Download pdf - Motivational program for prison intervention

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.


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


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


23


o Film projected: Solas (Appendix 9.b.)

o Duration of the movie 95 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.









24



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.


o Projected film: Cuestion de principios (Appendix 9. c.)



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.


25

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.










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).


26

- 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.


o Projected film: Even the rain (Appendix 9.d.)



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.


27

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.






28






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


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


29

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.






30






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.


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


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


31

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.





32

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



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


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


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


33

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.




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



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


34

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.


35

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.


36

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:


37

• 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.


38

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)


39

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


40

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.


41

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


42

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.


43

APPENDIX


44

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).


45

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?


46




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


47

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?


48




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?


49




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.


50




- 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”


51

Appendix 7: Session 6 reading debate

o What do you think of the reading? What have surprised you the most? Is there


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


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 /

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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

http://es.wikipedia.org/w/index.php?title=G._P._Putnam%27s_Sons&action=edit&redlink=1


53

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