THE DILEMMAS OF EDUCATIONAL WORK IN PENITENTIARIES

Abstract

The profession of correction officer in prisons undoubtedly requires specific abilities, skills and concrete knowledge, since from the very beginning of his or her work a correction officer is “sentenced” to interaction with people who often exemplify pathological models of personality. Thus, skills such as sensitivity to the issues concerning human beings, the willingness to understand their problems, and the ability to assist others in defining new directions in their lives in a way that will not precipitate pathology, have to be particularly well developed. Does it pose a challenge or is it the everyday routine of coping with a process referred to as “social rehabilitation” by some, while called into doubt by others? In the reality of everyday prison existence the notions of the so-called “mission” or “pedagogic vocation” are often referred to with a significant undertone of irony or even sarcasm. Are there any grounds for such an attitude? The nature of the profession of a specialist prison pedagogue is different from other people-oriented professions, as he or she is a pedagogue and a prison officer at the same time. In practice this means that pedagogical talents are forced to put on the “uniform” of everyday duties defined in the regulations and norms that govern a total institution, where issues that need solving are filled with emotions, dissatisfaction, affectation, resentment and frustration on the part of the convicted. Interpersonal communication in such a total institution and the awakening of motivation in a prisoner aimed at developing socially desirable behaviour seems to constitute elements that require continuous effort so as to keep faith in, talk about, and perceive the effectiveness of social rehabilitation. This article discusses the theoretical aspects of communication, motivation, efficiency of work, and also the boundaries in their successful implementation in everyday prison reality.