Internship Handbook

Idaho Department of Correction
Internship Handbook
4"
� s
Version 1 .3 )LOW
This manual was approved by:
Terri Tomisser,director of Human Resource Services,on 5/20/11 (signature on file)

Table of Contents
THE IMPORTANCE OF THE IDOC AND INTERN PARTNERSHIP ......................................4
WHAT MAKES A CRIMINAL TICK .........................................................................................5
1. The Reformatory Model.....................................................................................................5
2. The Progressive Model .....................................................................................................5
3. The Reintegration Model...................................................................................................5
4. The Restraint Model..........................................................................................................6
5. The Remediation Model ....................................................................................................6
6. Theory Based on Evidence...............................................................................................6
7. Recidivism--What Works...................................................................................................7
8. Risk Factors that P .mina) Behavior......................................................................8
Anti-social des, val , and beliefs (criminal thinking) ........................................9
Associatio ith crimina nd isolation from pro-social people..................................9
Particular to ra nt and behavioral characteristics ..............................................9
Weak social an problem-soleZ: ), 9
A history of criminal or anti .................................................................9
Negative family factors..... .. ...............................................................10
Low levels of vocational an ills .........................................................10
SubstanceAbuse ................................................. ............................................10
WHAT WAS HE THINKING? ..................................... .......... ......................................11
1. Offenders' Values........................................... ...... ..... ......................................12
BOUNDARIES ........................................................................................... .........................14
1. Do's and Don'ts................................................................................... ........................14
PRISON CULTURE ................................................................................. .........................16
1. Interns' Responsibility with Prison Culture ...................................... ........................16
MANIPULATION AND CON GAMES4 ............................................. .................................17
1. Manipulative Tactics and Tools.......................................................................................17
2. Leverage .........................................................................................................................18
3. Preparing Yourself and Reducing Opportunity for Manipulation .....................................18
Categorizing ..............................................................................................................18
The Three-step Process............................................................................................19
4. Avoiding the Con Game..................................................................................................20
5. Summary.........................................................................................................................21
ApplicationProcess...............................................................................................................22
1. How Do I become an Intern?...........................................................................................22
2. Criminal Background Check............................................................................................22
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3. Qualifications...................................................................................................................22
4. Beginning an Internship...................................................................................................23
5. Ending Your Internship....................................................................................................23
Rulesof Conduct...................................................................................................................23
EMERGENCY PROCEDURES.............................................................................................26
1. Identification of Emergency.............................................................................................26
ResponseCodes.......................................................................................................26
2. Evacuation Procedure.....................................................................................................27
3. Hostage Survival Strategies............................................................................................27
CONGRATULATIONS AND THANK YOU.............................................................................29
REFERENCES................ .................................................................................................30
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THE IMPORTANCE OF THE IDOC AND INTERN PARTNERSHIP
Welcome to the IDOC internship program. The IDOC values partnerships with Idaho colleges and
universities and strives t vide meaningful learning experiences for students who hope to enter
the criminal justice fi ose of this handbook is to help you learn more about what works
with offenders and to be s essful when working with them. A career in criminal justice can be
a rewarding exper' ce and on at serves the welfare of Idaho Communities.
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WHAT MAKES A CRIMINAL TICK
Over the years many theories have been given for criminal behavior and how to correct it. What's
your theory? Does it appear in the brief overview of theories that follows?
1. The Reformatory Mo
Before the mid 180 prisons stly held debtors until their debt was paid. Criminals were only held
for short periods u their trial if found guilty, criminals were punished with a fine, corporal
punishment, or de . Around 1 0, what is known now as the Reformatory Model was initiated into
prisons across the 'ted States. The Reformatory Model began with the assumption that crime was
a moral disease and inals were "victims of social disorder." It was believed that a rigid
schedule for waking, eating, reading d sleeping would reform criminals.
This model was modified a bit at t Imira Ref atory in Elmira, New York where officials believed
that getting criminals to stop com ing crimes s a more obtainable goal than converting them to
a life of religious devotion. This pe d include eterminate sentencing and early release on
parole.
2. The Progressive Model
The Reformatory Model lasted about 50 years unt' O
1920 when the Progressive Model
took over. The Progressive Model was based o eetions:
• Criminal behavior is not the result of free will but stems from fact over which the individual
has no control: biological characteristics, psychological maladjus ents, sociological
conditions.
• Criminals can be treated so that they can lead crime-free lives.
• Treatment must be focused on the individual and the indivi s problem.
Typically this trauma was encountered at an early age and that once treated (i.e., the individual has
resolved the emotional experience attached to the trauma), the individual would be rehabilitated. The
prisons that engaged in this model were viewed as therapeutic. As an example, prison guards
became correctional officers and penitentiaries switched to correctional institutions. During this time
diagnostic units and counselors flourished and by 1930 thirty-six states and the federal government
had incorporated probation into their law books.
3. The Reintegration Model
By 1965, the Reintegration Model became the next major movement in correctional institutions. This
model was primarily adapted and motivated by the President's Crime Commission of 1966. The
commission declared that most crime was the direct result of giving offenders middle-class
expectations, but not giving these individuals the opportunity to realize these expectations. It was
believed that the only way to deal with these offenders was to stop placing emphasis on the offender,
but rather to change society instead. The individuals that follow this model believe that once
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opportunities are created for these individuals, change would occur. This model's focus was on
advocacy for the offender. The greatest development from the Reintegration Movement was the
creation of community-based corrections, such as, halfway houses, work-release programs, and
community residential programs.
4. The Restraint Model
After 15 years of the Reintegration Model, the political climate changed and another model emerged.
The Restraint Model became the model of the 1980's. This model began with the theory that we are
not sure why people commit crimes. Since we cannot determine why individuals commit crimes, we
must assume that the reason why people commit crimes is because they want to. Based on this
philosophy, it was determined that if people want to commit crimes the only way to cure them is to
punish them proportionately. The model is not concerned with change, but rather focused on how to
protect the public from these people. The only goal was to segregate and incapacitate criminals. Any
focus on change was detached. The offenders could participate in some voluntary programs if they
chose to, but programs we a not required. While they would be supported if they participated in these
programs, there was trying to change the inmates, so program success was not a
concern.
There are two (2) in problem ith this model:
• It resulted i tremendous increase in prison populations.
• Eventually, the o nders woul sed back into the community. Without any programs
for change, a high proportio fen continued criminal behavior.
5. The Remediation Model
Problems with the Restraint Model ulted i another model in the early 1990's. The key to the
Remediation Model is risk managem emediatio del looks at risk management in two (2)
ways:
• Offenders must be placed in settings that w' ct the blic, but the level of custody
should be based on the offender's risk le e., e ' ates should be put on probation,
others put in halfway houses, and others i carcera
• In addition to protecting the public, the Remediation Model attem to reduce the problems
that increase the risk of criminal behavior.
Two (2) problems exist with the Remediation Model. First, it is difficult t who will benefit
the most from treatment. Second, it is difficult to determine the most nate treatment to reduce
the risk of criminal behavior. To successfully reduce criminal beha correctional officials must
determine what problems the offenders face and then give offender effective programs to help them
change their lives.
If we accepted the beliefs of these models, we would conclude the following:
• Stricter laws and longer prison sentences will reduce criminal behavior.
• Parents are to blame for their children's criminal behavior.
• Society is to blame for criminal behavior.
• Nothing works.
6. Theory Based on Evidence
The theories listed above are the result of the best thinking of people with pro-social values. The
problem with this approach is that criminals aren't pro-social; they are antisocial.
