Assessment of Emotional Literacy Programs: Identifying Recommendations for Applications in the U. S. Correctional System

• In Event: Risk and Responsivity in Corrections

Abstract

Recent awareness of the problems associated with ‘mass incarceration’ has caused policy makers and others to hit the reset button on correctional practices. Incarceration alone and failing reentry initiatives merely ensures recidivism (Clear, 2009). Efforts toward decarceration includes invigorated interests in rehabilitation initiatives. Emotional literacy (EL) programs are included among current correctional rehabilitation efforts. Despite interests in the potential of emotional literacy programs, there have been few studies which have examined the effectiveness of these approaches. The purpose of this study is to provide critical information on the potential effectiveness of emotional literacy programs within a correctional setting. Data on existing emotional literacy programs from eight countries are analyzed by meta-analysis to establish the most efficient model of emotional literacy programs. The findings suggest that EL effectiveness is more likely when program elements include self-regulation, mindfulness, and empathy with attention paid towards the order of training. Policy implications are discussed.

Authors

• Carolyn Petrosino, Bridgewater State University

• Kyung-shick Choi, Boston University

• Timothy Scott, Bridgewater State University

• Sinchul Back, Bridgewater State University