Print

Syllabus

Special Populations in Corrections
LE112

YEAR:

2023-2024

CREDIT HOURS:

3.00

PREREQUISITES:

None

COREQUISITES:

None

COURSE NOTES:

None

CATALOG COURSE DESCRIPTION:

The unique needs and issues of specialized inmate populations; management strategies and programming necessary to humanely incarcerate these groups and to prepare them for successful reintegration into free society; the medically and mentally ill, the mentally challenged, women, juveniles convicted as adults, the elderly, high risk inmates, and those with unique or non-mainstream religious needs.

HutchCC INSTITUTION-WIDE OUTCOMES:

  1. Demonstrate the ability to think critically and make reasonable judgments by acquiring, analyzing, combining, and evaluating information.
  2. Demonstrate the skills necessary to access and manipulate information through various technological and traditional methods.
  3. Demonstrate effective communication through reading, writing, listening, and speaking.
  4. Demonstrate effective interpersonal and collaborative skills.
  5. Demonstrate effective quantitative-reasoning and computational skills.

AREA OR PROGRAM OUTCOMES

  1. Recognize the personal demands required of public safety personnel.
  2. Apply correct legal principles and procedures to ensure justice.
  3. Demonstrate accepted verbal and written communication and interpersonal skills expected of public safety professionals.
  4. Demonstrate the ability to identify possible responses in unique situations and emergency situations and apply appropriate actions.
  5. Recognize accepted ethical, integrity, and professionalism standards expected of public safety personnel.
  6. Develop comprehensive insight into how law enforcement, the courts, and corrections interrelate to form the criminal justice system.

COURSE OUTCOMES AND COMPETENCIES:

  1. Recognize the wide variety of situations that identify an offender as being "special" needs.
    1. Identify and define special populations in corrections.
    2. Define the unique aspects in housing, treating, rehabilitating, and developing release plans for individuals with special needs.
    3. Explore the "what works" research and evaluate strategies utilized to address offenders who are not amenable to interventions.
  2. Articulate the role of line correctional staff in ensuring specialized needs are recognized and met.
    1. Recognize that special needs do not excuse negative behavior.
    2. Participate in awareness training to recognize and appropriately respond to needs of these populations.
  3. Demonstrate high standards of professionalism
    1. Apply ethical decision making strategies
    2. Employ acceptable behaviors, performance, and traits for a correctional officer.
    3. Illustrate proper interpersonal relations
    4. Define the importance of role modeling a primary method of learning and instilling change in offender behavior.
    5. Determine undue familiarity and/or sexual misconduct
    6. Determine boundaries
    7. Demonstrate anti-harassment knowledge
  4. Demonstrate awareness of inmate rights and needs
    1. Recognize the importance of dealing with special needs offenders as individuals
    2. Recognize that consistent treatment does not always mean similar treatment
    3. Recognize the impact of Constitutional law and court rulings on the incarceration of these populations.
  5. Identify mental illnesses within the incarcerated population.
    1. State the various diagnoses found within the incarcerated population
    2. Identify the different impacts these diagnoses can have on inmate adjustment and behavior.
  6. Recognize the impact major medical diagnoses commonly found within the incarcerated populations in the prison environment.
    1. State the various medical diagnoses commonly found within the incarcerated population
    2. Identify the different impacts these diagnoses can have on inmate adjustment
  7. Define special needs and issues encountered in dealing with elderly and adolescent populations in the prison environment
    1. Review the impact of age upon adjustment to incarceration
    2. Indicate the special considerations of incarceration the very old and the very young
  8. Recognize the unique issues encountered in the incarceration of the female population.
    1. Define the uniques issues surrounding the incarceration of females
    2. Identify the issues surrounding dealing with pregnancy and childbirth in the prison setting.
  9. Describe the cultural awareness and sensitivity needed to work with diverse religious populations.
    1. Review a calendar of world religions to gain insight into the number of potential religious accommodations that face correctional administrators
    2. Demonstrate knowledge of key religious legislation to learn which accommodations must be made and when a requested accommodation can be refused.
  10. Apply proper offender supervision procedures
    1. Examine security and classification levels as they apply to special populations.
    2. Analyze the different types of supervision and ensure inmates are supervised at only the highest level needed, not grouped based solely upon a special need.
    3. Explain the special supervision and security needs that can arise from special needs.
    4. Resolve conflict using the minimum amount of force needed to ensure compliance.
    5. Demonstrate "Cognitive Reflective Communications" (CRC) skills.
    6. Demonstrate the ability to adapt these skills and techniques to meet the needs of special population offenders.
  11. Utilize basic computer skills to research issues surrounding the incarceration of special populations and to document "what works" strategies and programming.
    1. Utilize avaliable forms to complete tasks.
    2. Employ e-mail proficiency.
    3. Employ intranet proficiency.