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In 1970, Stanton Samenow, Ph.D. joined the Program for the Investigation of Criminal Behavior at St.
Elizabeth's Hospital in Washington, D.C. With the late Dr. Samuel Yochelson, he participated in the
longest in-depth clinical treatment study of offenders that has been conducted in North America. Dr.
Samenow's description in his books Inside the Criminal Mind'and the three (3) volumes of The
Criminal Personality'that the beliefs, attitudes, and thinking of criminals are much different than law-
abiding, pro-social people. Fortunately, over the past 30 years there has been extensive research
that has given us evidence of not only what increases the risk of criminal behavior, but also what
works to reduce it. Interestingly, before any of this research was conducted, a German named Victor
Frankl formulated a principle that captures the essence of how important our thoughts are in
controlling our lives.
". . . everything can be taken from a man but one thing: the last of human freedoms—to choose
one's own way." Victor Frankl
Victor E. Frankl, a German psychiatrist, was imprisoned in the Auschwitz concentration camp during
World War II. Dr. Frankl witnessed the deaths of thousands of people. His father, mother, brother,
and his wife all died. Ex r his sister, his entire family perished. In his book, Man's Search for
Meaning3, Frankl ex w e observed and learned during this horrific experience and found
that human beings e the po to decide their response to any given situation.
Based on researc e've learn a great deal about what works and what doesn't work.
7. Recidivism--What
Interventions that research has sho a ccessful in reducing recidivism.
• Punishing Smarter (boot c ps, drug to g, electronic monitoring, shock incarceration):
unsuccessful
• Self Esteem type programs: c ul
• Medical Model programs: unsuccessful
• Instructional programs: unsuccessful
• Intensive programs for low-risk offenders suc
• Psycho-analysis: unsuccessful
• Chemotherapies: unsuccessful
• Client directed programs: unsuccessful
• Incarceration: unsuccessful )LOW
• Confrontation-type programs: unsuccessful
• Social Work, Social Agency approaches: unsuccessful
• Physical Challenge (Outward Bound/Vision Quest): unsuccessful
• Group Counseling/Therapy: Mixed, generally unsuccessful
• Individual Counseling/Therapy: Mixed, generally unsuccessful
• Family Interventions: Mixed, generally unsuccessful
' Stanton Samenow; Inside the Criminal Mind;Crown-Random House; New York, New York; 1984
z Stanton Samenow, Ph.D; The Criminal Personality, volumes I, ll, &Ill;Jason Aronson Publishing; Lanham, MD; New
Ed edition (December 28, 1995)
3 Victor E. Frankl; Man's Search for Meaning;Beacon Press; Boston, MA; 1 edition (June 14, 2006)
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Interventions that research has shown to be successful in reducing recidivism.
• Vocational Training: One (1) in three (3) programs are successful
• Employment: One (1) in three (3) programs are successful
• Therapeutic Communities, 12-step programs and religion: Mixed results, but mostly
successful
• Educational Training: Two (2) in three (3) programs are successful
• Life Skills (e.g., academic training, vocational training, life skills, coping skills, social skills,
etc.): Successful for specialized (not generic) programs
• Behavioral Approaches: Successful
• Cognitive-Behavioral/Cognitive: Successful
8. Risk Factors that Pre ' inal Behavior
As you might suspe a risk tors that cause or predict criminal behavior are not as simple as
people once belie and differ m what many people believe today. Be prepared to let go of some
of your own belief
Research has foun ht major factors that predict criminal behavior.
• Anti-social attitu es, values an criminal thinking)
• Association with criminals isolation pro-social people
• Particular temperament an ehavioral racteristics
Psychopathy
Weak socialization
Impulsivity
Restless/Aggressive energy
Egocentrism
Below average verbal skills
A taste for risk 016,
• Weak social and problem-solving skills )LI
• A history of criminal or antisocial behavior
Evident from a young age
In a variety of settings
Involving a number and variety of different acts
• Negative family factors, including:
Abuse
Unstructured or undisciplined environment
Criminality in the family
Substance abuse in the family
• Low levels of vocational and educational skills
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• Substance abuse
Do any of the eight (8) factors surprise you?
Anti-social attitudes, values, and beliefs (criminal thinking)
While offenders are all individuals with their own attitudes, values, and beliefs, there are
similarities in their thinking. Some offenders are more criminal than others to the extent that they
embrace the criminal lifestyle. They see a prison sentence as a thing of honor, and they are
proud of their criminal accomplishments much like you might be proud of your college degree or
sports trophies.
Other offenders have antisocial thinking, but they don't realize it. They often think that you are just
like them, except you didn't get caught. They see themselves as good people who are just victims
of circumstance. Yet, their thinking is very different and when they start to see how different their
thinking is, they often become motivated to change. For offenders that fit this latter category,
consider for a moment that when they committed crimes, they were doing their best thinking.
Their decisions ma ct sense to them at the time, and in their minds, we're the ones that
are messed up.
Association with iminals a solation from pro-social people
Birds of a feat flock together. Johnny is getting in trouble at school. His parents say, "Johnny's
not a bad boy, it oys he's hanging out with." Johnny's parents fail to recognize two (2)
things: First, the other parents are a same thing, except it's not their children, it's Johnny
that's the problem. Second, Joh is cho g to hang out with that group. Why? Because
Johnny and his friends suppo ch other's nking.
In addition, Johnny is not asso ting with who don't support his thinking. This disassociation
from pro-social peers is equally orta
Particular temperament and behavioral characteris
Temperament can be difficult to change and yo ably people with the temperaments
listed above that are not criminals. Although o e alitie sually don't change, we can learn
to manage them. For example risk taking is mpera en in pro-social and antisocial
people, but pro-social people manage that taste for risk with activities uch as rock climbing,
kayaking, motorcycle riding, etc. Offenders can learn to do the same
Weak social and problem-solving skills
Offenders are often loners and feel out of place in social situation y with pro-social
people. Some replace their discomfort with a feeling of power ontrol. If they can intimidate or
manipulate other people, then they are in charge and being in c ntrol feels good. Other offenders
will just avoid "normal" people and just hang out with antisocial peers.
Every day you solve problems so automatically that you hardly recognize them as problems, yet
these problems are insurmountable obstacles for many offenders. An offender can create an
amazingly complex criminal scheme, yet be unable to solve the simplest of problems. Faced with
a problem, the offender either avoids it or solves it with criminal behavior.
A history of criminal or antisocial behavior
This risk factor is obvious, a no-brainer. The best predictor of future behavior is past behavior.
The more criminal history the offender has, the more ingrained the thinking and behavior. It
doesn't mean he can't change, but he has an inherently higher risk of criminal behavior and
requires more intensive treatment or programming.
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Negative family factors
Negative family factors are a significant risk. If a child's parents (role models) are criminals,
substance abusers, etc. there is a high risk of that child mimicking his parents' behavior. Some
offenders have never experienced a pro-social role model. They don't even know what it looks
like.
Low levels of vocational and educational skills
Most of you probably knew this would be on a list of risk factors. You may have noticed on the list
of"What works with offenders" some things had mixed results. Here's why. If you put an offender
who needs education in an educational program, you reduce his risk. But if his problem is criminal
thinking an educational program will create a smarter criminal. The offender's criminal thinking
must be addressed first for other needs to be met successfully. The key is to assess the
offender's needs. For educational and vocational needs, the IDOC has accredited high school
and vocational programs.
Substance Abuse
Everyone gues right on one, but you probably didn't list it last.
You may have and that 8 to 90% of the prison population has a substance abuse problem.
Why isn't it#1 .
First, all eight (8) areas are actually very close in the degree in which they affect criminal
behavior.
Second, it's still important to re nize that all substance abusers are the same. You may
know an alcoholic who isn't a inal. One dy indicated that roughly 50% of offenders said
their criminal behavior started fore their stance abuse, 25% said their criminal behavior and
substance abuse started about am e, and 25% said their substance abuse started
before their criminal behavior.
Substance abuse and criminal thinking fit togethe an a relationship of the two (2) is
predictable.
Let's talk about criminal thinking.
016,
)too
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If the boss hadn't been on
my case, I wouldn't have
quit. Now I'm broke, and
since it is my boss's fault
that I'm broke, he owes meO O
0 Z,
money. And since he won't 0io
give me the money, I'll just
have to rip him off.
WHAT WAS HE THINKING?
You read about a senseless crime d wonder: hat was he thinking?" Good question. Offenders'
"best thinking" leads them to priso Offenders be charming and well-mannered, but their beliefs,
attitudes, and thinking patterns are differe m pro-social people. When we apply pro-social
logic to offenders' situations, the res are not w we envisioned. Here is an example:
A correctional employee was supervising offender rk the institutional laundry. One
offender did a good job and was conscientious his w The employee complimented the
offender on his work and added this advice: "l har nd get some education, when you
get out of prison you could have a job like ml " The r looked puzzled and then finally
said, "Why would anyone want a lousy job like yours?"
For the purpose of this discussion, we will use the term "criminal thinkin o describe thinking
associated with criminal behavior. Before we begin, it is important to un stand offenders are
individuals. One size does not fit all.
Criminal thinking is seldom a simple matter of imagining crimes or ng assaults. Criminal thinking
is how an offender views the world; his thinking is reinforced wheth he's caught or gets away with a
crime.
Criminal thinking is based on a strong desire to look good, feel good, and be right. We all want to
look good, feel good, be right, but most people learn that it isn't always possible. For example, if you
answer a question in a group, you might be wrong. You won't look good, feel good, or be right, but
you've learned that making mistakes is part of learning and that the benefits outweigh the risk.
Some mornings you don't feel like getting out of bed, but you've learned to get up anyway.
We all make mistakes, but we've learned to cope and realize that the benefits of learning are worth
the momentary discomfort.
But criminal thinking has no tolerance for looking bad, feeling bad, or being wrong. When things don't
go their way, criminals see themselves as victims: of society, of circumstances, of other people.
When an offender feels like a victim, he may experience a depressed feeling like he is nothing, a
11

