Life Skills Project: Michael Bellotti

Journal of Correctional Education, Jun 2005 by Bellotti, Michael

The MAP curriculum consisted of the following components: Through the use of a number of instruments, the inmates' interests, abilities, skills and values were determined and extensive research conducted into careers that matched those elements.

Utilizing laptop computers, inmates were introduced to information technology.

MAP'S certified Image Consultant interviewed each inmate and began preparation for their release clothes and the development of a suitable wardrobe for their internship. Other "image" issues were addressed such as hair and tattoos and the kind of image the inmate wanted to project to the community.

The Myers Briggs Personality Profile was administered and results correlated to potential career choices.

Inmates sent requests for criminal records, credit reports, child support records, IRS payment histories so that these issues could be dealt with upon release.

At release, inmates were picked up by a MAP staff person to be transported to their residential/treatment placement, their parole/probation officer and to St. Francis House for initial orientation.

The second seven weeks, at St. Francis House, included community internships, a concentration on developing job getting and keeping skills' learning to communicate in interview situations and in group settings and further increasing information technology skills.

Students were introduced to a variety of community resources including education/training, housing, medical, counseling and cultural/leisure opportunities (through MAPTix, donated tickets to plays, concerts and sporting events were distributed to students).

Concentrated and ongoing job development commenced in the twelfth week and continued until successful placement.

Students were encouraged to apply to the St. Francis House transitional housing program where they can live for up to two years.

All students were welcomed into the MAP Alumni Association providing support after, and well beyond, formal program participation.

Support for this project was supplemented by a number of private foundation grants and private donors. St. Francis House raises nearly half of its $6 million operating budget through the efforts of its Development Department and the 20,000 individual donors who regularly respond to our direct mail appeal.

Three mechanisms for evaluation were utilized in this project. Firstly, the project reported directly to the Dept. of Education regarding the benchmarks set forth in the original proposal. Most benchmarks were met or exceeded, including program participants (123/120) and the number completing first seven weeks (117/90). The number completing the full 14 weeks fell short of the goal (61/68), but the majority of non-completers left the program when they secured employment. 100% of all students graduating from MAP achieved employment. Of special note is the remarkable recidivism rate of 13% for those committing new crimes and receiving new sentences. While the sample is small, MAP will continue to follow its program participants to see if this rate continues beyond the two-year post-incarceration period. There is strong reason to be encouraged, especially when this data is combined with Dr. Shaffer's analysis which suggests increases in measures of self-efficacy, selfesteem substance use management and dramatic reductions in exposure to dangerous and high risk situations. Education Development Center's Dr. John Wong reported, in his qualitative analysis, very strong positive identification with the MAP program and its staff by the offender population. Many reported having very poor experiences in the past with human service providers, yet indicated universally positive interactions with everyone connected to this project.