through
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rehabilitation, reinsertion and recovery strategies instead of the methods that were used in past
years more related to punishment and control. This is one of the reasons why prisons instead of
the fact that they have functions of restraint, control and make the social debt being paid, they
use this time as a trustful time for the interns to change and be adapted again to the society.
Haney and Zimbardo (1998) proposed different goals for the prisons; the first goal is the
rehabilitation, mean to change and reform criminals, the second one is done through specific
deterrence, which is seen in the third goal but being a more general deterrence and the fourth one
is the inability to be free, imprisonment.
According with the Official School of Psychologists, the role of the social psychology in
this case is focused in the research, evaluation and intervention of each individual that belongs to
the society. Main goals are the proactive intervention in order to prevent situations that can
create a social or personal risk, also it is important to improve the quality of live looking for
development in each of the levels, from a person as an individual to communities that are formed
by the different social groups. This development is needed to have present in the society skills
and competences that allow people to analyze the reality and look for suitable solutions to the
problems.
Taking all above said, it is important to present an intervention proposal that in this case
will be a specific program to the community of prisoners that have a lack of motivation and high
chances of relapsing when they are not inside any institution. Along the program the
professionals will try to transmit them several skills like self control, adaptation to changes,
being aware of the emotions, being able to get over the prejudices, etc. All those abilities will be
taught in the different activities that they can voluntarily participate within the program and the
prison.
This program is directed to those prisoners that have presented a lack of motivation
towards taking part in any of the activities that are proposed by the prisons, because they have
lost the hope to be able to live a different life separated from criminality. This type of prisoner
has no expectation on being reinserted or rehabilitated, having a really bad view of the society
and worse of the institution, being this point one of the important stage of the vicious circle that
is created, because these criminals go to same departments or modules inside the institution that
are called conflicted modules. When they are part of one of this department they have a lack of
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participation in activities so they have less time occupied, and this has some consequences in
their period of treatment because they do not usually spend time with professionals to find a
solution to their problems outside the institution, and also professional have less knowledge
about them so that less confidence, and they end up going out of the institution without being
rehabilitated properly. This program will offer them the possibility to change and find new
opportunities looking for a change.
Context analysis
The program will be conducted in the Prison of Segovia called, which has a number of
371 prisoners according to Agrupación de los Cuerpos de la Administración de Instituciones
Penitenciarias (ACAIP, 21/02/2014). This institution is separated in six modules plus two
modules for groups activities, and only prisoners with of second or third level which are the less
dangerous can stay inside this establishment. Second level is the most common because it applies
to the major number of inmates in terms of danger or types of convictions , and it implies to
follow the ordinary regime within Spanish prisons, and third level prisoners are related to the
open regime, which has different areas closer to the release (Rodríguez, 2011). The distribution
of the modules within this prison is the following:
Module number 1 It is called specific educative center, only for handicap prisoners
(physically, psychologically and sensory) to center degree.
Module number 2 Also called Loyola Project, it is therapeutic treatment for prisoners that are
addicted to any drug, and they are willing to stop with their addictions.
Modules numbers 5 and 6 They are also called respect modules. The main goal of these
departments is to achieve certain objectives related to their formation, education therapeutic
treatment and coexistence inside the prison. This kind of module are trying to be managed by the
interns as much as it is allowed and it is always regulated and observed by the guardians, but it is
reducing the interventions of them inside the modules as a supervisor (Belinchón, 2011)
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Modules numbers 3 and 4 All the criminals inside the prison that have not shown any interest
to participate in any of the prison programs, or they choose to not be in any of the other modules
are located in these two. Sometimes due to their procedural, criminal or prison situation they are
forced to be in these two departments.
Despite the residence modules, the Prison of Segovia can also count with a socio-cultural
module and a sport center module which have different schedules for the different prisoners. The
socio cultural module is where activities like school, high school or university studies are given.
Also it has some rooms that are different disciplinary courses and workshops are given, such as
emotional awareness, social skills, upholstery, carpentry, restoration, painting, etc. To end up
describing the modules, mentioned before there is a sport center, which has a football and
basketball courts, also it has a gym and a cinema, apart from different rooms for workshops.
Having in mind that the prison nowadays is not only a controlling center but also a
reinsertion and rehabilitation center, it has proper infrastructure for these functions, and well
formed professional to carry out the functions in the correct way.
Particularly psychologists have special roles inside these types of institutions that are
described by Yela (1998). This author went along the different areas that are important to
consider by a psychologist while developing one these programs and also displaying it. First area
is the expert one, this part is related with the diagnoses and the prison classification once the
sentence is given by the judge. Along the conviction different reports are given to the judge in
order to have completed analyses of the criminal and its evolution within the institution, which
can be used for pardons, probation, allowance for going outdoors for few days, etc. The second
important area is the treatment, which consists in developing and implementing different
programs for specific groups or individuals that have to be reviewed each six months in order to
analyze the areas that an intervention is needed, related to education or work for example, or
psychological treatment such a drug addiction programs, intervention with VIH prisoners,
cognitive development programs (problem solving, critical reasoning, be empathetic with
victims), social skills such as competences knowledge, be ready for the life outside the
institutions; also programs to prevent suicides, and programs oriented to the use of violence and
sexual abuses. Other important functions will be programming and planning with other
departments of the institution such as professors, social workers or lawyer different goals to
improve, activities to research on, direction or regulation function within the different prisons.
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The Spanish regulations for internal regime population from 1981, said in the article 282 the
functions of the psychologists:
- Study the personality of the prisoners
- Apply and revise the psychological tests.
- Presenting in all the treatment meetings once a week.
- Study all the reports from the guardians and supervisors, as well as the reports that are
given by the professors and instructors of different courses, all of them are based on the
criminals´ behavior.
- To exercise the task of Educational Psychology in regards to the workshops and school.
- Run the methods of treatment of psychological nature listed for each inmate in particular
of individual counseling and in group, according to the specialization of each
psychologist.
- Drafting the report of each inmate for the weekly meetings whether to permissions,
transfers, classifications, postponement of disciplinary corrections, etc.
- In addition, prison psychologists have to respect constitutional, legal and regulatory
rights and follow the lines of action identified by the General Directorate of Penitentiary
institutions.
The psychologists within this prison has a approximated time distribution for their
compulsory tasks along one week, which is the following one: (1) interviews to diagnose and
give orientation, 13 hours; (2) writing reports and office work in general , 8 hours; (3)
individuals and groups therapists: 9 hours; (4) meeting with other psychologists and other
departments: 7 hours.
