Biztonságban a falakon belül és kívül – a reintegráció társadalmi jelentőségének vizsgálata női fogvatartottak esetében
Authors: Ács-Bíró Adrienn 
Published: July 2022

Összefoglalás. Kutatásunk célja a női fogvatartottak oktatási
szempontú profiljának felállítása. Arra a kutatói kérdésünkre kerestünk választ,
hogy a jelenlegi börtönoktatás módszertana adekvátan illeszkedik-e a női
fogvatartottak képességeihez, illetve hogyan járul hozzá a sikeres reintegrációs
neveléshez. Kutatásunk ezáltal a társadalomba való visszailleszkedést támogató
törekvések körébe jól illeszkedik, azt biztonsági aspektusból vizsgálja.
Eredményeink alapján megerősítést nyert, hogy a többségi iskola mintáján
szerveződő börtönoktatás módszertana kevéssé hatékony az összetett
problémahálóval küzdő női elítéltek számára. A fogvatartottak
képességstruktúráját tekintve a vizsgált csoport (N = 81) jelentős eltérést
mutat a reintegrációt támogató életvezetési stratégia kialakításához szükséges
kognitív területeken.
Summary. Our research objective was to create a profile of female
detainees regarding education and training aspects. The focus of the research
was on the investigation of this special, less investigated group of prison
population. Our research was conducted in the Penitentiary and Prison Institute
of Kalocsa, where our target group consisted of female detainees, just about to
be released from their penitentiary or prison-level sentence (N = 81). In the
course of our investigation, we used document analysis, meta-analysis of
specialized literature, and a measuring tool that could be easily installed and
used within the framework of prison education. By the use of Cognitive Profile
Test, we measured cognitive operations on three main fields: cognitive
abilities, information processing, school skills. We were looking for answers
for the research question whether the methodology and thematic of contemporary
prison education could adequately fit the abilities of female inmates, and how
it could facilitate their successful reintegration. Therefore, our research fits
well into the field of social reintegration endeavours, investigating it from
the aspect of safety.
During a penal sentence, the prison and correction facilities have several
responsibilities apart from the mere separation of criminals from society,
including their preparation for reintegration through reintegration programmes.
Besides the attention and motivation of the detainees, the success of these
trainings also depends on the fact whether the general and individual
developments can provide long-term lifestyle benefits. Integration into a normal
lifestyle, the following of social standards and avoiding repeated criminal
activities are all common interests, which constitute a foundation of secure
society. In the case of active detainees, employment is an instrument of
interior security, which also facilitates the sustainment of physical and mental
health. For the individual, it evokes a feeling of social usefulness, thus
supporting reintegration into society, while also helps to avoid depression and
aggression caused by idleness. Therefore, the proper education of detainees is
of utmost importance.
By the use of a complex testing method, which measures several areas, we set up
the cognitive profile of the inmates, which could facilitate effective education
by revealing the structure of abilities. We can confirm that in the course of
education, neither the strengths (attention, holistic thinking) of women, nor
their beneficial level of abilities are exploited sufficiently. On the other
hand, there is no targeted help for their weaknesses (education abilities,
abstraction, sequential thinking), thus the effects of developments are merely
accidental. These areas of educative intelligence constitute essential criteria
for not only successful education, but also for constructive lifestyle,
therefore they deserve special attention, and their development is highly
advised prior to any treatment/education/training. Our research confirmed that
the methodology of prison education, established upon the pattern of mainstream
schools is less efficient in the case of female detainees struggling with a
complex network of problems. According to our outcomes, we can declare that the
investigated group presents significant divergence in comparison with the
characteristics of the adult population used as reference point. There are
significant deficiencies concerning cognitive areas that are necessary for the
establishment of life coaching strategies supporting reintegration. In order to
avoid the invocation of dysfunctional impacts, the implementation of integration
and the connection of safety objectives require diligent assessment; namely, the
development of a coherent point of view and its joint methodology.