Survival Problems of Adolescent Prisoners (From Pains of Imprisonment, P 165-179, 1982, Robert Johnson and Hans Toch, ed. - See NCJ-89065)

• NCJ Number: 89074
• Author(s): C Bartollas
• Date Published: 1982
• Length: 16 pages
• Sale Source: Sage Publications, Inc
• Language: English
• Country: United States of America

Annotation

This paper examines the stresses of institutionalization encountered by juveniles in training schools -- initial traumas, making it with peers, and coping with confinement -- and then recommends correctional reforms to make the experience more humane and less harmful.

Abstract

All new residents undergo a period of testing from other residents. Newcomers must appear strong enough to resist exploitation and yet not threaten inmate leaders. Verbal or physical victimization is likely to occur and may even take the form of sexual assaults. The social roles in most boys' training schools are divided into aggressive, manipulative, and passive groups, whereas those in girls' institutions are based on a family or kinship social structure with aggressive girls adopting male sexual roles. In most institutions, whites adopt the more passive roles while minorities assume aggressive roles. Aggressive individuals achieve the highest social status and victims the lowest, a social system which creates considerable stress for everyone. Inmate codes condemn informing on peers and cooperating with staff. Studies of juvenile institutions have revealed a common staff pattern in which one member is exemplary with youth, one receives a very negative response, and the remainder are ineffectual. While inmates know they depend on staff for privileges and release recommendations, they also resent staff control and exploit their inconsistencies in enforcing rules. Although juvenile institutions have improved, inmates are still subjected to humiliating experiences such as strip searches and being locked in one's room. Modes of adaptation include making the most of institutional life by focusing on creature comforts, using the experience to prepare for the future, rebellion, and withdrawal. Reforms should make training schools safe for residents, provide positive experiences, expand opportunities for decisionmaking and responsible behavior, and simulate a normal atmosphere. The article includes 18 references.