As we have seen along the analyses of the context one of the competences that the
psychologists have responsibility on is the evaluation and psychological treatment. It is easy to
recognize that the treatment within these types of institution is composed of psychologist
counseling sessions, group therapy and behavior therapy, all accompanied by an individual
assessment and by direct observation of the behavior of the inmate. Regarding those previous
points, it is possible to establish a classification of each of the criminals in the different regimes
and levels. The criminal also will express his/her willingness to be part of the therapists or
groups for different activities that are offered inside the Prison of Segovia. It is also common to
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see that psychologists support in some cases the prisoners, usually prisoners ask for being
monitored, it is really good and useful to know how to face the prison life, and when the
prisoners count with an additional support they can overcome better this period of their lives.
Within this context it is framed our program proposal, which is directed to the inmates
that are living in the modules number 3 and 4. The main goal is to encourage them to be active
inside the prison, look for motivation and take the step to change, and this will bring more
possibilities for a better rehabilitation and reinsertion and also it will reduce the chances to
relapse. For creating this path of change it is important to know the steps the inmates have to
follow inside the institution after and during the intervention of the program. One of the early
steps will be the involvement in the drugs program to get rid of their addictions if they have, then
it will come the active participation in workshops that are offered by the prison. The third step
will be continuing and finishing their studies in the school or high school inside, and the last one
will be the change to one of the respect modules, with all the benefits they offer.
Inside the prison is offered an atmosphere in order to facilitate and support the basic
needs of its population, which are for instance: education, learn a job, work and specific attention
by professionals. It is thought that this group of inmates that have not reacted yet since they came
to the prison, they can see other opportunities and other options to change thanks to the benefits
and opportunities this program is going to offer them, and the circle will turn into a positive one,
that will motivate and stimulate to take the best path for their lives in order to be recovered in the
personal and social after their time inside the institution.
Problem Description
It is usually observed that inside these types of modules, in this concreted prison will be
numbers 3 and 4, the behaviors are oriented to the abuse of any type of forbidden substances,
also the consume of medicines that are not diagnosed for them, it is also seen a lack of
motivation, as well these modules have a high rate of disciplinary records for misbehaving, there
is a shortage of economic resources, and their time is occupied with a small number of activities
due to the lack of active participation.
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In order to proved the statements in the description of the problem, it is important to get
objective data from the Penitentiary Data System (S.I.P.) of the Secretaría General Instituciones
Penitenciarias (Ministerio del Interior, España). Using this data storage concretely for the
Segovia prison, we found out that in the first 4 months 2014, we have had in the whole prison
123 bad disciplinary reports. And when the results were analyzed, it was found that 91% (114) of
them are reporting inmates from the modules numbers 3 and 4. Also taking the same data source
and applying for the same four months, we were looking for the numbers that tell us how many
inmates of modules numbers 3 and 4 were participating in activities or workshops, and the
results were that only 3% of the prisoners involve in activities are from those two department.
Paying attention to the reality that is shown by data, and also through the observation of
the different inmates within the different modules, it is important to take part in that group of the
prison population that is in need. Not only for them as individuals, but also for the society
because it will reduce the relapse in criminal actions. For that the implication of the inmates
program which is essential will raise the motivation, also the participation in activities, and make
them believe that the change is possible. The results will be seen in the reduction of the
disciplinary reports as well as the time they spend occupied in activities or programs offered by
the institution and its professionals. It is crucial to give them positive reinforcement; this is
related with the administration and evaluation of the cases, in which each prisoners has accessed
to certain reinforcements in order to achieve a number of points to get more benefits in future
classifications by the prison (United Nations Office on Drugs and Crime).
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II. Theoretical framework
One of the main concepts that it is seen in the psychologists´ work is the intervention, it is
defined: “to intentionally become involved in a difficult situation in order to improve it or
prevent it from getting worse” (Cambridge Dictionary); also Saiz and Yela (2013) said when a
social psychologist is developing an intervention over a social issue, it is found the idea of
turning around the problem throughout the theory, the method and a set of practices on the
subject of intervention. In the psychology role is important to sustain several rules, norms and
commitment. The commitment is related to himself or herself, also as a professional in this area,
with the groups, communities and institutions he/she is working with and for; hold to the benefits
of the society and the commitment with the science in general. (American Psychological
Association, 2002)
The design and the plan of the intervention are related to the process that implies the
gathering of data that is involved in the issue and the proposal of the program, as well the set of
strategies that are going to be chosen and developed along the whole intervention. One of the
main points in order to carry out the intervention is the participation of experts that are well-
formed in their areas of work like psychologists, sociologists, social workers, social teachers and
lawyers. Overall, the objectives of the intervention are aimed at personal and social welfare,
human and social development and improved quality of life (Saiz & Yela, 2013). Along this
lines the main purpose if the intervention is focused in teaching new skills and habits. Most of
the criminals allocated in these two residential departments have a clear lack of those skills and
habits in the communication and interaction in their social lives, and also in their work lives and
family relationships. These deficits that can lead to a lack of skills, such as listening to others
express complaints, negotiate, interact with respect, etc. Thus, it highlights the need for
treatments from which the inmates learn different values, skills and/or habits. Inmates, on many
occasions, presented important motivational deficiencies in order to improve their limits to
further prosocial lives, among other fields, education and work training. Promote motivation in
this kind of population inside the institution in order to make them appreciate the possibilities of
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a new repertoire of behavioral learning can provide to them, which is a primary objective
(Redondo, 2010).
Intervention and motivation
Prochaska, DiClemente and Norcross (1992), exposed a series of factors considered as
authentic predictors of the therapeutic improvements, regardless of the techniques used. These
authors identified ten processes of change that can be produced by different therapeutic
strategies:
- Self awareness, or the information about the problem or the information of oneself.
- Relief for drama or experimentation and expression of feelings about the problems and
their possible solutions.
- Environmental revaluation or reconsideration of the feelings and thoughts about the
problem.
- Self revaluation or reconsideration of the feelings and thoughts about the problem.
- Self-liberation or commitment to action and belief in one's ability to improve.
- Social liberation or generation of new non problematic alternatives.
- Management of contingencies, including the self reinforcement.
- Assistance relations or improvement of openness and trust to others.
- Replacement of the problem for other alternative which implies non problematic
behaviors.