zero. He will quickly replace that feeling with anger, which gives him a feeling of power, and a license
to strike back. Striking back makes him feel good.
Here is what Jack Bush, Cognitive Self-change (CSC) trainer and author, had to say:
Offenders often think they are entitled to absolute freedom in the way they conduct their lives.
Offenders may picture themselves isolated in a world of their own where they are in absolute
control and have the right to do as they please. From this point of view, any restriction of their
freedom is resented as unjust intrusion. When the real world fails to comply with their
expectations and demands, they take a stance of righteous defiance.
Relationships with other people are dominated by a struggle for power. Cooperation is seldom
more than a passing convenience. Win/lose ("us vs. them') is the dominant form of personal
relationships. Righteous anger, retribution, and license to do as they please, without regard to
rules and consequences, become dominant themes of living. It all holds together in a kind of self-
supporting logic.
This network of attit eliefs, and thinking patterns on the part of offenders sets up an
adversarial relati Id around them. In the offender's mind, winning is defined as forcing
someone else t se. The tification that comes with this kind of winning is, for some
offenders, the ly satisfacti they ever learned.
Antisocial winn has multiple forms. It may consist of direct physical assault. It may involve
controlling peop fear and intimidation. Some armed robbers, for instance, take
gratification in making their victims eir lives. They enjoy the thrill and excitement of
stealing, lying, conning, or in so ther breaking the rules and getting away with it.
When offenders win their stru with the w d, they may feel a towering sense of elation.
They're on top of the world. W they lose e., when they are caught and held accountable)
they feel terrible, but usually no longimportant to understand that when offenders feel
bad it is usually because they we not becauey did something wrong. When an
offender feels bad, he will usually decide that he ha "ctimized and that takes the sting out
of failure and once he becomes a victim, righteo ger aces the feelings of loss and
failure. Now he can strike back. If he wins, he' op of world. If he loses, he'll go through
the cycle again until he wins. Eventually, he win. ogic is a vicious cycle. Whether
they win or lose, the underlying cognitive structure is reirced.
Here's an example of win/lose criminal thinking:
An offender feels embarrassed and victimized when he sees his ex- (friend ith another man.
Why did she do this to me? Don't they know who I am? Who does he is? The
offender looks bad and feels bad. He becomes angry, which jus " him getting even. The anger
makes the offender feel powerful and in control. He punches t uy in the face.
It doesn't matter to him that someone called the police who arrested him for battery. In the offender's
mind he won! A normal person might feel crushed and betrayed by his ex-girlfriend. The criminal is
angry because it makes him look bad.
1. Offenders' Values
Do offenders have different values than the rest of us? Except for psychopaths, most offenders will
cite family, job, health, freedom, etc. as their values. However, their behavior seems to contradict
their values. That is because their thinking, beliefs, and attitudes drive their behavior and their
thinking is a problem.
So what can be done?
Research has consistently shown that the risk of criminal behavior is reduced through the use of
cognitive-behavioral programs. Big words with a simple meaning: programs that help offenders
12

change their beliefs, thinking, and attitudes, and learn pro-social behaviors, or good habits, until the
new habits become their lifestyle.
Let's consider Joe:
Joe doesn't work. He stays up late partying with friends. He steals and sells drugs for money. He
stays in bed until mid afternoon. The idea of living a "normal"life has no appeal to Joe. Why
would anyone get up at 6 AM and work all day for 10 bucks an hour?Joe thinks that's crazy. If we
think Joe will work such a job, we're crazy.
If Joe had a job, the first time the boss warned him about being late, taking a long break, or
making a mistake, Joe would tell the boss to shove it and quit. Joe might return after everyone's
gone home to steal something and get even. After all, Joe is the victim in this situation, at least
that's how Joe would see it.
To change his behavior, Joe must change his thinking. That's the cognitive part. But if Joe doesn't
change his behavior and continues to steal, sell drugs, use drugs, and hang out with criminals, his
thinking can't change. H ds to work on some new habits too, and it'll take some arm-twisting to
make that happen. T avioral part.
13

