These lively and stimulating ideas for use in and out of class reinforce active learning. The activities apply to individual or group projects.

11-1:  Discuss some of the common administrative considerations facing prison systems when housing specialized inmate populations.

1. Documentation:  In groups of 3-5, outline critical steps for coordinating screening, appropriate programs, and housing for inmates with special needs. With the class, discuss why a plan and protocol are important for meeting inmates’ needs.
2. Writing:  Imagine you are a prison administrator charged with creating appropriate programming and housing for inmates with special needs. In 500-800 words, reflect on your primary concerns and goals for these tasks.

11-2:  Explain how the prison subculture impacts, interacts with, and reacts to inmates who are mentally ill, HIV/AIDS positive, and/or elderly.

1. Practicum:  In groups of 4-6, imagine you are a team of prison administrators. Given what is known about prison subculture and how it interacts with inmates with special needs, devise 5-7 training points for staff members to provide adequate security to these inmates. Present to the class.
2. 2.Writing: In 800-1000 words, discuss how inmates with special needs are treated within prison subculture and any potential parallels to their treatment in mainstream society. Consider also efforts to increase protection of people with special needs.

11-3:  Discuss the prevalence of mental illness within state prison systems and the difficulties of care and treatment.

1. Practicum:  Given the broad overlap of mental illness, drug abuse, and criminal offending, consider 3-5 potential partnerships between correctional agencies and public and private agencies to provide treatment to people with special needs. Discuss in groups of 3-5.
2. Writing:  There is a significant proportion of inmates in the United States with mental illness. What are the implications of this for corrections systems and staff? How can this be better addressed? Reflect in 1000-1200 words.

11-4:  Describe the difficulties with sex offender management in prisons.

1. Practicum:  In groups of 4-6, imagine you are prison administrators devising a therapeutic community for sex offenders. Devise 5-7 actions you will take for the benefit of the community and treatment.
2. Writing:  Imagine you are a member of prison staff tasked with supervising sex offenders. How will approach the job and ensure security and correctional needs are met? Discuss in 500-800 words.

11-5:  Summarize the various challenges facing prison systems housing inmates who are HIV/AIDS positive.

1. Practicum:  Approximately 25% of institutions do not screen or test for HIV/AIDS. In groups of 4-6, imagine you are part of a national team aiming to increase appropriate testing and treatment for HIV/AIDS. How will you motivate correctional institutions to enhance their methods? Devise a plan with 3-5 action points.
2. Writing:  How do the rates of inmates with HIV/AIDS reflect general public health trends in prison and in the communities from which many offenders come? Consider how the rates of HIV/AIDS have been declining and how correctional agencies can contribute to further decline. Discuss in 1000-1200 words.

11-6:  Identify the various classifications of elderly inmates within an institution.

1. Documentation:  In groups of 3-5, outline 5 trends that have contributed to the growth of elderly inmates and 5 implications of this trend.
2. Writing:  Imagine you are a prison administrator concerned about the budget and inmate well being. How might these concerns affect how you address elderly inmates in your institution? Consider mandatory sentencing, potential for community sanctions, and classification of elderly inmates. Discuss in 800-1000 words.

11-7:  Identify some of the challenges and issues that face correctional agencies when housing elderly offenders.

1. Documentation:  In groups of 3-5, outline reasons for sentencing elderly offenders to incarceration, and opportunities where community sanctions might be appropriate for this population.
2. Writing:  Imagine you are an elderly inmate incarcerated for the first time. What are your general feelings, concerns, and goals regarding your sentence? Reflect in 800-1000 words.