Foreign National Prisoners in Flanders (Belgium): Motivations and Barriers to Participation in Prison Programmes

Abstract

This exploratory study examines the experiences of foreign national prisoners and the motivations and barriers to their participation in prison programmes (e.g., educational courses, use of the prison library, prison work, sociocultural activities, sports). Data are derived from 15 individual interviews with foreign national prisoners in two Belgian prisons. During the interviews the strengths-based approach of Appreciative Inquiry was used. The results demonstrate that foreign national prisoners experience motivations and barriers that can be placed at the different levels of the ecological model of Bronfenbrenner (1979) which affect individual behaviour: micro-, meso-, exo-and macro-level. Foreign national prisoners were often motivated to participate in prison programmes to improve their health (micro-level) or to facilitate contact inside and outside prison (meso-level). The reverse was also possible; foreign national prisoners were limited in their participation in prison programmes by their social networks (meso-level) and a lack of knowledge and understanding of the available activities (exo-level). In conclusion, limitations, guidelines for further research and implications for practice and policy are considered.

Peer support as a bridge for participation in prison activities and services: A qualitative study with foreign national prisoners

“…This study showed that, once foreign nationals have access to prison activities and services, they still experience some participation difficulties. Informal peer support took place to deal with the difficulties foreign nationals experience during participation, such as language barriers and staff shortages (Croux et al, 2019b). In particular, informational and instrumental peer support are provided or received during participation to overcome difficulties that are more pronounced for foreign nationals, such as a lack of information and the language problem.…”

Prisons as Schools: Inmates’ Participation in Vocational and Academic Programs in Chinese Prisons

“…Perceived future benefits in employment and a regular life pull them into rehabilitation programs. In addition to potential economic benefits, inmates participate in prison programs also to acquire perceived social and psychological rewards (Cai et al, 2019; Croux, Brosens, Vandevelde, & De Donder, 2019; Hall & Killacky, 2008; Papaioannou et al, 2018; Schlesinger, 2005; Tewksbury & Stengel, 2006; Torre & Fine, 2005).…”

“…Regarding psychological benefits, researchers have found that some inmates are attracted into various prison programs with the hope of acquiring higher self-esteem and self-efficacy, greater confidence, and to achieve self-improvement and personal fulfillment (e.g., Croux et al, 2019; Papaioannou et al, 2018; Tewksbury & Stengel, 2006). At the same time, inmates are often motivated by social reasons.…”

“…Studies have shown that participation is affected by a range of additional variables operating at both individual level and institutional level. At the individual level, inmates’ participation have been found to be influenced by gender, age, race, peer pressure, support from correctional officers/staff, language proficiency, competing prison activities, lack of information, nationality, and offense type (Aldridge, 2015; Brosens et al, 2015; Brosens et al, 2016; Croux et al, 2019; Manger et al, 2010; Tietjen et al, 2018; Velasquez, 2016). At the institutional level, inmates’ participation is often conditioned on program availability, adequacy of qualified adult education teachers, facility and teaching and learning materials, availability of staff and resources, lack of integration between education and prison work, and long waiting list (Brosens et al, 2015; Crittenden & Koons-Witt, 2017; Kyalo, MuIwa, Matuta, & Rutere, 2015; Tietjen et al, 2018).…”

Reactions of Prison Staff to the Needs of Culturally Different Convicts

“…This is what the research presented below involves, exploring the ways to respond and the motivation of prison staff. Employees play the role of animators of penitentiary work, teachers, and mentors; therefore, they should have not only specific cultural competences but also personality predispositions (Croux et al 2018), using the quality of their personal relationship with an individual in this work. A resource for this relationship is one's own life experiences and personal history because working with these convicts is above standard (Brosens et al 2020).…”