‘This is not what I signed up for’ – Danish prison officers’ attitudes towards more punitive penal policies

2021 ◽  
pp. 146247452110688
Author(s):  
Dorina Damsa

A humane approach to punishment has been integral to the work of the Danish Prisons and Probation Service. However, Danish penal policy has recently taken a punitive turn. What happens when punitive policies are adopted by a penal regime built on a humane approach to punishment? To address this question, this article focuses on prison officers at Vestre prison and how they adapt to punitive political decisions and prison policies. The increased focus on security in Danish prisons is considered, together with limitations set on welfare services available to non-citizen prisoners. Examination of officers’ subjectivities at Vestre prison shows that punitive penal policies have produced an environment fraught with tensions that affect prison work, institutional culture, and the officers’ professional identity. These findings also raise questions about the shifting nature of Danish penal power.

2019 ◽  
Vol 27 ◽  
pp. 114
Author(s):  
Antonio Bolívar

The context of school leadership in Spain (low stability, professional identity, lack of pedagogical leadership) is described, as well as the reasons that led to the directors themselves, grouped by the Federations of their regional Associations (FEDADi, FEDEIP, FEAE), to considerer it necessary to develop a “Spanish Framework for Good School Principalship” (MEBD) in the last two years (2016-2018). But, beyond this, along with other factors, we want to highlight the context to which the Framework responds and the functions it can play to enhance the pedagogical leadership of school administration. From a comparative and global perspective, the relationships between the Spanish Framework and other Ibero-American (Chile and Peru) and Anglo-Saxon frameworks are described, as well as the structure and content of the Spanish Framework itself. The meaning and functionality that the MEBD can represent to visualize a professional identity of the school management is analyzed, while demanding professionalism, as a specific practice that must be carried out in accordance with the competences and standards specified by the MEBD. Beyond changing regulations, at the discretion of political decisions, the MEBD aspires to be configured as a stable reference, as internal regulation of the profession, in the manner of deontological codes of good practices. In its implications, this Framework requires and demands, in parallel, structural conditions (resources, autonomy, professionalization) so that a good principalship would be possible. At the same time, it aims to guide the processes of selection, training (initial and permanent), evaluation of the principalship and its recognition.


2019 ◽  
Vol 42 ◽  
Author(s):  
John P. A. Ioannidis

AbstractNeurobiology-based interventions for mental diseases and searches for useful biomarkers of treatment response have largely failed. Clinical trials should assess interventions related to environmental and social stressors, with long-term follow-up; social rather than biological endpoints; personalized outcomes; and suitable cluster, adaptive, and n-of-1 designs. Labor, education, financial, and other social/political decisions should be evaluated for their impacts on mental disease.


1997 ◽  
Vol 2 (4) ◽  
pp. 356-365 ◽  
Author(s):  
Fouad A-L.H. Abou-Hatab

This paper presents the case of psychology from a perspective not widely recognized by the West, namely, the Egyptian, Arab, and Islamic perspective. It discusses the introduction and development of psychology in this part of the world. Whenever such efforts are evaluated, six problems become apparent: (1) the one-way interaction with Western psychology; (2) the intellectual dependency; (3) the remote relationship with national heritage; (4) its irrelevance to cultural and social realities; (5) the inhibition of creativity; and (6) the loss of professional identity. Nevertheless, some major achievements are emphasized, and a four-facet look into the 21st century is proposed.


2014 ◽  
Author(s):  
Oivin Christiansen ◽  
Karen J. Skaale Havnen ◽  
Dag Skilbred

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