Dataset Information

Attitudes towards prisoners, as reported by prison inmates, prison employees and college students.

ABSTRACT:

Background

Positive attitudes towards prisoners are important in securing the effectiveness of various correctional rehabilitation programs and the successful reintegration of prisoners after release. We wanted to investigate the attitudes towards prisoners among prison inmates, prison employees and college students.

Methods

The Attitudes Toward Prisoners scale was completed by 298 inmates in 4 Norwegian prisons, 387 employees working in the same prisons, and 183 college students. In addition, all respondents were asked a number of general questions about prisoners, crime and punishment.

Results

The study groups differed significantly in their attitudes towards prisoners, as measured by the Attitudes Toward Prisoners scale, with prison inmates holding the most positive attitudes. Prison officers held more negative attitudes than other prison employees. Prison employees working in female-only facilities held more positive attitudes than those working in male-only facilities. Students differed significantly in their attitudes, with those studying business economics holding more negative attitudes than those studying nursing. A number of strong correlations emerged between negative attitudes towards prisoners and more pessimistic and punitive answers on general questions about prisoners, crime and punishment.

Conclusion

The attitudes towards prisoners differed markedly among the groups investigated. The findings could have important implications, particularly for the preventive work carried out in our prisons. Whether attitudes toward prisoners can be influenced by educational programs and the dispersion of factual information needs to be investigated.

SUBMITTER: Kjelsberg E

PROVIDER: S-EPMC1891097 | biostudies-literature |

REPOSITORIES: biostudies-literature

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Project description:BACKGROUND:Despite evidence for the harms of waterpipe tobacco smoking (WTS), its use is increasing amongst college and university students worldwide. This systematic review aims to assess the knowledge of, attitudes towards and perceptions of WTS among college or university students. METHODS:We electronically searched MEDLINE, EMBASE, CINAHL, PSYCHINFO and ISI the Web of Science in October 2018, restricting our search to studies published since January 1990. We included studies among university or college students that used qualitative or quantitative methods, and addressed either knowledge, attitudes, or perceptions towards WTS. We excluded studies where WTS could not be distinguished from other forms of tobacco use and studies reported as abstracts where the full text could not be identified. Data were synthesised qualitatively and analysed data by region (global north/ south), and by reasons for use, knowledge of health hazards, how knowledge influences use, perceptions towards dependence, and policy knowledge. RESULTS:Eighty-six studies were included; 45 from the global north and 41 from the global south. Socio-cultural and peer influences were major contributing factors that encouraged students to initiate WTS. Furthermore, WTS dependence had two components: psychological and social. This was compounded by the general perception that WTS is a less harmful, less addictive and more sociable alternative to cigarette smoking. Knowledge of WTS harms failed to correlate with a reduced risk of WTS use, and some students reported symptoms of WTS addiction. A large proportion of students believed that quitting WTS was easy, yet few were able to do so successfully. Finally, students believed current public health campaigns to educate on WTS harms were inadequate and, particularly in the global north, were not required. CONCLUSION:Reasons for WTS amongst university students are multi-faceted. Overall, interventions at both the individual and community level, but also policy measures to portray a message of increased harm amongst students, are required. Additional studies are necessitated to understand temporal changes in students' beliefs, thus allowing for better targeted interventions.

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