UNIVERSITY OF TURKU

Department of Education

NUMMINEN, LEENA: From prison officer to prison pedagogue:

Professional self-view of a prison officer from

a historical perspective to today &

a cognitive skills educational programme.

 

Licentiatethesis, 141p. and 2 appendices

Education

June 2004

The primary purpose of the study is to provide a background to the occupation of a prison officer from a historical perspective and also to look at the development of the occupation.

The second aim is to illustrate the profession of a prison officer today and to see how the cognitive skills programme, by expanding the duties of officers, has influenced the officers’ views of their own profession.

The data is presented in two parts. The first part is from a professional/occupational journal (from 1899 to 1999). The empirical data consists of interviews with prison officers within the cognitive skills programme. There are also interviews with two officers not involved with the programme. The research method used for the material in the journals was discursive reading and semantic interpretation of data. The interviews were analyzed using discourse analyses.

It has been acknowledged that the profession of prison officer follows a long and heavy tradition. From the societal perspective it has been an essential part of the correctional system. Requirements for the profession have varied from time to time depending upon the type and practitioners of the control policies of the state. The demands of rehabilitating prisoners in order to equip them to re-enter society have raised uncertainty and questions of how best to fulfill the demands within the profession of the prison officer. Considered from the historic perspective the reality of the occupation of prison officer has been constructed on this discourse along with others.

A post task-expansion ‘job-description’ for prison officers working as pedagogues has necessitated clarification of the officers’ thoughts on their role, on the purpose of their job. This strengthened their professional self-view and increased trust/confidence in their skills and abilities. It can be seen as significant that those officers working as pedagogues feel that they are fulfilling a meaningful quality role within the field of correctional treatment.

Key words/phrases:

professional self-view

prison officer

cognitive skills educational programme