� r
BOUNDARIES
Before anything else mplished, the IDOC must maintain security in prisons. Fortunately,
by working togethe curity c e maintained while interns gain meaningful experiences in
corrections. Since enders thi ifferently than pro-social people, they might misunderstand your
motives or they mi t try to man ulate you because it is an everyday part of their lives.
1. Do's and Don'ts
Don't exchange anything of valu )ator
der or an offender's immediate family.
If an offender or an offender's ily any item or service, tell an IDOC staff member
immediately. Do not give any i oran offender or family member. If you have a
previous relationship with an o eender's family, such as a classmate or friend,
discuss this with the site internshi .
Don't deliver messages for offenders.
Offenders have opportunities to communicate ds a family without your help.
Telephone calls from IDOC facilities are colt nd c than a standard collect call.
However, if the offender's family can't afford the collect ca s, the offe ers can purchase
envelopes with postage from the commissary. Indigent offenders get e (1) free envelope with
postage each week.
Telephone calls and mail are monitored. If an offender asks you to age for him, he is
attempting to bypass security, which means he is probably doing g wrong, maybe illegal.
Even if he shows you the letter and the card and it all looks leg' could have written a coded
message or just be testing to see if you are willing to violate the ules.
Do let offenders know that you have integrity.
If an offender asks you to pass a message, notify security staff immediately.
Don't accept a telephone call from an offender in custody.
Call your site internship coordinator and tell him about the call. If for some reason you are really
concerned for the offender's well-being, call the facility and talk to the shift commander. IDOC
staff can determine the extent of the crisis and take appropriate steps. If the offender did not have
a crisis, he may have been testing to see if you would violate the rule.
Don't be afraid to admit a mistake or ask staff for help.
An offender gives you a nice sketch he has drawn especially for you. He says you have done so
much to help him and this is the only way he can thank you. You accept his gift. A couple of
weeks later the offender asks you to deliver a sealed envelope to his wife. He asks you to
14

promise not to read it because it is a private confession of his past mistakes. When you say
you're uncomfortable delivering a sealed envelope, he gets angry and says something about your
daughter being the same age as his. Now you're concerned that the offender has set you up.
What should you do?
The intern has made several mistakes, beginning with the first gift. Now the intern is in a
dangerous situation because the offender feels he has an advantage and hopes the intern is too
embarrassed or frightened to tell staff what's going on. If the intern continues down this path, he
could be in big trouble.
Do admit your mistakes.
Right now the intern should end the conversation and go straight to a staff member, admit the
mistake, and ask for help.
Do learn how to say no politely and positively.
Before we leave this example, let's discuss how the intern should have handled the situation. If
the offender ofg of a con game or a sincere
gesture of appCro on't have to be condemning or harsh with a response such as "You
know that's agles 'm going to report you to security."
Say no with toa b autiful drawing. I appreciate your gesture, but I can't accept your
gift. It's againsthat I agreed to follow as an intern." Use your own words, but whether
the offender isyou or tha ou, this type of response works.
Don't correspond with offenders.
You receive a letter and see t it is from a ffender. Take the letter to an appropriate IDOC
staff member. Open and read letter wit e staff member. The offender could be trying to
scam you or he could just be h g you, a pen pal. The truth is that only the offender knows
for certain.
Do address the offender's request.
Is this offender sincere or scamming you? Wh you ?
If the letter is threatening or an obvious attem to soli help in a rule violation, disciplinary
action may be required and the IDOC staff member will make that de ion.
However, if the letter appears to be harmless, then a more pro-socia pproach can set the tone
and establish rules.
Whether in person or in writing, the IDOC staff member will deter approach is
appropriate, and ask you to convey the following message:
I cannot correspond with you. As an IDOC intern, I agreed to follow certain rules which includes
not corresponding with or visiting offenders.
15

.I If I��If{Ipf
PRISON CULTURE
Prisons have cultures as do other organizations. Because of the nature of prison and the
concentration of criminal personalities confined there, prison culture often is an extension of and
reinforcement to crimi . g.
Prisons don't all ha a same Iture. Custody level, gender, and prison administration affect
prison culture. Cul es in any o nization are complex and prisons are no different, yet we will try to
focus on the most mmon elem nts here.
A commonality in pr at offenders don't "rat out" other offenders. That concept of not telling on
peers isn't limited to pris s. It is com r society beginning in schools and playgrounds
across America. In prison, it becom rious iness. Offenders seen as "rats" or"snitches" may
require protection from other offen s; their Iiv ay be in legitimate danger.
It is a code of silence. Every offen r is suppos to do his own time. Does that mean that offenders
never tell on other offenders? It do ot. Off rs will tell correctional staff about rule violations for
a variety of reasons.
Most offenders want to just do their time in the mAepris
t environment possible. They want to
work their job, go to school, watch TV, or just sit . Th want to go to sleep without a
constant fear of being assaulted or killed during Ighey w it's safer if the staff control the
prison. They also know that problems can disrup ne and make their dailyexistence
more difficult. Jobs end, units get locked down, visits stop. When offende threaten to disrupt the
status quo, an offender may tell staff what's happening. Often this can b one confidentially so the
offender isn't labeled a snitch yet those creating the problem are ca)
ugh
offenders will give information to divert staff from a larger p xample Joe tells
staff that Fred has tobacco, which is true, but the purpose is to dive members' attention to Fred
so that Joe can bring heroin into the facility.
An offender might tell on another offender to even a score or to gain power.
Some offenders are not antisocial. A few offenders commit serious crimes that are out of character.
For example, a pro-social alcoholic kills a family while driving intoxicated and ends up in prison. The
more pro-social offenders in a prison sometimes try to help staff keep the place safe.
1. Interns' Responsibility with Prison Culture
Interns have two (2) primary responsibilities regarding prison culture. First, be aware of it. Second,
don't become part of it.
16

r
MANIPULATION AND 4
Offenders manipul people fo ntraband, to gain power, as a challenge, or just to pass the time.
For some offende manipulati people becomes a game; for others manipulation is so integral to
their personality th simply manipulate out of sheer habit. Seasoned staff can usually identify the
process, but are still le.
Offenders usually play con games to situation. Offenders may hope to gain one (1) or
more of the following:
• Contraband (tobacco, dru alcohol, w ons, money, etc.)
• Sex
• Status among peers
• Special treatment
• Assistance to escape
• Personal satisfaction from just being able to do it
Listed below are things that could happen if you are a victim of a con ga
• Loss of internship
• Loss of trust
• Inability to help offenders change
• Loss or restriction of access to the facility for the entire internship program
• Criminal charges
• Loss of employment
• Divorce
• Injury or even death
1. Manipulative Tactics and Tools
Many offenders are masters of manipulative tactics to include the following:
4 Adapted from:Allen, B., &Bosta, D. Games Criminals Play,Rae John Publishers; Sacramento, CA; 1984
17

