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Please use this identifier to cite or link to this item: http://hdl.handle.net/1974/666

Title: Outcome effect of education for federally incarcerated males in Canada's prairie region
Authors: Quantick, Robin

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Keywords: Prison education
Issue Date: 2007
Series/Report no.: Canadian theses
Abstract: This study examined a sample of 417 federally incarcerated male inmates in Canada. It assessed the outcome effects of participation in Education and the Offender Substance Abuse Pre-Release Program (OSAPP) with respect to sanctioned offences committed at Saskatchewan Penitentiary and Edmonton Institution between 2000 and 2003. The study used data from the Correctional Service of Canada‚Äôs Offender Management System. One-Way ANOVA, repeated measures ANOVA, and dependent sample t-tests were used to examine the differences between program participation and recidivism. The study examined the differences among Non-Participants, Education only, OSAPP only, Education then OSAPP, and OSAPP then Education inmates during three time periods, pre-program, during-program, and post-program. Statistically significant differences were found between the Education program group and the Non-Participant group. There were no statistically significant differences among the program groups. Education was effective in reducing the rate of sanctioned offences during the program. OSAPP was effective in reducing the rate of sanctioned offences during the program. The study also assessed differences for Aboriginal and Non-Aboriginal inmates. During the program, Aboriginals in Education committed fewer sanctioned offences before than after the program. Aboriginals in the other program groups were no more or less likely to re-offend than Non-Aboriginals. This study establishes Education then OSAPP as successful dynamic security programs. That is, while inmates are assigned to iii these programs the rate of sanctioned offences diminishes, which, in turn contributes to a safer institutional setting.
Description: Thesis (Master, Education) -- Queen's University, 2007-09-07 13:41:22.767
URI: http://hdl.handle.net/1974/666
Appears in Collections:Queen's Graduate Theses and Dissertations
Faculty of Education Graduate Theses

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