Parole officers as defined by Feldman (2003) are the persons charged with supervision of criminals who are freed from jail on parole. This is to ensure that the released offenders are compliant with the terms stipulated in their parole. They help in reintegration of the ex-offenders in the community and in reducing their possibility of committing crimes in future. There is a thin line between the parole officers and the probation officers. While the parole officers supervise those released on parole from jail, the probation officers are charged with the supervision of offenders placed on probation as an option for jail term.
According to Gardner (1996), the two roles are sometimes done by one person as is the case in some states. In this article review, the major issue is the model the parole should use to contain the surging crime rate in America. Crime has been a major issue in the US society and most authors contend that building more prisons and locking offenders longer would not help much in the fight to reduce crime rate. The problem with the system is that most criminals would still find their way back into the society and in most cases find themselves on the wrong side of the law (Cote, February 2003).
There are calls to find means of turning the American criminals into good citizens who would obey the law. And tougher laws to fight crimes would not yield much if the previous statistics on re-offenders are anything to go by (Kleiman, July-August 2009). A study was done among adolescents with Emotional and Behavioral Disorders in juvenile correctional institutions to determine whether reading problem could be minimized through instructional programs. The study attempetd to research on the ways of improving reading skills among adolescents especially those with EBD (Deboer, Malmgren, & Glass, 2006).
This was done through generating of some of the importance concepts in reading within the shortest time possible and at the same time considering the situational constraints that characterized this vulnerable group of students (Feldman, 2003). Methodology In the study, four adolescents with Emotional and Behavioral Disorder were chosen to participate. They were give different pseudonyms; Kelly, John, Ken, and Moses. When the children were diagnosed, they had various mental problems, such as conduct disorder, attention disorder, depression, hyperactive disorder and lack of keenness.
These students had come into the correctional institution with various offences, ranging from retail theft, disorderly conduct, and burglary to rape of the minors (Deboer, Malmgren, & Glass, 2006). They aged between sixteen and eighteen just before the study and had at least once encountered special education in EBD. In the sample there were 3 African Americans while the other one was white. Their reading capability varied from that equivalent to those of 4th grade to those of 5th grade.
The students were in a correctional institution that also served the adult males who were suffering from EBD. At the time of the study there were fifteen adolescents who also expected to attend four lessons in a day. Four teachers who were qualified in special education were in charge of these students. They would be placed in groups to study together based on individual student’s capability. The students were locked up in their cells except when attending classes (Deboer, Malmgren, & Glass, 2006).