- Control of stimuli, or identification and prevention of discriminative stimuli that
promote or bring problematic behaviors. (p.63)
The fundamental idea that aims to convey the Transtheoretical Model of Prochaska and
DiClemente is that people when they improve, or simply change some important element of their
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lives, it is independently whether it is through psychological treatment, through a series of
processes of change. Thus, the model aims to, on the one hand, know the layout and evolution of
the person for therapeutic change and, on the other hand, know the area of concrete change to
stimulate and facilitate a better fit between the case and the treatment (Redondo, 2010).
It is proposed by Miller and Rollnick (2002) the idea of the five principles in relation to
the motivational work that is needed to be done in order to facilitate a therapeutic change:
“1.- Express empathy to the subjects
2.- Develop their own perception of inconsistencies (between their future plans,
objectives in life, long-terms goals and their behaviors in the present moment)
3.- Avoid arguments due to the fact that it can increase the resistance to change
4.- Work with the resistance toward change
5.- Support self-efficacy” (P. 63)
Miller and Rollnick (2002) have also given several skills that are asked to develop
a proper motivational work, in this case will be used to the inmates that are residents in the
modules numbers 3 and 4: “Affirming the conduct of subjects, reinforcing them with what is
expected of them; Listen; Carry out open-ended questions that allow the individual to discover
different possibilities for improvement; Summarize reflectively expressed by the subject; Support
their expressions of change and their self motivation to transform their current reality”(p.67).
It is also important to bring the motivation as a relevant role, García (2008) said that the
motivation since long time ago has been divided into two forms; one of them is the extrinsic and
the other intrinsic. The extrinsic motivation is given by the subjects completing the tasks due to
different goals than just learning, which means that they are doing them in order to obtain
benefits, avoid being reported by the guardians, because someone told them to be involved in
one of those task, and so on. The real interest of those types of participants with extrinsic
motivation is the knowledge of the consequences of being involved in those activities. This type
of motivation is likely to not be positive, due to the fact that a continuous effort is needed while
participating in the activities. However, intrinsic motivation is related to those that are
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participating in the activities and completing the tasks due to personal reasons, and to be satisfied
with their own achievements.
Learning processes and inmates token economy
The theory of learning provides tools which, responding to the characteristics of inmates,
allows partial reinforces according to the progressive approximation to the objectives. Token
economy constitutes one of alternatives of implementation in practice of the principles of
behavioral inside these institutions (Redondo, 1983). Inmates’ token economy, on the one hand,
plays an important role in the psychological field of motivation. Apart from that, as a program of
behavior modification that is constituted, it has a component related to the effort towards the
behavioral change.
The token economy is a form of behavior modification that essentially consists of a
management program of strengthening mediated by some kind of material (points, cards, chips)
that is delivered in a contingent way when the inmates express some kind of conduct (Perez,
1992). Its nature has the roots in the learning theory, specifically, in the operant conditioning of
Skinner and his use of reinforces. Thus, it is a system based on the principles that (1) all human
behavior, followed by reinforced event increases the probability of its recurrence and (2) the
conduct is determined in probabilistic terms by processes of influence.
Prisons uses this type of system, designed in order to stimulate and motivate individuals
to participate in some of the educational actions that from the institution are scheduled to
inmates. A program of this type designed and applied in centers of Spain, and subsequently
extended to different parts of Latin America called stages progressive program, which have
showed great effectiveness in spurring the inmates to the realization of educational activities and
training, while which substantially reduced the conflicts within this type of population (Redondo,
2010).
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It is seen as necessary the inmates´ token economy implementation in order to stimulate
and to favor the assistance of the participants to the intervention through the program. It is based
in the operant conditioning principles, which tries to keep positive behaviors. In this case those
positive behaviors will be the constant assistance and active participation in the different
program´s activities. The system of the token economy in the inmates started and it has a lot of
validity in prisons, but it does not have the same efficacy when is not implemented in one of
these institutions. The reason for that is the strict monitoring process that is possible to develop
inside prisons over the criminals (Sancha & García, 1987).
The inmates´ token economy used in this program is going to be related to the positive
reinforcement of different behaviors and actions. The first activity will be activities of adaptation
and self-control, the second one will be watching a movie, then it is proposed as a third activity
the participation in a video debate, the fourth task is a reading forum, and the last one will be the
self reflection on the activities that have been done in group and personal levels. Also, the
program can count with different ways of reinforcement that are possible after achieving a
number of points in the activities previously named. The possible reinforcements are going to be
presented in order from the one that needs less number of points and the one that has to sum up a
relevant number of points:
- Extra phone call
- Staying at the cell in the afternoons.
- Going to the sport center one extra time
- Going to the gym one extra time
- Individual cell (indefinitely)
- Extra face to face communication
- 5 Euros prison commissary card
- Meeting with the Assistant Manager of Regime
- Meeting with the Assistant Manager of Security
- Meeting with the Director
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Program´s Planning
Focused group
This program is planned and directed to special group that is composed by the prisoners
that are living in the modules numbers 3 and 4 in the prison of Segovia. This focused group is
characterized by the absence of participation in any of the activities that are proposed by the
institution, they do not show any motivation or interest to be rehabilitated and reinserted in the
society, or be willing to change. It is essential for the participants to know how to read and write
in order to be included in the program. And the participation is completely optional.
Main objectives and goal
Within the intervention program we have a set of objectives from the most general and
the goal, to more specific ones as it is described:
- Main goal
Reduce the criminality and what is more important with prisoners, the reduction of the
recidivism.
- General objectives
Increase the motivation of the resident inmates in modules numbers 3-4 to participate in the
activities of the penitentiary institution.
- Specific objectives
(1) Increase the numbers of inmates that go to respect modules
(2) Increase the number of inmates that go to module 2: "Loyola Project", in the case of
people who require specific attention in terms of their drug addiction.
(3) Decrease the amount of disciplinary reports in modules 3 and 4.
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In order to be able for the criminals to achieve the previous objectives and goal, it is essential
to work on the path that they have to follow, along this path they have to achieve short-term
objectives, which will help them to get to the real final objectives. These objectives are:
1. Internalization of positive values
2. Work of emotional awareness, self-control and emotional awareness
3. Personal growth
4. Increase in self-esteem
5. Self-knowledge
Method
The methodology used to carry out the intervention through this program, it is described
like:
- Group level It is meet a series of objectives through the motivation of individuals and
the group to develop skills and attitudes of commitment and participation.