Empathy: Establishing an inappropriate personal connection with you through religion, family,
interests, beliefs, jobs, sports, hobbies, ethnicity, etc.
Flattery and Non-verbal Support: "You're the best intern I've ever seen. Or, going the "extra
mile" without being asked, becoming indispensable.
Sympathy: Feeling sorry for you or getting you to feel sorry for them. This can be used in
connection with empathy. Areas of vulnerability include such things as divorce or loss of a loved
one.
Helplessness: Making you believe that the offender is helpless and in danger without your help.
"I have been a failure all my life" or"I am such a waste."
Sensitivity: Creating a special bond with you for example: "you are the only person who
understands me."
Confidentiality: Sharing a "secret" to test your integrity. This is also a test to see if further
manipulation is possible.
Isolation and Pr ing rumors, conflicts, protection, or personal information to isolate
you from staff other int e . The offender might say he heard staff talking trash about you.
"They're wron out you." offender is probably going to other staff members or interns
saying that yo re running t em down. An offender may use rumors designed to separate you
from peers and f an vice versa. Well-placed rumors create doubt in everyone's mind, even
those who state t elief.
Touching: Testing to see your r ion. nothing implies permission to go further. Touching
doesn't have to be sexual in n e, but is o an attempt to create a more personal bond.
Examples include: giving you at on back, acing a hand on your shoulder, flicking dirt from
your blouse, straightening you Ilar, acci tally brushing up or bumping against you,
accidentally touching your breas etc. The off rider apologizes profusely, but the
touching grows more frequent and p nged.
Sexual References: Testing your limits, willpow d int 'ty. Sexual references and off color
jokes are always inappropriate whether they c an rider, staff, or intern. Again, saying
nothing implies permission to proceed furthe ffen ften use an allusion or hint to sex.
Sexual advances can be with either females or males. A usion to seth
happen at any point in
the set-up process. Your response or lack of response will determine happens next.
Coercion/Intimidation: Testing your emotional strength, willpower, tegrity. Outright threats
usually don't occur, unless the offender senses that you are easily f usually starts with
minor offers of protection: "I'll take the heat for your giving me than escalates to major
offers of protection: "If anyone ever tries to hurt you, I'll protect Offenders may even stage
an event: When no other staff members are present, the offend r will come to your aid in a
staged event. It is often in the form of blackmail, especially if the offender has already
manipulated you into breaking a rule.
2. Leverage
Leverage occurs after you have made a mistake that the offender threatens to expose. The offender
may tell you it is a one-time request. It is a dangerous time for you.
3. Preparing Yourself and Reducing Opportunity for Manipulation
Categorizing
Con artists recognize three (3) types of people when choosing a victim:
18

Soft: Characteristics include being very trusting, familiar, naive, sympathetic, understanding,
helping, can't say no, or lacks the ability to take control of a situation.
Hard: Characteristics include going strictly by book, being black and white. While it might seem
this characteristic would be difficult to manipulate, it is actually manipulated almost as much as
soft. Usually, this happens because the hard person is seen as a challenge and the hard
characteristic is disliked and not respected.
Medium: Uses traits of both characteristics appropriately. This personality will usually be left
alone. In addition, it is the characteristic that has the ability to help an offender change. It is the
type of person the offender will respect.
The Three-step Process
Observation
The offender watches and listens, paying close attention to people who use inmate jargon, ignore
minor rules, ignore ule violations, play favorites, or are easily distracted. The offender may
violate a minor r ou will report it. The offender may suggest a rule violation to see
how you will re d. No re nse is seen as an indication that you are willing to go along with
the violation.
The offender atch body language. Does the person lack confidence? Does the person seem
scared or can fe filled? Does the person avoid eye contact? Does the person dress
sloppily or have poor grooming hirit!l
the person like or dislike certain inmates? What
hobbies or interests does the p have. hat personal information is the person willing to
share such as home address, status, c.?
Both verbal and nonverbal res nses from otential victim are noted.
Selection
The con picks victims in two (2) ways, accidentallyi tionally. Planning is not always
involved in the selection process.
Accidentally: The intern might make an r in that can then be used against him.
Intentionally: Based on your personality, personal traits, a)n , information the offender
has gathered about you.
Test Limits or Fishing
The offender will test you by putting out a "line and hook" such o bring in minor
ill11
items of contraband. The first test will usually be something tha harmless. The offender
might tell you he wants to write a letter to his mother, but he ca a postage stamp. He has
an envelope, but he just needs a stamp.
The offender will "bait the hook", such as making you feel obligated to do more. This could be
done in several ways. He may give you more than he received. For example, you bring him a
postage stamp and then one day the offender tells you not to come next week because
something bad is going down and people are going to get hurt. When you come back a couple of
weeks later the offender tells you that he managed to let staff know what was happening, the bad
guys got locked up and now everything is safe again. He may continue to give you information
like this for"your protection."
This process will continue with the requests getting more demanding and the bait getting more
substantial. Other tactics may be used; often the bait is his safety. For example, if he doesn't get
cigarettes, his cellmate is going to rape him, and then if he doesn't get drugs a gang is going to
kill him. Or he may use threats. "I know where you live." or "Your pretty little daughter goes to
East Side Elementary, doesn't she? Be a shame if something happened to her." If you've made a
19

mistake and violated a rule the threat might be turning you in. "They'll shut down the entire
internship program." Or, "They'll have you arrested. You'll lose your job, and maybe your family."
Eventually, the victim gets caught. It might surprise you to learn that the offender that set you up
will be the one that gets you caught. When the offender is ready, he will set up the "catch." The
con is not complete until the offender"publishes" his con game so everyone knows what he
accomplished.
4. Avoiding the Con Game
Your first lines of defense are integrity, honesty, knowledge, and communication. Never forget that
you are working with offenders, but paranoia won't help you either. If you work with offenders, no
matter how much experience you have, sometimes you're going to believe an offender, only to learn
the offender was lying to you. How will you know if an offender is lying? You won't always. Some
offenders lie because it's a habit. They do it all the time with everybody even to the point of lying
when the truth would better serve them. Others will lie to avoid responsibility, and some will lie to set
up a con game.
An offender comes ou after ur presentation or meeting and says, "That was great. What you
said really struck a with me. ou're the best."
Is the offender tryi to set you up, or is he sincerely appreciative of your message? There's really no
way to tell, yet. You e is important. Here are some options. Which one do you think is best?
• "I'm really glad to hear thaChore
at kind of support from my church. They hardly listen
to a word I say."
• "That's out of line. Say soh gain and I'll write you up."
• "Thank you. But maybe it ith your willingness to listen than my speaking
ability. There are plenty osaying goo ings. You just need to have an open
mind and an ear to listen."
If you picked either the first or second response, yo ' troub If you picked the last response,
you've made a wise choice. There's no magic in s po and you can probably think of
something better. But the points that make the la respon od response include:
• It is polite;
• It is respectful;
• It is humble;
• It makes the offender responsible for listening;
• It tells the offender that kind words are appreciated, but flattery isn't going to work.
Recognize within yourself what makes you a person of integrity and live by those values even in the
face of adversity. Prioritize and understand your values carefully. Let's consider what that looks like.
Here is a list of values we can probably all endorse:
• Sanctity of human life
• Service to our community
• Loyalty to our employer or organization
• Desire to help other people
• Desire to make a difference
• Family
20

