Linda Richardson
Until recently, the typical attitude of most psychologists toward correctional psychology was negative because the population was considered unsavory and the work conditions unpleasant. It was commonly assumed that mental health professionals employed in correctional settings worked there because they could not succeed in private practice or in managed care, they could not secure an academic position or they were not able to find any other employment. Thus, correctional settings were often seen as work sites of last resort. However, unlike other sectors of mental health care, correctional mental health services are proliferating. As the number of positions in corrections has grown and the range of training and practice opportunities available in correctional settings has expanded, psychologists are increasingly discovering that correctional psychology is an exciting and challenging field in which to work.
Corrections is a growth industry and mental health services in corrections are enlarging in corresponding fashion. In recent years, the federal government has stepped in to oversee many jails and prisons with the result that a significant proportion of these institutions have been mandated to develop and expand their mental health services in an effort to meet the needs of this population. The field of corrections is moving beyond its primary goals of safety and security to include the frequently overlooked goal of rehabilitation. Since most incarcerated individuals return to the community, it makes sense to prepare them as much as possible to face the challenges of life after imprisonment. Correctional psychologists are key players in the rehabilitation of offenders.
For graduate students who would like to learn more about correctional psychology first hand, there are several ways to obtain training. First, there are about a half dozen clinical and counseling doctoral programs in the United States that offer specialty tracks in forensic psychology (Clements, 1999). Second, many doctoral programs in clinical and counseling psychology offer students the opportunity to serve practica in correctional settings. Third, there are nearly eighty internships that describe themselves as forensic or correctional in nature (Ax, 1999). Lastly, there are about eight postdoctoral programs that offer intensive training in correctional psychology following completion of doctoral training (Pietz, 1999).
What can psychology students expect from these training experiences? In many such settings, they will be able to provide mental health care to males and/or females ranging in age from early adolescence through the geriatric years. Offenders may present situational mental health concerns, but others have acute mental health problems or chronic and severe mental illness. Often substance abuse is a complicating factor. Physical health problems, both acute and chronic, may also be a concern. The inpatient mental health units of some jails and prisons are not only larger than many state mental hospitals but also treat persons with a wider range of psychopathology. In addition to their mental health and developmental needs, inmates have to cope with the stress of incarceration and the stigma of being labeled a criminal. Mental health care may be delivered to individuals in jails and prisons, detention centers, work release programs, probation and parole clinics, and court based clinics among others. A wide range of interventions may be employed with the main limitation often being the provider's creativity.
If you are interested in learning more about correctional psychology, there are two divisions in APA which may meet your needs, Division 18 Public Service, Criminal Justice section, and Division 41, Law and Psychology. Both will be offering correctional psychology programs at the upcoming APA convention in Boston including two symposia, "Opportunities for Training in Correctional Psychology and "Correctional Psychologists in North America: New Roles, New Challenges . Hope to see you there!
REFERENCES
Ax, R. Personal Communication, May 2, 1999.
Clements. C. Personal Communication, May 3, 1999.
Pietz, C. Personal Communication, May 4, 1999.
This article first appeared in the Summer 1999 Edition of the APAGS
Newsletter, Vol. 11(3)