- Individual level A part of the intervention is based on the individual and reflective
work. It is a way of developing self-knowledge and critical sense.
This methodology is the reason to be the technique of the video debate, used in the
intervention and it is defined as "a group activity that from the language of film and cinema, and,
through a dynamic interactive communication between its participants, it is intended to reach the
discovery, the internalization and the experience of a few realities and attitudes" (González,
1996, quoted by Amar, 2009, p.177).
The cinema allows you to discover experiences; it also permits to go deep in them. It helps to
analyze situations from a critical approach, work with values, and so on. In this line, the video
debate is defined as a meeting that discussed a movie immediately after being projected.
Deepening more and attending the film as an educational resource, we can think of it as a
teaching strategy, in which participants can analyze, learn about and reflect on realities, values,
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events, etc., that will allow them to acquire knowledge, develop skills and capabilities, build
values, and, ultimately, learn (Segovia, 2007).
According to Amar (2009), he explained the fact that to approach to the different strategies of
the video debate as an educational activity within a program, four different steps are possible
recognized. The step number one will be related to be familiar with the film literacy, assistance
contract commitment will be the second step together with the active participation in the activity,
the third is composed of all the instructions in order to be able to do a constructive participation
from the individuals´ experiences. And the last part will be the strategies that are going to be
used to design the activity and get the most profit as possible in a personal and group level.
The development of the activity about the film would also consist of a series of stages: (1)
presentation of the film, emphasizing the aspects that are intended to work by the movie, (2)
screening, (3) debate, what do they think?, why do they believe that this film has been chosen?,
what is the message that tries to convey?. Also, the theme to be used can be very different. Some
examples from Amar (2009) in which he proposed different themes are
- Different cultures: meet other realities, respect other customs and ways of living.
- Social: values and values of today's society, social problems and citizen participation,
non-discrimination on cultural, ideological, sexual or religious grounds, respect and
dialogue in the resolution of conflicts.
- The environment: stories and relationships in specific contexts and situations, social
relations, treatment of racism or xenophobia, drugs and other topics of news.
A final phase is related to the monitoring and evaluation of the teaching staff. It is
appropriate to have a form of evaluation and discussion of activities, provide teaching resources
and techniques of work, training of teachers and a general assessment of the program in the
institution.
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IV. Applying the program
How to apply
At this program it is described the different parts of the program and the applications: (a)
the structure of the sessions in the intervention program, detailing activities to be carried out in
each of them, and (b) the organization of the system of inmates´ token economy, with the
corresponding score by activity and the table of amplifiers based on the cumulative score along
the different activities and tasks
a) Structure of the sessions
Session 0: Introduction
This first contact is not taken into account as a session itself, this is why is called session
0. It will be given in one of the classroom of the sociocultural module, that room it will be the
closest to the movie theater.
- Objectives:
o Presentation of each of the participants
o Presentation of the program that is going to be given to the participants
o Creating a motivational atmosphere to address the sessions of the program
o Registration of inmates who want to participate in the program
- Dynamics and activities planned to the achievement of the objectives (Appendix 1)
The activities in this session aimed to the knowledge of the companions as well as the
presentation of the professor. It also includes brief description which will take place at
future sessions to get inmates that have come to be aware of if they really want to be part
of the program and be registered as participants. It will be exposed to the table of rewards
and score that will explain each conduct which is intended to strengthen. It is supposed,
ultimately, to provide a stimulating environment through the knowledge of the members,
from which it will shape the future of the intervention.
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21
- End of the session
Participants have known intervention operation system of the program, they have also
known something of the lives of others which they did not know and they have shown to
colleagues that they have different points of view, but also common agreements.
Session 1: Reflection of their personal lives
- Objective
o Reflect on the life of the protagonist of the film
- Dynamics and activities planned to the achievement of the objectives
o Movie projected: Departures (Appendix 9.a.)
o Duration of 131 minutes
o Break time of 30 minutes
o Video Debate: Once finished the film, and after a break, participants in the
program will meet again in the room, and will be raised a series of questions
about what they have seen (Appendix 2). This exercise, therefore, is group, and
consists of a part of open-ended questions about what the film has seemed to
participants who wish to share, etc, to move to a more structured part that includes
questions about certain scenes from the movie and finish with some examples
applied to everyday life. After the dynamic intends that participants have taken
conscience that the life of the protagonist has had several obstacles, you have
been discriminated against by their profession continuously, but to fight for what I
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22
wanted to, gets out his dream. It is also that they have in common put their points
of view and, thus, strengthening ties among the participants.
o Written reflection. Before the end of the session, it will be provided to participants
the opportunity to make a written reflection, on an individual basis, which will be
at your leisure throughout the week about the film and it worked during the
session. The purpose of this exercise is to deepen more personally, checking that
the participant has understood the main aspects. Delivery shall be made in the
next session.
- Inmates´ token economy system (Table 1.1)
The behaviors that the psychologist of the session reflected in the record of each inmate
and will reward proposed token economy system are:
o Seeing the film (5 points).
o Participation in the video debate (up to 10 points). The active participation
therein, the adjustment of the comments with the objectives of the session and the
respect of the speaking time will be valued.
o Personal written reflection (up to 15 points). Plus the consistency of reflection
with the contents of the session and the critical and reflective approach.
Session 2
- Objectives
o Identify the existence of different types of emotions
o Describe emotions that appear throughout the film
o Recognize that people can feel and react differently to the same situation
o Acquire greater precision in the use of own emotional vocabulary
o Share emotions with others
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- Dynamics and activities planned to the achievement of the objectives
o Film projected: Solas (Appendix 9.b.)
o Duration of the movie 95 minutes
o Break time of 30 minutes
o Video debate (Appendix 3). After the screening and the break, it will give way to
video debate. This exercise group intends that the participants are able to
distinguish the different emotions that the protagonist of the film reflects
throughout the film. Your life is full of obstacles from which shows different
emotional reactions. It is also important that they discover in the film there are so
much negative emotions as positive.
o Written reflection. Before the close of the session, it will provide participants the
opportunity to make a written reflection, on an individual basis, which will be at
your leisure throughout the week about the film and the work done during the
session. The purpose of this exercise is to deepen more personally, checking that
the participant has understood the main aspects. Delivery shall be made in the
next session.
- Inmates´ token economy system (Table 1.1)
The behaviors that the psychologist of the session reflected in the record of each inmate
and will reward proposed token economy system are:
o Seeing the film (5 points).
o Participation in the video debate (up to 10 points). The active participation
therein, the adjustment of the comments with the objectives of the session and the
respect of the speaking time will be valued.
