Effective Means of Teaching and Developing Emotional Intelligence in the Corrections Industry.

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Autor/Urheber	Skiba, Richard
Institution	HAL CCSD
Titel	Effective Means of Teaching and Developing Emotional Intelligence in the Corrections Industry.
Quelle	In: halshs-02890339; doi:10.4236/aasoci.2020.106012; ISSN: 2165-4328 ; Advances in Applied Sociology ; https://halshs.archives-ouvertes.fr/halshs-02890339 ; Advances in Applied Sociology, 2020, 10 (06), pp.187-199. ⟨10.4236/aasoci.2020.106012⟩(2020) PDF als Volltext kostenfreie Datei
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
DOI	10.4236/aasoci.2020.106012
Schlagwörter	Emotional Intelligence; Corrections; Vocational Education; Humanities and Social Sciences/Education; Humanities and Social Sciences
Abstract	International audience ; In a recent skills forecast undertaken by Australian Industry Standards (Aus-tralian Industry Standards, 2019) related to the Corrections Industry, the Industry Reference Committee, through its consultations, determined that Correctional Officers need to interact with a diverse and varied range of people at any given time and they may also encounter high-tension situations. Given the nature of the Corrections industry, soft skills gain more prominence in this space. One of the primary soft skills identified is emotional intelligence. This paper firstly contextualises the need for development of emotional intelligence in Correctional Officers such that this skill can be effectively utilised in a rehabilitative environment. The paper recognises that an ability to read, interpret, comprehend, and react to inmate emotions as well as to manage their own emotions can impact on the Correctional Officer's work environment and well-being, as well as their safety, and also positively impacts on the inmates. Increased emotional intelligence may contribute to the prevention of security incidents in a corrections facility. The CSC Correc-tional Services Training Package does not include units of competency specific to defining a competency standard for utilisation of emotional intelligence in a corrections setting. The majority of the training in this area is conducted internally by institutions, rather than by Registered Training Organisations , and as such, a range of performance criteria that can be used for program definition is outlined such that adult learning principles can be integrated into the delivered programs. Likewise, a suitable delivery model, using Learning Conferences, is specified as a potential delivery model.
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