The Need for Professional Education in Probation and Parole

1976 ◽  
Vol 22 (1) ◽  
pp. 67-74 ◽  
Author(s):  
Joseph J. Senna

While we know a great deal about the practice of probation and parole and about their place in the correctional process, we know virtually nothing about the kind of professional education that is best suited for probation and parole work and we have little information on the extent to which graduate-level opportunities are available. This article re- examines the tasks of probation and parole officers and relates them to the differing academic programs used by such personnel. Data from a na tional survey are used to demonstrate that probation and parole agencies have not supported Professional staff development. A number of ap proaches to improve graduate study for probation and parole officers, at both the agency and the university level, are described. Implementing these suggestions would help to attain the objectives of effective rehabili tation and higher professional status for community correction.

2019 ◽  
Vol 31 (4) ◽  
pp. 573-591
Author(s):  
Andrew S. Denney ◽  
Allen Copenhaver ◽  
Angie Schwendau

Probation and parole research in the late 1980s and early 1990s explored the negative health and wellness effects that officers may experience. However, little current research exists on health and wellness outcomes for probation and parole officers. Furthermore, little research has been conducted on the factors that may predict health and wellness for probation and parole officers. This study provides survey results of 342 probation and parole officers working for one probation and parole department in a southern U.S. state. Binary logistic regression results reveal officer age and tobacco use are significant predictors of officer injury. Moreover, sex, alcohol use, fast food consumption, sleep, and feeling in control of one’s job are significant predictors of self-reported officer depression. Policy implications for the above-mentioned findings and future directions for research are also discussed.


2014 ◽  
Vol 31 (3) ◽  
pp. 70-92
Author(s):  
Mohamed Bakari

This paper argues that the lack of serious attempts to incorporate Islamic studies in Kenya’s academic culture can best be understood by looking at the colonial and postcolonial policies toward university education there. The early missionary influence that shaped the nature of the indigenous educational system had a farreaching impact upon creating a culture of resistance among Muslims toward western education. In the postcolonial period, the new governments tried to create a level playing field for all of their citizens, regardless of religious orientation. But the colonial imapct had already left its mark on Muslims in terms of their visibility at the university level. The Kenyan government did not interfere in what academic programs should be prioritized at this level. But because Christians outnumbered Muslims in academia, their influence created a dearth of indigenous university-generated information and knowledge on Muslim institutions and society. This gap was left to foreign researchers to fill. As a result, Kenya has no indigenous Islamic intellectual culture. If this status quo does not change, Kenyan Muslims will remain vulnerable to foreign Islamist influences.


1998 ◽  
Vol 27 (1-2) ◽  
pp. 167-177 ◽  
Author(s):  
John A. Cunningham ◽  
Marilyn Herie ◽  
Garth Martin ◽  
Bonnie J. Turner

1979 ◽  
Vol 25 (4) ◽  
pp. 425-435 ◽  
Author(s):  
Paul W. Keve

Just what is the proper definition of the role of the probation or parole officer? This is an issue that is always alive, never entirely resolved. It has many subtle facets which most probation and parole officers quietly re solve to their own satisfaction on almost a day-to-day basis.


2017 ◽  
Vol 44 (11) ◽  
pp. 1496-1517 ◽  
Author(s):  
Amanda J. Holmstrom ◽  
Elizabeth A. Adams ◽  
Merry Morash ◽  
Sandi W. Smith ◽  
Jennifer E. Cobbina

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