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o Personal written reflection (up to 15 points). Plus the consistency of reflection
with the contents of the session and the critical and reflective approach.
Session 3
- Objectives
o Inmates to discover how people make their decisions based on the values that
dominate their lives
o Enhance personal and social values such as self-respect, responsibility, solidarity,
respect for the ideas and feelings of others.
- Dynamics and activities planned to the achievement of the objectives
o Projected film: Cuestion de principios (Appendix 9. c.)
o Duration of the movie 115 minutes
o Break time of 30 minutes
o Video debate (Appendix 4). Once the movie is seen and the break is done, it will
proceed, as in previous sessions to begin the video debate. To do so, participants
return to enter the room and, a series of questions are going to be asked from
which the film forum will begin. Special importance is in this session values
work, since nothing is free of values and influence the thoughts and acts of
people. It is important to also emphasize the importance of taking into account
other and respect their point of view to avoid conflicts. We propose, through the
session that raised issues that encourage inmates to reconsider their point of view
and to accept that there are different from their own perspectives. They are useful,
so several scenes of the film projected.
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o Written reflection. Before the closure of the session, it will be provided to
participants the opportunity to make a written reflection, on an individual basis,
which will be at your leisure throughout the week about the film and it worked
during the session. The purpose of this exercise is to deepen more personally,
checking that the participant has understood the main aspects. Delivery shall be
made in the next session.
- Inmates´ token economy system (Table 1.1)
The behaviors that the psychologist of the session reflected in the record of each inmate
and will reward proposed token economy system are:
o Seeing the film (5 points).
o Participation in the video debate (up to 10 points). The active participation
therein, the adjustment of the comments with the objectives of the session and the
respect of the speaking time will be valued.
o Personal written reflection (up to 15 points). Plus the consistency of reflection
with the contents of the session and the critical and reflective approach.
Session 4: Working on the racist prejudice
Having Racist prejudices mean, having an adverse or discriminatory attitude
against someone or other group of people, mainly because of the color of their skin or
ethnicity (Hampton & Lee, 2013, p. 1). Ashmore (1970) defined prejudice as “a large
negative attitude towards a socially-defined group and anyone who is within that group”
(pp.9).
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- Objectives
o Identification of different scenes along the projection in which prejudice guide
how to behave in the characters
o Make aware to the participants of the existence of latent racism
o A positive change from the racist attitude among inmates
o The contribution of foreign inmates at this session can be very enriching, setting
example of situations that have been discriminated against or treated as inferiors
by the question of prejudice.
- Dynamics and activities planned to the achievement of the objectives
o Projected film: Even the rain (Appendix 9.d.)
o Duration of the movie 104 minutes
o Break time of 30 minutes
o Video debate (appendix 5). After the screening and taking a small resting time, it
will begin the film forum. This will be aimed first of all to make a review of the
film, highlighting aspects that most have called attention to the participants.
Subsequently, there will be a phase of social criticism, for instance each inmate
goes to report situations in which has been infringed the rights of some of the
characters. The next phase will include the analysis of several scenes from the
film in which conflict situations occur. Finally, will again create a context of
open-ended questions in which each participant can give examples that has been
able to see or experience throughout his life.
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After the dynamic it is programmed that each of the participants is aware of the
existence of prejudices among people, that prejudices are not based on a solid
basis but they are simple creations unreal but complex and negative
consequences. For that it is important to bring up some theories, in order to know
the fact that to make the society as a group to move forward, and to have an
impact in its evolution from being attached to certain prejudices and stereotypes
that create a huge force in the respect towards minorities or different groups. For
that reason cultural competence has an important role in the social science theory
(Marsiglia & Kulis, 2010). This cultural competence should be learnt through the
education, in order to create a better tolerance in future generations, which it is
also can be seen as a value change with the passing generations which would be
more open-minded if they have taken an education based on global principles.
This global principles can be shown in the world society theory by Meyer (2000),
according to his theory we are in a process of modernization in which we look for
common values in order to make countries have less barriers and be more
interdependent one to another with the aim of achieving common goals, and this
is one of the principles that is applied in the Human Rights.
o Written reflection. In order to carry out a further reflection of the aspects worked
at the meeting, it is proposed the realization of an individual written work based
on the reflection on the projection and prejudice itself. Delivery shall be made in
the next session.
- Inmates´ token economy system (Table 1.1)
The behaviors that the psychologist of the session reflected in the record of each inmate
and will reward proposed token economy system are:
o Seeing the film (5 points).
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o Participation in the video debate (up to 10 points). The active participation
therein, the adjustment of the comments with the objectives of the session and the
respect of the speaking time will be valued.
o Personal written reflection (up to 15 points). Plus the consistency of reflection
with the contents of the session and the critical and reflective approach.
Session 5: Self-control
As Goleman (1996) defined the self-control is the ability to delay gratification and quell
impulsiveness (pp. 89). It is the ability we have in order to govern and control our emotions and
internal moods.
- Objectives
o Identification of different scenes along the projection that are put in place
strategies of self-control
o Identification of examples of situations in which the participants had to use self-
control strategies in everyday life and situations in which they have been used but
did not
- Dynamics and activities planned to the achievement of the objectives
o Projected film: I´ve loved you so long (Appendix 9.e.)
o Duration of the film 115 minutes
o Time of break: 30 minutes
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o Video debate (Appendix 6) Once the film is projected and the break is taken,
participants go back to the room and the film debate will be held. The objective of
the session is to work the emotional self-control. Juliette (the protagonist of the
film) has just come out of prison and finds many obstacles, both personally and
socially, to develop everyday life. In everyday life it is people who reject him just
for having been in prison, and often hear derogatory comments in this regard.
Throughout the film you can see different ways of managing emotions and
feelings and the decision on how expressing them. It is hoped that through this
session, participants are able to identify several key scenes and reflect on them to
deepen their knowledge about self-control and telling examples of their own lives.
o Written reflection. In order to carry out a further reflection of the aspects worked
at the meeting, it is proposed the realization of an individual written work based
on the reflection on the projection and prejudice itself. Delivery shall be made in
the next session.
- After the session, it is going to be handed out a reading, which is called Who moved my
cheese? This reading has to be read by the participants before the next session. It is going
to be given more space to them in between session in order to facilitate time for them to
going through the reading.
