Journal of Undergraduate Research
 Volume 2, Issue 8 - May 2001

Juvenile Justice: A Comparison of Correctional Officers' Perspectives and Personal Experiences

Katherine Brauss

ABSTRACT

The reason for this study is to acknowledge and describe corrections officers' opinions of punishing juvenile offenders in the adult criminal justice system in the state of Florida. Unfortunately, research concerning officers' opinions is limited. In the past, studies on the correctional system have focused primarily on the offender. This study will focus on the opinions of the corrections officers regarding the utility and effectiveness of directly transferring juvenile offenders to adult court. In addition, this study details the recommendations made by the corrections officers, who work with juveniles in the Broward County Main Jail and the Duval County Jail, about how we might improve the effectiveness of adult sanctions for juveniles. The results suggest possibilities for improving the correctional system--specifically sanctions used to treat and punish juvenile offenders.

INTRODUCTION

James Allen,1 a 17-year-old male, was charged and convicted for beating his girlfriend, the mother of his daughter. Tried as an adult, the judge sentenced him to the Duval County Jail's "Jailed Juvenile Program" where he will remain for 12 months. 2Welcome to his reality.

Since the early 1990s our society has centered on the theme, "Adult Crime, Adult Time." The rash of shootings in Florida in 1993 against tourists helped spur this get-tough attitude in this state. More than 40 states have passed laws to jail juveniles in adult prisons since 1993. In Florida in just one year 3,500 juveniles were sent to adult facilities. This "get tough" mentality has impacted the correctional approach in large adult jails, including the Broward County Main Jail and the Duval County Jail. The primary focus for transferred juveniles while in these adult facilities is deterrence, punishment, restorative justice, and education.3 With this change in focus, i.e. dealing with juveniles in addition to adults, the correctional officers are forced to adapt to juveniles in an adult setting.

Figure 1. Katherine Brauss giving a talk.

Figure 1. Katherine Brauss giving a talk.

METHODS

The Locations

The Broward County Main Jail and the Duval County Jail sites were chosen based on size, availability, and similarity in structure. Both facilities are podular in design, meaning that a deputy is separated from the inmates by a glass partition.4 Interviewees were selected based on the amount of time spent interacting with the inmates, which limited the participants to include only those officers who work on the late morning/early afternoon and the early afternoon/evening shifts.5

The Interviews

To develop a better understanding of the officers' opinions of and day-to-day interactions with juveniles in jail, 25 jail staff were interviewed&emdash;19 correctional officers, 4 teachers, and 2 administrators.6 The interviewees had correctional experience ranging from 6 months to approximately 15 years, with the average length of experience being about 7 years.

To recruit these officers, a snowball method7 of sampling was used. Each interview consisted of approximately 33 questions and was presented in open-question format. The questions asked included their opinions of juveniles in the adult criminal justice system, their perceptions of the treatment programs that are mandated for these inmates, the educational system within the facility, and their opinions of what the state lawmakers should do with the criminal justice system as a whole.

EDUCATION IN THE TWO JAILS

The main goal of the Broward County Main Jail's "Phoenix System" program and the Duval County Jail's "Jailed Juvenile" program is to deter future criminality.8 To help achieve this goal, each facility has instituted a public school system within the facility to continue the juveniles' education. As one teacher stated, "[Our goal is] to help the student go back to school or at least get his GED."9 The school system at both jails resembles the typical public school. The Broward jail's school is set up like a secondary school in that one teacher is assigned to one subject and rotates every period to each cell block to teach.10 Also included is a classroom located outside of the cell "with a bunch of cramped school desks, but it is almost like what it would be like if they were in school. We try to make it as much as if they were in a regular high school or middle school as possible," said one officer.11 The Duval Jail resembles an elementary setting in that each teacher has one class and teaches all basic subjects.12 The classrooms are designed as a regular public school classroom, which include desks, computers, and a television/VCR. Both schools meet Monday through Friday and have weekends and holidays off, identical to a typical public school format.13 In addition, the Broward jail has one officer and the Duval jail has two officers who are assigned to their respective school programs. These officers escort the juveniles to and from their classes and address discipline problems during school. They also interact with the teachers on a daily basis where they are able to communicate any problems or needs.14