5. Summary
Respect the prison environment and never forget where you are working. Remember that while you
are teaching and guiding offenders, you must remain vigilant regarding offenders' criminal thinking. If
you follow the rules and guidelines contained in this handbook, the SOP, and the things you'll learn in
training, you can be successful working with offenders.
Communicate with staff and other members of your organization. If something doesn't sound right,
talk to staff. If you make a mistake, talk to staff. Mistakes corrected early can usually end in a positive
outcome. Write reports when asked to and when you feel that documentation is needed.
Be firm, fair, consistent, and objective.
21

�I
Nool�
Application Process
1. How Do I becom Intern?
Typically, site inte hip coordi ors will work with the Human Resource Services (HRS) and their
managers to identi eir site's needs. HRS will then begin working with schools, colleges, and
universities to adve ternship to students.
When an internship is advertised to w to apply' and IDOC `contact information' will be
provided in the advertisement. Stu is should ply for the internship as provided in the
advertisement. All forms needed t pply for the ternship will be provided in standard operating
procedure (SOP) 212.07.01.001, rnship Op unities and Management, and online at the
IDOC's website (www.idoc.idaho.
Alternatively, the student may elect to con act the specif' nternship coordinator to check on
upcoming opportunities. Specific site internship coord' rs be contacted at the addresses
provided in appendix C.
2. Criminal Background Check
A criminal background check and fingerprinting will be required for all ap ants who are not
currently employed by the IDOC. While a criminal record does not auto ically disqualify a person
from completing an internship, it may limit the person's level of access.
After the criminal background check is completed and the learning pl ee SOP 212.07.01.001,
Internship Opportunities and Management) reviewed, the IDOC wi you know if you've been
approved. Approved applicants will then be scheduled for the next available intern orientation and
training.
3. Qualifications
• Must be at least 18 years of age,
• Must meet IDOC selection criteria (see policy 211, Hiring and Probation);
• Must be majoring in a related field,
• Must have the school's internship department head/professor's approval, and
• The internship must be for college credit.
22

4. Beginning an Internship
Your assigned intern supervisor will get you fingerprinted and issued an IDOC identification (ID) card.
If your internship will be at our central office location, you will carry your ID card with you and display
it when on IDOC property. You will not be required to exchange your ID card when entering or exiting
central office.
If your internship will be at one (1) of our prison facilities, you will be required to exchange your
driver's license, state or military ID card for your IDOC ID card when you enter and exit the facility.
If your internship will be at one (1) of our district probation and parole offices, you will only use your
ID card when conducting official IDOC business that is related to your learning plan and Internship
Description (see SOP 212.07.01.001, Internship Opportunities and Management).
Your intern supervisor will orient you to your assigned work location's entrance/exit procedures.
5. Ending Your Internship
Typically, your interns d when you've completed your learning plan (see SOP
212.07.01.001, Inter 't es and Management). When you've completed your internship,
you must ensure t you return ur IDOC ID card to the site internship coordinator.
Your internship m end due to her reasons as specified in SOP 212.07.01.001.
At the conclusion o rnship, the HRS internship coordinator will work with your school's
internship department hea /professor that all documentation is completed to ensure that
you receive proper credit. You will e as to complete an Internship Exit Interview Form (see
SOP 212.07.01.001), which will b ed to help IDOC ensure that future interns have a
pleasurable internship experience ith the IDO
Rules of Conduct
All rules that apply to IDOC employees also apply to i S. DOC rules have a purpose although
they may seem odd compared to rules in society. If ave a uestions about a rule, talk to an
IDOC staff member. Failure to follow IDOC rules p dur ay result in termination of your
internship.
The following rules and procedures, as applicable to your work location, st to ensure safety:
1. Regarding attire and appearance:
• No provocative or revealing clothing.
• No shorts or short skirts.
• No tank tops, halter-tops, or see-through fabrics.
• No shirts or blouses with an open midriff.
• No clothing that depicts gang affiliation, racial slurs, profane, or obscene subject matter.
• Wear proper under garments.
• Shoes are mandatory.
• Avoid dressing in clothing that matches offenders' state-issued clothing.
• Demonstrate good hygiene.
2. You and personal property in your possession, including your vehicle, are subject to search while
on state property.
23

3. Items such as the following are not allowed on state property: alcoholic beverages, ammunition,
drugs, explosives, firearms, tobacco products, and weapons of any type. Any item the IDOC has
not authorized is contraband. (If you need to carry medication into the facility/district office, first
obtain permission to do so from the shift commander.)
4. The following items must remain locked in your vehicle: chewing gum, tools, cell phones, knives,
large amounts of money (money for vending machine is okay).
5. No cameras or audio/video equipment unless approved by the director, division chief(or
designee), facility head, or district manager.
6. Immediately report the loss of any personal item to an IDOC security staff.
7. You are prohibited from entering central office or an IDOC facility/district office while under the
influence of drugs or alcohol.
8. You must wear the state-issued ID card on a breakaway lanyard around your neck or on the front
shirt pocket using a clip at all times while at central office or an IDOC facility/district office.
9. Always sign in an rdance with facility/district office procedures.
10. The appropriat all's appr I is required to leave early. If you have a personal emergency and
have to leave rly, notify t hift commander or designee.
11. Immediately re an iolation of rules to an IDOC employee and provide a written report if
requested.
12. Cooperate with IDOC staff andCully er any questions regarding your duties.
13. Limit physical contact with off n social gestures such as shaking hands.
14. Do not participate in horseplay ce, or threats. If you witness a fight, do not get
involved yourself, but notify sta
15. Do not use profanity.
16. Do not gamble and engage in any game of cha
17. Immediately contact security staff if an offen Oescoauation.
18. Follow staff instructions.
19. Communicate.
• If something is unclear, ask a staff member for guidance.
• Notify a staff member if you have any concerns about an offe
t. ol
• Never confide personal information to an offender.
• Never discuss disagreements between staff members or interns with an offender.
20. Maintain objective relationships with offenders.
21. Do not solicit funds, sell tickets, etc.
22. Do not solicit, trade, barter, accept, or give a gift or any other form of compensation from an
offender or from another person on an offender's behalf. This includes, but is not limited to, notes,
letters, pictures, books, messages, etc.
23. Do not distribute literature, unless the IDOC has approved the material and its distribution.
24. While on any IDOC property, you cannot campaign for a politician, promote a political party, or
distribute political materials.
25. Do not talk about offenders or their personal situations with people who do not work for the IDOC.
24

