NCJ Number
216824
Journal
Journal of Correctional Education Volume: 57 Issue: 4 Dated: December 2006 Pages: 327-340
Date Published
December 2006
Length
14 pages
Annotation
This article presents the results of an evaluation on the use of technology-based strategies within an intervention program to impress upon defendants the seriousness of drug abuse and criminal behavior.
Abstract
The data indicates that the Intervention Program for Substance Abusers achieved two out of three of its objectives. It appeared that the technology-based strategies not only helped facilitate changes in thinking and behavior, but it also improved methods of disseminating information for a variety of learning styles and increased class participation. The results encourage further research into how technology-based tools might better assist correctional educators in promoting change in participants’ attitudes and behavior. Based on the results, recommendations were developed for enhancing the services provided by the program and include increasing classroom participation by constructing more learning activities, encouraging resource-based learning, and decreasing class size. Recognizing that a solid pretrial drug intervention program is a vital first step in educating first-time offenders about the seriousness of drug abuse and criminal behavior, staff at the Intervention Program for Substance Abusers in Montgomery County, Maryland’s Department of Correction and Rehabilitation decided that better strategies were needed to impress upon the defendants the link between drug and alcohol abuse and their criminal behavior. Video-based simulation techniques and other technology-based strategies were designed to increase the emotional impact and engagement of the educational programs for first-time offenders in the intervention program. This article describes the creation and evaluation of education strategies that use video-based simulation techniques. It examined, implemented, and evaluated these strategies within a series of four drug and alcohol classes. Tables, figures, and references