Exam (elaborations)
PEN2608 ASSIGNMENT 3 (PORTFOLIO)
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This document contains detailed answers for PEN2608 assignment 3 (portfolio) for semester 2 2022
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NAME:STUDENT NUMBER:
MODULE CODE: PEN2608
UNIQUE NUMBER: 658183
ASSIGNMENT NUMBER: 03 (PORTFOLIO)
DATE: 04 NOVEMBER 2022
1. Identify the factors that determine the adequacy of lights in the correctional
centre. (4)
According to UNISA (2019:25), lighting controls should be placed inside and outside
cells whenever possible, and regular inspections should be performed to ensure
compliance with the standards. Artificial lighting standards should be those that are
acceptable in normal and similar situations outside of the correctional facility. The
following factors influence the adequacy of lighting:
The tasks to be performed.
The finishing and colours of interior surfaces.
The type of spacing of light sources.
Outside lighting, shadows and glare.
2. The purpose of an assessment is to obtain a comprehensive picture of the
offender’s complete functioning. What are the methods used by
psychologists to gather the relevant information? (6)
According to UNISA (2019:76), Psychologists use the following methods to gather all
the information:
Interviewing.
Psychometric tests.
Observation of the offender in a group situation.
Feedback from functional personnel.
Consultations with family members or others who know the offender well.
Court reports received in order to obtain more information about the crime
committed and the court case.
3. Offender G was referred for social education. Provide your view on where
social education starts. (14)
According to UNISA (2019:55-56), Social education aims to reorient offenders by using
socially acceptable norms and behavior patterns. Offenders are taught social skills and
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, attitudes that will help them adjust to everyday life in the community during these
programs. The distinction between social education and other correctional programs is
that, while both are concerned with resocialising the offender, the latter may only deal
with improving human relationships and transmitting the skills, attitudes, and values
required for positive social behavior indirectly. However, in the case of social education,
these issues are addressed directly (Roberts 1971:131). Social education starts by
determining the offender’s attitude to:
The crime committed as well as other acts that violate the penal code.
Social and family relationships.
Society in general, as well as the community he or she comes from.
Finding and keeping a job, ways of managing money after release and problems
with adjustment to society.
His or her future plans.
Social education should use all available means to confront each offender with the
consequences of his or her actions, assist the offender in understanding the
circumstances that led to his or her detention, and offer encouragement. Relationships,
improving communication skills, personal management, personality development, job-
search skills, unemployment problems, laws, consumer skills, economic issues, and
home, family, and community responsibility should all be covered in a social education
program.
4. Offender G was encouraged to participate in a religious programme to support
his spiritual wellbeing. Debate/elaborate on the aims of religious care and the
functions of the religious worker in this context. (16)
According to UNISA (2019:60), the goal is to encourage and allow offenders to satisfy
their religious needs and tendencies without interfering with church and belief principles
or acts, and with due regard for other offenders' and personnel's religious convictions
and practices.
The mission of religious care is to "provide religious care to Department of Correctional
Services personnel and persons under its control, in collaboration with churches/beliefs
and other institutions." This mission serves as the foundation for all objectives and
activities managed under religious care, with the goal of improving and/or maintaining
people's religious lives and overall quality of life.
These duties concern the pastoral care of offenders from admission to release and
include the following (Coetzee et al 1995:128–146):
Orientation of offenders on admission and before placement/release.
Reporting on board offenders to the institutional committee.
Pastoral care in groups and individually.
Sick calls.
Support during the dying hour and funerals of offenders.
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