26. The following can lead to criminal charges or civil litigation:
• Assisting in an offender's escape. If you become aware of an offender's intention to escape
and fail to immediately notify IDOC staff, you may be charged with aiding in the escape
attempt.
• Do not give offenders legal advice to include recommending attorneys or legal service
providers.
• Do not engage in any sexual activity with an offender. If you learn of any incident of sexual
activity, sexual assault, or rape between offenders, an offender and a staff, or an offender and
an intern or volunteer, immediately notify the shift commander or an IDOC staff member.
(Consensual sex is not allowed between offenders or between offenders and a staff member,
intern, contractor, or volunteer. Any sexual relationship between an offender and a staff
member, intern, contractor, or volunteer is prohibited and may result a criminal charge that
carries a sentence of up to life in prison.)
27. Treat offenders as Id like to be treated. The IDOC will not tolerate disrespect between
interns and offe
28. Interact with o ders firmly onsistently, and fairly.
29. If you make a take be open and honest about it.
30. Be alert. Sleepin Ilowed.
31. If you are charged with a crime o a d, report it immediately to your site internship
coordinator.
25

EMERGENCY PROCEDURES
The definition of an eme is a sudden unforeseen crisis (usually involving danger) that requires
immediate action. E an come in many forms inside a correctional environment. A shift
commander may a or your h to free an employee who could help resolve the situation.
Examples of how i rns can h include staffing telephones, taking notes, etc. You are not required
to help, and if you I uncomfo ble, tell the staff member that you cannot help.
The following are co ocedures to all sites.
1. Identification of Emergency
When officers are aware of an em Dtation.
11 immediately call a code on their radio to control.
The control officer will immediatel oound by announcing the code, location of the
emergency and give a brief descrip of Generally, this is how the intern receives
notice of the emergency.
Response Codes
The IDOC uses plain language instead of res a
S. ever, IDOC facilities operated by
contractors such as ICC may use response c es. you know what is used for
emergency communication at your work location.
If you are the reporting staff, immediately report the situation totherest security staff or the
control officer using the following protocol: OW
• Clearly identify yourself.
• Identify the exact location of the situation.
• Give a clear and concise description of the situation.
• If you are in immediate danger, evacuate the area if possible.
• If possible secure and isolate the situation. (This does not mean resolve the situation. This
can be as simple as directing offenders to leave an area, securing doors, and securing items.)
• Begin a chronological log of the emergency.
The shift commander is the only staff that can clear a code and order that the facility resume
normal operations. The control officer will announce that the emergency is over. Never assume
that an emergency is over until you hear confirmation on the intercom.
Be patient. Return to normal operations is often a slow process. Although things appear normal,
they may not be. Repeatedly asking security staff when the emergency will end only delays the
process.
26

Never contact media during an emergency. A Public Information Officer (PIO) is assigned to each
location to disseminate information to the media. The improper release of information can
compromise safety and security attempts to isolate and contain an emergency because offenders
usually have access to media through telephones, televisions, and radios.
2. Evacuation Procedure
During an emergency, a staff member may ask you to stop work.
Interns may be required to evacuate an area or the facility. You may not have time to gather your
belongings. Bring only those items that you really need to complete your internship work. Leave non-
essential items secured in your car. If you bring items, keep them close.
If ordered to evacuate, do the following:
• Secure the work location: This includes directing offenders to leave and securing telephones
and doors.
• Report to nea staff for further instructions. The security staff will tell you where to
go. Each fa has a gnated area to gather staff, interns, contractors, etc.
3. Hostage Survival rategies
Every intern workin facility/district office must recognize the possibility of becoming a
hostage. Knowledge can elp you(faDav�'e
e situation. Your first defense actually begins long
before being taken hostage. Yourval increase substantially if the offenders respect
you because of your ethics and in
If you are taken as a hostage it ishe following:
• Recognize and accept the been ken hostage.
• The first 15 to 45 minutes are the most dangero eginning of an incident is the most
0dangerous for all concerned. The captors are g thr h highly emotional states during the
initial confrontation with authorities.
• Be patient; time increases your odds.
• Be prepared to remain a hostage for an extended period of time.
• Do not increase stress for the hostage taker or other hostages.
• Generally, do not attempt to escape. (If your escape attempt is u , you may be
injured or mistreated. If you are successful, you may create hostages.)
hardships for hostages
left behind.)
• Do not offer suggestions or be argumentative. If you offer a suggestion your captor uses and
it goes wrong, they may think you are trying to set them up. This could lead to violence
towards you or other hostages.
• Follow the hostage-taker's instructions.
• Avoid intellectual or philosophical discussions.
• Don't isolate yourself. It's easier to harm an object than a person. So if you can make them
see you as a person, you've gone a long way to surviving that situation. Use good judgment.
Don't try to talk with the hostage takers during stressful moments. Wait for lulls in time. Resist
becoming hysterical. Do help them see you as a person. "I'm worried about my kids. I should
have been home by now. They're alone." Express positive outcomes. "We're going to be
okay." Show emotions but remain in control.
• Never try to negotiate when you are a hostage.
27

• Pay attention to details. Upon release, you may be able to assist authorities with what you
observed. If you're released before other hostages, details can save lives.
If you believe a rescue attempt is taking place:
• Hit the floor and stay down.
• Keep your hands on your head and do not make any fast moves. Rescuers can't tell the
hostages from the hostage takers. Sometimes hostage takers will switch clothing with the
hostages. Hostages have been killed by rescue teams because they stand up or don't follow
orders.
• When staff orders you out, follow directions quickly and prepare when greeted by authorities
to be frisked and possibly handcuffed until they can sort everything out. It is not personal.
They are simply trying to keep you and everyone else safe.
28

r,
m
m
o
CONGRATULATIONS A YOU
We would like to th you for r interest in an internship with the IDOC. Many IDOC employees
started their caree ollowing a ternship. Whether you eventually work for the IDOC or not, we are
sure that your con ution to the riminal justice system will be enhanced from your experience with
IDOC. Please acce ur si cere thanks in advance for the time and effort you will provide.
29

REFERENCES
Appendix A, Glossary of Unofficial Terms and Acronyms
Appendix B, Idaho Map
Appendix C, Contact Information
Bush D, & Labarbera, M. (1995) Design and Implementation Issues for Drug Treatment in the
Correctional Setting
Bush, J. & Bilodeau, B. (1994) Cognitive Self-Change. Cognitive Approaches to Changing Offender
Behavior, Longmont, CO: National Institute of Correction Seminar.
Gendreau, P., &Andrews, D.A., (1990) Tertiary prevention: What the meta-analysis of the offender
treatment literature tells us about "what works". Canadian Journal of Criminology, 32, 173-184.
Gornik, M., Bush, D. and Labarbera, M. (1999) Strategies for application of the cognitive
behavioral/social learni el to offender programs. Technical Assistance Proposal, Washington,
D.C.: National Instit o ions, A Cognitive Interpretation of the Twelve-Steps.
M Gornik - Washi n, DC: Na nal Institute of Corrections, 2002 - nicic.org Moving from
Correctional Prog to Correc nal Strategy: Using Proven Practices to Change Criminal Behavior
(http://www.nicic.o ubs/2001/017624.pdf)
For additional researc es, see th sity of Cincinnati, Division of Criminal Justice
http://www.uc.edu/criminaloustice
41�0
IW
)LI
30