The diversity in grade level and age in each classroom sometimes creates tension.15 For instance, a 15-year-old who can read may belittle a 17-year-old who cannot read. The teachers, therefore, must take on many roles, from mediator, to counselor, to teacher. One teacher noted, "We try to build up skills as much as possible. Not just reading and math skills, but how to get along with one another. That is probably the biggest factor."16 One Duval County teacher recognized that "the inmates favor this type of schooling [compared to the typical public school] because there is more one-on-one attention. We are able to use different routes to teach them."17 Also, to dissolve any tension that is created from the skill levels in each classroom, the Duval teachers use the inmates who have attained a GED to tutor those inmates who have not.18

Officers' Opinions of Education

The A notable difference was observed in each facility regarding the officers' opinions of the school program's effectiveness and necessity. The main difference was the officers at the Broward Jail spoke more positively, more optimistically, and held a higher regard for its teachers. For example, one officer at the Broward jail stressed the importance of communication between the teachers and officers.19 A teacher noted, "In general I think the officers and teachers work well together."20 A similar feeling occurred at the Duval jail between the two officers with direct contact with the school program and the teachers. One teacher described the teacher/officer relationship as "pretty good."21

Figure 2. Katherine Brauss giving a talk.

Figure 2. Katherine Brauss giving a talk.

Conversely, the Duval jail officers who are not in direct contact with the teachers seem to have a bitter attitude toward the entire school program. One officer in particular believes that the school program is a waste of time because the juveniles do not learn anything. He said he would advise the discontinuation of any programs because the juveniles only go to get out of their dorms and the programs give the juveniles too much leniency.22 Communication between the officers and the teachers is understood to be essential for an effective program, but at the Duval facility, some feel it is not strong enough. One Duval teacher emphasized, "The overall program works best when the school and the rehabilitative programs are 'married' together, which is not the case here."23 This limited interaction was notable because an air of tension was observed between these two groups. One Duval officer commented, "With the program they have a lot of programs with the classes, but you have teachers who are scared of these individuals and they don't end up getting the point across to them."24 Another officer stated, "If there was a correctional officer present I think it would be better because they tend to do what we say a lot better."25

TREATMENT PROGRAMS

The Bridge Program

The Bridge Program is unique at the Broward jail. According to one officer, a recovering alcoholic created this program almost a half century ago because he knew he could not stay sober alone.26 As one officer explained, "[This man] had to meet a family member, a friend, or someone in the community halfway across the bridge where they can walk hand-in-hand back into the community. They would share their feelings, their strengths, their hopes with each other and no matter what, not pick up a drink."27 This idea was transformed into a program for the juveniles in the Broward County Main Jail a little more than a year ago. It focuses on confronting their lives by being honest and open about their feelings. Member inmates work together for joint success.28

These inmates live and function separately from non-members, except in times of recreation, religious programs, or during any other special events.29 Inmates sometimes invite people from the "outside" so they can confront interpersonal issues. Honesty in this confrontation is critical.30 For example, one officer described a conversation where the inmate confronted his mother. "Mom, I know that you love me, but I really got confused when you slapped me in the back of the head and took my marijuana…and after dad went to work, you went and smoked it with your boyfriend in the bedroom."31 This officer stressed, "You can't send a dope addict back to a dope house. You can't send a robber back to his father, the robber. Everyone must change."32

Partnership/Mentor Program

The Duval program includes Partnership/Mentor, a program that pairs citizens from the community with the inmates. This program allows the inmate to interact with a positive role model and form a bond to the outside world.33 To be a mentor one must "care and have the desire to help kids."34 One inmate described his mentor as "a person to help…it is like an older brother."35 Indicating the importance of the bond they formed, one mentor told his jailed friend, "…don't let me down because I don't plan on letting [you] down."36

OFFICERS' BELIEFS ABOUT NEEDED IMPROVEMENTS

The officers' varied length experience led to differing opinions regarding ways to better the system. Many of the Broward interviewees suggested creating a vocational program to make the juveniles more employable upon release. "Teach them how to do something to give them hope to do things the good way, instead of the bad way…and then after the program I would help them find a job," suggested one officer.37 Creating counseling programs to involve both inmates and families was also viewed favorably by the Broward officers. A Duval officer suggested that more emphasis be placed on "…life management skills. If they don't know how to read, teach them how to read. Teach them how to get a job. Teach them how to apply for a job."38 In both jails, officers felt juveniles should have separate facilities. "They can have adult sanctions, but I think it would be ever so much better for them to have their own institution and have those trained officers who work with them," commented one officer.39 Making the punishment fit the crime was heard repeatedly. One officer was disgusted with how many loopholes an inmate can go through to avoid a lengthy sentence.40 The officer noted, "If you are going to make a law then make a law and stick to it."41 One Duval teacher remarked, "There should be realistic landmarks regarding educational skills that must be reached before the juvenile is released. Many inmates are released with no educational skills that are required to get a job."42