- Inmates´ token economy system (Table 1.1)
The behaviors that the psychologist of the session reflected in the record of each inmate
and will reward proposed token economy system are:
o Seeing the film (5 points).
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o Participation in the video debate (up to 10 points). The active participation
therein, the adjustment of the comments with the objectives of the session and the
respect of the speaking time will be valued.
o Personal written reflection (up to 15 points). Plus the consistency of reflection
with the contents of the session and the critical and reflective approach.
Session 6: Adaptation to change
- Objectives
o To provide the participants of a tool that may be useful in overcoming problems
associated with the change.
o Identified through the reading of the book "who moved my cheese?” as an advice
or explanation on how we live in a world in constant change and how it affects
each person, since each one reacts differently, depending on their experiences,
education, personality and so on.
- Dynamics and activities planned to the achievement of the objectives
o Reading chosen: Who moved my cheese? (Appendix 9. f.)
The reading will be distributed at the previous session, and the participants had
one more week between sessions, so that participants have a 15 day time for
going through the reading.
o A debate about the reading will be held (Appendix 7). Once the reading is done,
there will be a group exercise for discussion, in which participants can present
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their views, which have struck them, as well as respond to any of the questions
raised by the psychologist. Through this session, it is intended to work the
concept of adaptation, with an emphasis on the following aspects:
Life is a constant change
We must anticipate change
If we anticipate change we will be able to control change
We must adapt to change quickly, we cannot sit to think about what you
had before
After adapting to change should really change
Enjoy change
We must continue to change, since life is a process of constant change
o Written reflection. There will be the option to submit at the next session a
personal criticism written about the contents worked at the meeting and the
reading itself.
- After the session, it is going to be handed out a reading, which is called The knight in
rusty armor. This reading has to be read by the participants before the next session. It is
going to be given more space to them in between session in order to facilitate time for
them to going through the reading.
- Inmates´ token economy system (Table 1.1)
The behaviors that the psychologist of the session reflected in the record of each inmate
and will reward proposed token economy system are:
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o Reading comprehension (10 points). The realization of reading by the inmate will
be evaluated through a single oral summary to be performed at the beginning of
the session. In order to not extend it too in time you will have support of other
psychologists, educators and social workers.
o Participation in the debate group (up to 10 points). The active participation
therein, the adjustment of the comments with the objectives of the session and the
respect of the speaking time will be valued.
o Personal written reflection (up to 15 points). It will be taken into account the
consistency of reflection with the contents of the session and the critical and
reflective approach.
Session 7: Personal growth
- Objectives
o Identify 'armor' all of us symbolically and to interfere in our relationship with
ourselves and others
o Reach a greater self-awareness
- Dynamics and activities planned to the achievement of the objectives
o Reading chosen: The knight in rusty armor (Appendix 9. g.)
The reading will be distributed at the previous session, and the participants had
one more week between sessions, so that participants have a 15 day time for
going through the reading.
o Discussion about reading (Appendix 8). After the reading of the proposed
document, we will gather in the corresponding room to conduct a group analysis
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of the same. This group exercise and reading itself, is intended to urge
participants to become aware that the barriers that prevent us to get to know us
and love us should be left aside, in order to be able to give and receive the best of
ourselves and others.
o Written reflection. As in the previous session, the opportunity to deliver the
proposed date for a personal criticism written about the contents worked during
the session and the reading itself will be provided.
- Inmates´ token economy system (Table 1.1)
The behaviors that the psychologist of the session reflected in the record of each inmate
and will reward proposed token economy system are:
o Reading comprehension (10 points). The realization of reading by the inmate will
be evaluated through a single oral summary to be performed at the beginning of
the session. In order to not extend it too in time you will have support of other
psychologists, educators and social workers.
o Participation in the debate group (up to 10 points). The active participation
therein, the adjustment of the comments with the objectives of the session and the
respect of the speaking time will be valued.
o Personal written reflection (up to 15 points). It will be taken into account the
consistency of reflection with the contents of the session and the critical and
reflective approach.
b) Inmates´ token economy system
The score obtained for each activity that is done, it is going to be shown in the following
table (table 1.1). The participant will get these scores only if it exceeds the assessment proposed
for this purpose. If positive, the score obtained in each activity shall be registered by the
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computer system and will be adding as participation increases. At the end of the program each
inmate will get a document with their scores.
Rewards´ table
Task Puntos
Watching the movie 5
Participate in the video debate 10
Comprehensive reading 10
Participation in the discussion group 10
Written personal reflection about movie or reading 15
Table 1.1. Rewards´ table in relation to the tasks.
The following table indicates the score needed to access each reinforcers (table 1.2). The
amount of enhancers and the score needed to access to each of them, it has been created as an
example since prior to the implementation of the intervention, all the inmates that are
participating in the program will meet to sort list amplifiers and reinforcers depending on the
preferences of the group by means of voting. It is a way to share the program, listen to them and
give them standing to decide.
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Reinforcers
Score needed
Extra telephone communication
35
Possibility to stay in the cell in the afternoon
35
Extra access to the sport center
35
Extra access to the gym
35
Indivual cell (indefinetly time)
70
Extra face to face communication
70
5 euros prison commisary card
140
Meeting with the Assistant manager of Regime
140
Meeting with the Assistant manager of Security
140
Meeting with the Assistant manager of
Medicine
140
Meeting with the Director
175
Table 1.2. Example of the scores that are needed to achieve an enhancer
Schedule
The intervention program is raised to begin the first week of March and the end of the
second week of May. The first five sessions will have a weekly frequency. However, the last two
have 15 days of separation as required reading for the account of the internal of the proposed
document, and it is thought that with a two weeks time is enough to carry out. Each session will
have an approximate duration of 2.5 hours with appropriate breaks.
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Sessions 0 1 2 3 4 5 6 7 March Week 1 X
Week 2 X
Week 3 X
Week 4 X
April Week 1 X
Week 2 X
Week 3
Week 4 X
May Week 1
Week 2 X
Figure 1: Schedule of the distribution of the session
Resources
As human resources, we have the group of professionals who play his work in the
penitentiary centre of Segovia and whose functions are related to the development of the
intervention program. Thus, there are:
- Guardians: they will be accompanying inmates to the room where the sessions will take
place.
- Psychologists: will be responsible for carrying out the session. There will be one for each
15 inmates. Previously, he has to prepare each of the sessions.