IDAHO DEPARTMENT OF CORRECTION
Glossary of Unofficial Terms and Acronyms
Note: For the purpose of this appendix only, unofficial means that some definitions provided
below vary slightly from the IDOC's standardized definitions provided in policy.
Alternative Sanction:An informal sanction given to correct inappropriate behavior.
Central File (C-File):A file that contains offender records.
CIS: Corrections Integrated System.
Classification:An assessment used to determine offenders' custody level.
CO: Correctional Officer.
Concern Form:A form used by offenders to request information from staff or in problem
resolution. Slang: "Kite."
CSC: Cognitive Self-change.
CWC: Community Work Center.
Disciplinary Offense Report(DOR): A formal rule violation process used to manage,
correct, and document offender behavior.
EB-CWC: East Boise Community Work Center.
Flopped: Slang for being denied parole or probation.
Full-term Release Date (FTRD): The maximum length of time an offender can serve on his
sentence.
Gold Seal: Final discharge papers that are sealed with a golden-colored seal.
Hearing Packets or Pre-Board Packet:An offender-completed questionnaire the
Commission of Pardons and Parole uses in making parole decisions.
ICIO: Idaho Correctional Institution of Orofino.
IF-CWC: Idaho Falls Community Work Center.
IMSI: Idaho Maximum Security Institution.
ISCI: Idaho State Correctional Institution.
N-CWC: Nampa Community Work Center.
NICI: North Idaho Correctional Institution.
Offender Management Plan (OMP):A computerized case management tool used for the
placement of offenders in programs.
Parole: Community supervision following a prison term where the offender is under the
jurisdiction of the Commission of Pardons and Parole.
Parole Eligibility Date (PED): The earliest that the Commission of Pardons and Parole can
release an offender on parole.
Parole Hearing: A hearing before the Commission of Pardons and Parole to determine
whether or not parole will be granted.
PO or PPO: Probation and Parole Officer.
Probation:A sentencing alternative where the offender remains under the jurisdiction of the
court in the community under the supervision of a probation and parole officer or the court.
Appendix A Page 1 of 2
Internship Handbook
(Appendix last updated 5/20/11)

Probation or Parole Violation (PV):A formal written allegation that an offender has
violated one (1) or more conditions of either probation or parole.
PWCC: Pocatello Women's Correctional Center.
Request for Investigation (RFI):An investigation done by a probation and parole officer of
a parole plan or interstate transfer.
Revocation:When the Commission of Pardons and Parole (parolee) or court (probationer)
revoke an offender parole or probation status.
Rider or Retained Jurisdiction:An Idaho sentencing option in which the judge sentences
an offender to the Idaho Department of Correction (I DOC), but retains jurisdiction for up to
180 days. If the offender successfully completes the retained jurisdiction program, the judge
can place the offender on probation.
Rolled Up:The process of inventorying an offender's property before the offender is moved
to a new housing unit or another correctional facility.
Rule 35:A motion filed with the court requesting a reduction in sentence.
SAWC: Saint Anthony Work Camp.
SBWCC: South Boise Women's Correctional Center.
Self-initiated Progress Report(SIPR):A request for a parole hearing that is self-initiated
from an offender to the Commission of Pardons and Parole.
Shake Down: Search of an offender's cell.
Shank:A sharp instrument used as a knife.
SICI: South Idaho Correctional Institution.
Squawkie:An alcoholic beverage that offenders make with ingredients containing sugar
and yeast (bread, fruit, etc.).
Tentative Parole Date (TPD):A date set by the Commission of Pardons and Parole on
which the offender can be released on parole.
Termer:An offender sentenced to Idaho Department of Correction (IDOC) custody that is
not on retained jurisdiction.
TFAC: Thinking for a Change.
TF-CWC: Twin Falls Community Work Center.
The Hole (inmate jargon): Restrictive housing which could include temporary segregation
for investigation, pre-hearing segregation, or disciplinary detention or long-term
administrative segregation.
Therapeutic Community(TC):An intensive structured community-model program that
promotes positive values through staff and peer confrontation.
Appendix A Page 2 of 2
Internship Handbook
(Appendix last updated 5/20/11)

IDAHO DEPARTMENT OF CORRECTION
Idaho Map
IDDC FACILITY MAP
COEUR INSTITUTIONS
IYAf
COMMUNITY WO RIS CENTERS
ALLAg'.E PROBATION AND PAROLE i
DISTRICT OFFICES
i DiisWcy I _ - ISATELLITF=P&P 0FFLGEF,
Counties
Olt 1A t 1: Boundary,E3gnnar,Koc:onal,Et6newali,
Shoshone
LEWISTaN _ ❑istrict 2: Latah,Clearwater,Nez Perce,Lewis,Idaho
{ District a:AdamB,Wh3bington.Payette.Gem.
*0 OROFI NO Canyon. O*ryhee
IDItwict4,valley,balsa,Ada,Elmore
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Appendix B
Internship Handbook
(Appendix last updated 5/20/11)

IDAHO DEPARTMENT OF CORRECTION
Contact Information
Idaho Department of Correction
1299 N. Orchard St., Suite 110
Boise, ID 83706
[phone]
Men's Facilities
Idaho Correctional Institution-Orofino (ICIO) Idaho State Correctional Institution (ISCI)
381 West Hospital Drive 13500 S. Pleasant Valley Rd.
Orofino, ID 83544 Kuna, ID 83634
[phone] [phone]
Idaho Maximum Security Institution (IMSI) North Idaho Correctional Institution (NICI)
13400 S. Pleasant Valley Rd. 236 Radar Rd.
Kuna, ID 83634 Cottonwood, ID 83522
[phone] [phone]
St. Anthony Work Camp (SAWC) South Idaho Correctional Institution (SICI)
125 N. 8th West 13900 S. Pleasant Valley Rd.
St. Anthony, ID 83445 Kuna, ID 83634
[phone] 1 [phone]
Women's Facilities
East Boise Community Work Center(EBCWC) Pocatello Women's Correctional Center(PWCC)
2366 Old Penitentiary Rd. 1451 Fore Rd.
Boise, ID 83712 Pocatello, ID 83204
[phone] [phone]
South Boise Women's Correctional Center(SBWCC)
13200 S. Pleasant Valley Rd.
Kuna, ID 83634
[phone]
Men's Community Work Centers CWC
Idaho Falls Community Work Center(IFCWC) Nampa Community Work Center(NCWC)
3955 Bombardier Ave. 1640 11th Avenue North
Idaho Falls, ID 83402 Nampa, ID 83687
208 525-7143 208 465-8490
Twin Falls Community Work Center(TFCWC) South Idaho Correctional Institution Community Work
616 Washington Street South Center
Twin Falls, ID 83301 (SICI-CWC)
[phone] 14195 S. Pleasant Valley Rd.
Kuna, ID 83634
208 334-2241
Contracted Prison Providers
Correctional Alternative Placement Program (CAPP)
15505 S. Pleasant Valley Rd.
Kuna, ID 83634
[phone]
Idaho Correctional Center(ICC)
14601 S. Pleasant Valley Rd.
Kuna, ID 83634
[phone]
For a complete list of facility locations and maps (to include probation and parole district offices),
visit www.idoc.idaho.gov.
Appendix C
Internship Handbook
(Appendix last updated 5/20/11)