COURSE ASSESSMENT AND EVALUATION:

NULL

ACCOMMODATIONS STATEMENT:

Any student who has a documented disability and wishes to access academic accommodations (per the 1973 Rehabilitation Act and Americans with Disability Act) must contact the HCC Coordinator of Disability Services, at 620-665-3554, or the Student Success Center, Parker Student Union. The student must have appropriate documentation on file before accommodations can be provided.

ACADEMIC HONESTY:

Education requires integrity and respect for HutchCC's institutional values. HutchCC students are required to maintain honesty through a "responsible acquisition, discovery, and application of knowledge" in all academic pursuits. Preserving and upholding academic honesty is the responsibility of Hut chCC students, faculty, administrators and staff.

I. Student Responsibilities

All HutchCC students are required to:

  • Submit all work in all courses without cheating, fabrication, plagiarism, dissimulation, forgery, sabotage, or academic dishonesty as defined below.
  • Provide all academic records such as transcripts and test scores that are free of forgery.
  • Refrain from participating in the academic dishonesty of any person.
  • Use only authorized notes and student aids.
  • Use technology appropriately, including refraining from submitting AI (Artificial Intelligence)-generated work without express written consent from your instructor.
  • Protect the security of passwords/login/privacy/electronic files, and maintain sole individual access for any online course information.

II. Definition of Academic Dishonesty

  • Academic dishonesty is any intentional act, or attempted act, of cheating, fabrication, plagiarism, dissimulation, forgery, or sabotage in academic work.
  • Cheating includes using unauthorized materials of any kind, whether hard copies, online, or electronic, such as unapproved study aids in any academic work, copying another student's work, using an unauthorized "cheat sheet" or device, or purchasing or acquiring an essay online or from another student.
  • Fabrica tion is the invention or falsification of any information or citation in any academic work, such as making up a source, providing an incorrect citation, or misquoting a source.
  • Plagiarism is the representation of words, ideas and other works that are not the student's own as being original to the student. A no n-inclusive list of examples includes work completed by someone else, work generated by an external entity (such as AI), omitting a citation for work used from another source, or borrowing the sequence of ideas, arrangement of material, and/or pattern of thought of work not produced by the student, even though it may be expressed in the student's own words.
  • Dissimulation is the obscuring of a student's own actions with the intention of deceiving others in any academic work, such as fabricating excuses for absences or missed assignments, or feigning attendance.
  • Forgery of academic documents is the unauthorized altering, falsification, misrepresentation, or construction of any academic document, such as changing transcripts, changing grades on papers or on exams which have been returned, forging signatures, manipulating a digital file of academic work, or plagiarizing a translation.
  • Sabotage is any obstruction or attempted obstruction of the academic work of another student, such as impersonating another student, stealing or ruining another student's academic work.
  • Aiding and abetting academic dishonesty is considered as knowingly facilitating any act defined above.
  • Academic honesty violations can also include the omission or falsification of any information on an application for any HutchCC academic program.

III. Sanctions for Academic Dishonesty

Students who violate the Academic Honesty Policy may be subject to academic or administrative consequences.