- Educators and social workers. As they are in continuous contact with the inmates, they
are exposed to receive both requests, one it is for support in the complementation of
individual tasks, such as requests for access to some of the activities offered by the
penitentiary centre. In addition, they can intervene in the sessions if the psychologist need
them or if they want to participate.
As far as resources are concerned, we find the following items:
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• Cinema (in the socio-cultural module)
• Projector
• Audiovisual documents
• Library
• Stationery (paper, pens)
• Prison commissary cards (reinforcers)
• Phone cards (reinforcers)
Evaluating and monitoring
The program instructors carry out an evaluation of the attainment of objectives of the
participants after each session, according to the aspects reflected in table 2.1. Using this type of
evaluation, in order to assess whether the message it is wanted to convey has been understood by
the inmates. Each participant will be evaluated on the basis of the contents of the session. It
consists of a first section with aspects relating to the debate and a second section that contains
elements to be evaluated in relation to the written reflection.
The result of this assessment will determine whether or not the participant is awarded the
scoring obtained by the token economy system. In a positive case, the score will be recorded by
the psychologist.
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Participants´ name:
Session number
The participant in the discussion… yes no
Has maintained an appropriate behavior
during the projection
Has participated in an active way during
the video debate
Has respected his and others speaking
time
The exposed comments were consistent,
keeping links with what it was worked in
the session
Written reflection…
Is coherent with the worked contents
It is made, keeping a critical and reflective
view
Further observations:
Table 2.1. Evaluation questionnaire of the participants
It was also made an assessment of the process in order to check how is developing the
process. It means that it involves a feedback process. It is particularly useful since it provides us
with rich information about whether the sessions are taking a right way or if we need to take
another path. Therefore, it will be reason for assessment, on the one hand, the staff teaching, and,
on the other hand, space aspects, in relation to time distribution.
In order to control this, a small questionnaire is designed for our program which has to be
completed after the development of each of the sessions (Table 2.2)
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Session number
The instructor… yes no
Has unveiled the objectives of the
session
Has managed the group in the sense of
respecting the speaking time
Dominates the contents dealt with
during the session
Requires contributions from
participants on the issue that is
exposed
Allows the free word of participants´
ideas
Is willing to resolve doubts about the
contents that are being worked in the
session
The session… yes no
Has developed in an appropriate
temporal context
Took place in an adequate place
The content helped you meet and work
the purpose of the session
Further observations:
Table 2.2. Evaluation questionnaire of the instructor and the session
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Monitoring
The phase of monitoring, with the same value as the implementation of the program
itself, "it must answer questions such as: what percentage of new habits or social situations
kept? What proportion of old behaviors or negative situations has come back?" (Saiz & Yela,
2013, p. 480).
In this regard, the follow-up phase will be linked to the maintenance of the occupation of
inmates in the activity or program chose it, if the case, was given after the intervention. It also
includes the registry of bad behaviors´ reports opened after the intervention.
To assess how progress has been made will be a review at 6, 12 and 18 months after the
implementation of the program of intervention, according to the following indicators reflected in
the set of participants:
-Register of inmates who demand to make an about your drug addiction treatment
program
-Register of inmates who demand to be placed in a module of respect
-Register of inmates participating in workshops that are offered
-Registration of internally developing works in the Centre
-Registration of bad behaviors´ reports
This phase involves a re-evaluation of the project, which will determine its completion or
the new application with the relevant changes in the design.
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Limitations and conclusion
This kind of program is oriented to the general population of inmates. But the causes and
the life styles of each of the individuals are really diverse, and also the reasons of being in prison
are different. However, they are treated as a group; it means that the individual as a special case
is not controlled under this program, even though within prison the population is divided into
different categories in different groups with similar characteristics individuals. So the program is
trying to get participants from similar characteristics in order to create a homogeny group, but
still difficult to find a specific group work.
Also this group work within the program can show some difficulties to express their
ideas, due to a lack of confidence or other different skills in the communication, so it would be
constructive for the program to create like a individual previous interview in order to make them
feel more comfortable in the program, which will create more participation and more ideas can
be shared between the group.
Inside the prison there are more programs that are running. It will be a good thing to
improve the results of this program to have the participants also occupy with different activities.
For instance in the prison of Segovia there are workshops or programs like: relaxation, human
values, violence control, “Loyola project” (for drug addicts), control of emotions and so on. As it
is mentioned before it is good for the inmates in those modules to have most of their day time
working with professionals, not only to be control but also to be able to recognize their progress.
So that an active participation of the inmates in different programs (which have to facilitate
schedules for them) will predict better outcomes of this project, but also a general outcome of
better rehabilitation and reinsertion in the society.
Another factor that is important to take into account is the time for conducting and
evaluating the program. It will much effective if the program is run with more session and the
inmates are monitoring and evaluating long-term, in order to obtain better results and more
feedback from them, due to high levels of confidence.
The importance of the outcomes of the program is not only related with the direct
benefits to the society in general but also with the participants and the professionals that are
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working with them. The progressive intervention that is proposed help the participants to adapt
to the new experiences, those go from a simple presentation to read a deep reading and present a
proper written reflection about it. Along the progress they make after each session, it is important
to mention how closed they are in order to express their opinion at the beginning, and throughout
the group work and the instructor´s work, the levels of confidence go up, and the discussion will
end up having a really constructive contents.
The sessions are all prepared in order to move their gut feelings, not being just a video or
a simple reading. All of them with a true story behind, what is going to make them share their
own experiences. When they tell their experiences, it is common to see the problem they think
they have, which can be related to addictions, childhood, environment, and so on. It is known
that to find solutions to the problems we have, one of the things that will help the most is the
externalization of it, which it will make by verbalization and therefore. And this is one of the
main steps for the change that the program is looking for, in order to give back to the society
people that are rehabilitated and reinserted in the society as another citizen and no as a criminal.
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Appendix 1: Session 0 activities
Activities
Presentation Presentation game, it is called “the comeback cable”; participants will be sit in
circle, without any empty chair between participants. It is needed a rope (not too
wide), and the instructor will started with all of it. Taking one of the extreme of
the rope, it has to be passed to one of the inmates, but before the rope is thrown
the instructor has to say: “ I am … I expect... from this program… I will offer…”
the one who received the rope has to say his name and the expectations he has for
participating in the program and positive aspect he can give to the group. The rope
will be held for all the participants, which means that all of them have
participated. Next step is the way back to the instructor, passing again for all the
members sit, and while it is passed to the next member it has to be remembered
what that participant said when he had the rope.
