Social emotional skills in prisons
The work of socioemotional competencies as a key factor for emotional deinstitutionalization in prison
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The work on social-emotional competencies Psychopedagogical practice covers a wide range of possibilities that are rarely known. Most of the time, it is limited to the care of children and adolescents in the school environment. It is extended both in the public and private sphere, through care and prevention activities with a methodology of group and individual work, covering a population ranging from birth to the elderly. In the field of labor development, it can be in health as well as in education and other institutions: such as prisons and people deprived of liberty. One of the problems ob...
The work on social-emotional competencies Psychopedagogical practice covers a wide range of possibilities that are rarely known. Most of the time, it is limited to the care of children and adolescents in the school environment. It is extended both in the public and private sphere, through care and prevention activities with a methodology of group and individual work, covering a population ranging from birth to the elderly. In the field of labor development, it can be in health as well as in education and other institutions: such as prisons and people deprived of liberty. One of the problems observed is that in the process of internment in the penitentiary center it is necessary to work on socioemotional competencies with a double objective: to strengthen personal strategies and improve competencies for socio-labor reintegration. The person deprived of liberty undergoes a process of institutionalization, regardless of their legal status, directly affecting their areas of development of social competence and directly affecting their reintegration process. This implies a high possibility of criminal recidivism as a key factor for emotional deinstitutionalization in prison.
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