CONCLUSION

The interviews and observation at each facility indicated differences in opinion among interviewees about staff communication and education and treatment program effectiveness. In the Broward Jail communication between teachers and officers was better. The Broward interviewees also had a better understanding of each other's roles and had more faith in their program's effectiveness. Admittedly, people in both jails believed there were good and bad program aspects. But, in Duval, people seemed less optimistic about the effectiveness of the program. The Duval Jail might further increase the effectiveness of the program by promoting more positive interaction between the teachers and the officers. The juveniles will likely benefit from increased cooperation among everyone involved in their care.

REFERENCES

  1. His name was changed to protect his identity. back
  2. Zeff, L. (Executive Producer). (2000) Kids in Prison. New York: ABCNews Productions. back
  3. Interviewee #21, personal interview by author, 10/6/00 back
  4. Ibid. back
  5. The late morning/early afternoon shift is from 7:00 AM to 3:00 PM. The Broward jail refers to this shift as the Bravo Shift. The Duval Jail refers to this shift as the Watch II Shift. The afternoon shift lasts from 3:00 PM to 11:00 PM. The Broward jail and the Duval jail refer to this shift as the Charlie Shift and the Watch III Shift, respectively. back
  6. 10 officers, 2 teachers, 1 administrator from the Broward County Main Jail, and 9 officers, 2 teachers, and 1 administrator from the Duval County Jail back
  7. The first interview to occur on a particular day was initiated by the administrator of the program or the principal investigator asking for a volunteer to participate. Following this initial interview, the correctional officer who participated would seek out another volunteer. This snowball technique proved to be useful because it ensured the facility administration and the other officers that all posts were covered while an interview was being conducted back
  8. Interviewee #17 and #21, personal interview by author, 10/26/00 and 10/6/00 back
  9. Interviewee #24, personal interview by author, 9/27/00 back
  10. Interviewee #23, personal interview by author by author, 10/6/00 back
  11. Interviewee #21, personal interview by author, 10/6/00 back
  12. Interviewee #25, personal interview by author, 9/27/00 back
  13. Interviewees #17 and #25, personal interview by author, 10/26/00 and 9/27/00, respectively. back
  14. Interviewees #1, #17, #21, personal interviews by author, 7/6/00, 10/26/00, and 10/6/00 respectively. back
  15. Interviewee #22, personal interview by author, 10/6/00 back
  16. Ibid. back
  17. Interviewee #24, personal interview by author, 9/27/00 back
  18. Ibid. back
  19. Interviewee #21, personal interview by author, 10/6/00 back
  20. Interviewee #22, personal interview by author, 10/6/00 back
  21. Interviewee #25, personal interview by author, 10/6/00 back
  22. This comment was made during an informal conversation with an officer who is not considered to be an interviewee. back
  23. Interviewee #24, personal interview by author, 9/27/00 back
  24. Interviewee #11, personal interview by author, 9/13/00 back
  25. Interviewee #14, personal interview by author, 9/13/00 back
  26. Interviewee #6, personal interview by author, 8/7/00 back
  27. Ibid. back
  28. The author attended a Bridge program meeting and made these observations. back
  29. Interviewee #21, personal interview by author, 10/26/00 back
  30. Interviewee #6, personal interview by author, 8/7/00 back
  31. Ibid. back
  32. Ibid. back
  33. Zeff, L. (Executive Producer). (2000) Kids in Prison. New York: ABCNews Productions. back
  34. Ibid. back
  35. Ibid. back
  36. Ibid. back
  37. Interviewee #2, personal interview by author, 7/19/00 back
  38. Interviewee #20, personal interview by author, 10/26/00 back
  39. Interviewee #17, personal interview by author, 10/26/00 back
  40. Interviewee #12, personal interview by author, 9/13/00 back
  41. Ibid. back
  42. Interviewee #24, personal interview by author, 9/27/00 back

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