Instructor Sanctions for Violation:

Students suspected of violating the Academic Honesty Policy may be charged in writing by their instructor and any of the following may apply:

  • Assign Avoiding Plagiarism Bridge Module
  • Receiving written warning that could lead to more severe sanction if a second offense occurs
  • Revising the assignment/work in question for partial credit
  • Voiding work in question without opportunity for make-up
  • Reducing the grade for work in question
  • Lowering the final course grade
  • Failing the work in question

Institutional Sanctions for Violation:

Students charged with academic dishonesty, particularly in instances of repeated violations, may further be subjected to an investigation and any of the following may apply:

  • Instructor recommendation to the Vice President of Academic Affairs (VPAA) to dismiss the student from the course in which the dishonesty occurs
  • Instructor recommendation to the VPAA to dismiss student from the course in which the dishonesty occurs with a grade of 'F." Student will not be allowed to take a 'W' for the course
  • Instructor recommendation to the VPAA that the student be suspended and/or dismissed from the program
  • Student barred from course/program for a set period of time or permanently
  • May be recommended by the instructor (after documented repeated offenses) to the VP AA that the student be placed on probation, suspended and/or dismissed from the institution.

IV. Procedure

  • Instructor will communicate in writing via the student's HutchCC email account and/or LearningZone email account to the student suspected of violating the Academic Honesty Policy.  That communication may include sanction(s). Department Chair will notify the student's academic advisor upon receipt of the Academic Honesty Violation Form.
  • For each violation, the instructor will submit a completed Academic Honesty Violation Form to the Department Chair. Department Chair will notify the student's academic advisor upon receipt of the Academic Honesty Violation form.
  • Should the instructor choose to pursue institutional sanctions, the instruct or shall notify the student in writing via the student's HutchCC email account.  Instructor shall also submit a completed Academic Honesty Violation Form and all prior completed forms regarding said student to the Department Chair and the office of the VPAA with recommendation to proceed with specific Institutional Sanctions. Department Chair will notify the student's academic advisor upon receipt of the Academic Honesty Violation Form.
  • The decision of the VPAA on Institutional Sanction is final. The VPAA will notify the student's academic advisor of any institutional sanctions.

V. Due Process Rights

Students charged with violations of academic honesty have the right of appeal and are assured of due process through the Academic Honesty Appeal process.

Academic Honesty Appeal Process

I. Due Process Rights: Students charged with violations of academic honesty have the right of appeal and are assured of due process through the Academic Honesty Appeal process.

  • If an instructor has recommended course or program dismissal, the student may continue in coursework (provi ding there are no threatening or security behavioral issues) until appeal processes are concluded. However, if an issue has been documented at a partnership location (e.g., clinical sites, secondary institutions, correctional or military facilities), then the student is no longer eligible to continue participation in internships, apprenticeships, and/or clinical-based practice. For clinical sites, this sanction is immediate.

II. Process

If the student disagrees with the charge of a violation of academic honesty, the student has the right to due process as described in the Academic Honesty Appeal process below:

  • If the matter is not resolved upon communicating with the instructor about the violation, the student shall, within five business days of the issuance of the written notice of violation, submit a completed Academic Honesty Appeal Form and supporting documentation to the appropriate department chairperson to initiate an Academic Honesty Appeal.
  • Within two business days of receiving the student's completed Academic Honesty Appeal Form, the Department Chair and VPAA will review and the VPAA will render a decision.
  • Within two business days, a response will be sent to the student's HutchCC email address. The VPAA's decision is final.

INCOMPLETE GRADE:

Instructors may give a student a grade of Incomplete (I) under the following conditions:

  1. The student must initiate the request prior to the time final course grades are submitted to Records.
  2. The request must be made because of an emergency, illness or otherwise unavoidable life-event.
  3. The instructor must agree to the request before a grade of Incomplete can be submitted.
  4. A written contract between the instructor and student, signed by both, will document the work required and date needed to complete course work.
  5. If a student does not complete the course requirements within the time frame established by the instructor, a grade of "F" will be recorded on the student's transcript at the end of the next semester.

HLC ACCREDITATION:

Hutchinson Community College is accredited by the Higher Learning Commission (HLC). The Higher Learning Commission is one of six regional institutional accreditors recognized by the US Department of Education and the Council on Higher Education Accreditation (CHEA).

Last Revised: 11/16/2018