Introduction It will be explained briefly the activities that are going to be carry out, as well as
the context of space-time in which the program will be developed. It will precede
the vote of reinforcers in order to sort them according to their preferences (table
1.2). Finally it will be explained the organization of the tokens´ economy system
(table 1.1).
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Appendix 2: Video debate session 1
o What do you think about the movie? What have surprised you the most? Is there
anything you want to say?
Scene Questions
It is found by Mika, who is
Daigo´s wife, the video of her
husband working. She asked
him to quit that job because it
is a shame
- Is Mika behaving correctly?
- Is her husband using his free will?
- What adjectives will describe
Mika?
o Why do you think is Daigo fighting to keep his job? Do you think is worthy?
o Have you felt like Daigo is feeling? What is Daigo feeling?
o What do you think about Daigo´s job?
- Usually, in our lives we have to prove something, and before that happens people will
doubt about us. However, when people appreciate what we do, satisfaction appears. Has
this event happened to you?
- What means the stone that Daigo found in his father´s hand when he is burying him?
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Appendix 3: Video debate session 2
o What do you think about the movie? What have surprised you the most? Is there
anything you want to say?
o Could you describe any of the emotions that have been seen in the film?
Scene Question
The neighbor (Don Emilio) has
been waiting at home for Rosa
long time (Maria´s mother), but
when she comes, she stops for a
second at his door and then she
continues her way.
What emotions can rise after these
scenes?
Maria´s boyfriend said: "you
are only half woman because the
other half is under the effects of
alcohol", "do not make the
mistake of having the child, the
mistake would be to have a
mother like you"
Maria goes to the hospital to see
his father and she finds that he
speaks in a really bad way to
her mom, even he insults her,
they leave the room and Maria
tells her that she will stay
tonight with him because she
does not have to work. It is one
of the first scenes in which is
seen a mutual smile between
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mother and daughter.
Rosa (Maria´s mom) told Don
Emilio (the neighbor) that the
day after her husband will be
out of hospital and they will go
to their town
o Have you ever felt like Maria in any of the situations of the film?
o Would you react differently than Maria in any of the situations of the movie?
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Appendix 4: Video debate session 3
o What do you think about the movie? What have surprised you the most? Is there
anything you want to say?
o How would you have acted if you are in Castilla´s situation?
o Do you think that the reaction of Sarita (Castilla´s wife) was appropriate?
o Do you think Silva behavior is right?
o How would you describe ?
Castilla
Silva
o How important are for each you your principles? Do they have price?
o What kind of message do you think that it is trying to transmit the film?
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Appendix 5: Video debate session 4
o What do you think about the movie? What have surprised you the most? Is there
anything you want to say?
o Throughout the film you can see various scenes in which Indians are treated
without respecting their rights, do you remember any?
- Analyzing some scenes in which those tights are not respected.
o In the line for casting an Indian, he is called Daniel who complains when they
have not attended all the people that are waiting (which is a right). Producers take
it wrongly and they say that they do not like people like that there. Finally, they
cater to everyone, and when it comes time to Daniel, who has defended its rights
and others´ rights, Costa who is the producer says that he does not want him to
work for him, because it will bring problems.
o When the girl, who is filming the story about a movie recording, goes to a native
group to ask them about why they want to act in the movie. They are reluctant,
and they do not trust to her.
o Daniel, the Indian, who acts as a protagonist in the film that is being recorded,
listens to the conversation that the producer is having with a partner in English. In
that conversation the producer assumes that Indian won’t understand anything he
is saying, however, he says that the Indian will know English to understand that
he is going to get paid for the job.
o Scene of farewell between Costa (producer) and Daniel. They give a hug to each
other and Daniel makes a gift to Costa. Because he has saved the life of his
daughter.
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Appendix 6: Video debate session 5
o What do you think about the movie? What have surprised you the most? Is there
anything you want to say?
- Some scenes are going to be analyze:
o Juliette go to a job interview. Everything goes well until the moment in which the
interviewer forces Juliette to tell the reason for their entry into prison. From that
moment the interviewer asks her to go.
o Lea, Juliette´s sister, confess her that her parents made her believe that she was
the only daughter.
o Luc, Lea´s husband, is enraged when she tells him that she has left their children
in the charge of her sister.
o During dinner with friends, one of the guests insists that Juliette should explain
where she has been around this past time. Finally, Juliette responds provoking
laughter by the unbelief of the rest of the guests and she leaves.
o "Years ago I was giving classes in prison and I could see that there were people
like me, that It could be me the one who is there, at times, the line is very tight."
o "The toughest came at the end, the last few weeks, when they came to tell me that
I will finally leave. I always had the same nightmare in which I took the suitcase
and I saw myself in the middle of nowhere."
o Do you think that in any of the scenes above the character has used a strategy of
self-control? Do you remember a similar scene?
o What does it say for you this sentence of the movie: “the worst prison is the dead
of a son, this one is impossible to get rid off”
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Appendix 7: Session 6 reading debate
o What do you think of the reading? What have surprised you the most? Is there
anything you want to say?
o Who do you identify the most with, the mousses or the humans?
o Do you think that the human who is staying behind and is regretting the absence
of cheese, is he in time to change? Who determines this decision?
o Could you describe any similar situation in your live? When was the last time you
felt that way?
Appendix 8: Session 7 reading debate
o What do you think of the reading? What have surprised you the most? Is there
anything you want to say?
o Do any of you think that he is never wearing armor?
o Between the three castles that appear in the book, which one would you find?
o What message do you think that it intends to transmit the book?
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Anexo 9: Películas y lecturas
o Anexo 9.a: Kundo, Koyama (2008). Departures. Japan: Amuse Soft Entertainment
o Anexo 9.b: Zambrano, Benito (1999). Solas. España: Maestranza Films
o Anexo 9.c: Grande, Rodrigo (2009). Cuestión de principios. Argentina: Línea de Tres
Producciones
o Anexo 9.d: Bollaín, Icíar (2010). Even the rain. España: Coproducción España-Francia-
México; Morena Films
o Anexo 9.e: Claudel, Philippe (2008). I´ve love you so long. Francia: UGC Images /
France 3 Cinéma
o Anexo 9.f: Johnson S. (1998). Who moved my cheese?. San Diego: G. P. Putnam's Sons
o Anexo 9.g: Fisher, Robert (1989). The knight in rusty armor. Barcelona: Ediciones
Obelisco
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