Learning for Life Essay

Introduction I work at Hindley HMP YOI, Europes largest fresh estate, which caters for male 15 18 year olds. Its catchment area embraces prisoners from England and Wales, inclusive of the interior(a) counties. This results in a diverse population with a mixture of heathenish and social backgrounds and range of life experiences. The build I teach is well-disposed Life Skills to the academic standards of enceinte entry level three and Adult level one. The education department within Hindley is committed to providing a training environment where the physical, mental and emotional well-being of the scholars is intrinsic to everything we do.The provision of the complaisant and Life Skills curriculum meets the outcomes in a number of ways by units such as healthy Living, Healthy Eating/ nourishment and Nutrition, Food Preparation/Hygiene and Introduction to medicine and Alcohol awareness. In particular, these units conjure positive sexual health and relationship choices th rasping education slightly STIs, responsibilities in a relationship as well as contest the appendd risk of sexual activity under the influence of shake up nubbles.These units to a fault highlight the physical and emotional risks of using both effectual and illegal ways and encourage positive lifestyle choices. This paper intends to examine how the loose offers an experiential and nurture forum designed to upraise academic acquirement, increase cognition, build strategies and provide learning for life. However does the environment in which I teach tail end ultimately affect the end result? existential Learning Activities found around open(a)s such as Healthy Lifestyles , Drug and Alcohol Awareness and Sexual Health awareness strengthen the service of exhibitable elements of the manikin and learners gain essential life skills that are an integral scene of the overall(a) aims.This encourages early days passel to think about the reasons for which they engage in furious behaviour and allows exploration of alternative ways of gaining, for example, confidence and excitement. end-to-end the course I try to promote self-esteem of the learners and highlight that substance misuse is not the answer to their problems. The negative psychological effects on a someones mental health are also discussed and learners are encouraged to think about this both short and huge term.The course also addresses the physical effects that substance misuse bottom of the inning pay off on a person, encouraging awareness of the damage that dope occur so that they can pee-pee positive choices to avoid drugs or alcohol in the future. This increases the young persons awareness of consequences of risky behaviour and promotes positive choices in relation to avoiding harmful substances. As umteen a(prenominal) as 90% of prisoners ease up a diagnosable mental illness, substance abuse problem or, often both.Among young offenders and juveniles that figure is even high er, cardinal five per cent (Department of Health and Prison Service, 2001) The course also covers the wideness of maintaining personal fitness in promoting good health and how this can be achieved. It also makes learners consider the basis of sound eating and how to hold healthy balanced meals. The skills and intimacy gained by dint of the course should empower the learners with the ability to make positive lifestyle choices which they can then use in their ordinary life upon release.An luck to have this learning experience is essential to them piteous forward into further opportunities and avoiding distraction that could hinder their eventual progress. The design and education of the Life Skills curriculum within Hindley HMP does not escape the influence of a social and political agenda. It is not education for purely academic motives or for expanding the educational perspectives of the learner. The course has a firm learning towards establishing societys norms and expectat ions and avoiding anti-social and anti-establishment practices.The term refilling assumes that things have already gone wrong and requires intervention. The closely dedicated teacher employing sound and universally recognised theoretical perspectives can become embroiled in the pursuit of good and productive citizenship. To help oneself and help our learner group requires the recognition that they are, in the main, troubled young people who are in danger. Amongst a range of issues, a need of, or failure to engage in the educational process has been a contributing factor and in the main, they have missed out on inspirational teaching in their formative years.In addition, they whitethorn have not have experienced the influence of significant other indigence and support within an education setting. We all have a wealth of talent, skills, familiarity and unique personal qualities. In some of us, these gifts may be as yet untapped, unrecognised, hidden or ignored. (Magrill, Sanders on and Short, 2005) A great get away of the info delivered on the courses within my subject are essential knowledge for all young people and can been seen as fundamental within the range of sub cultures in a juvenile prison setting.The course assessment criteria can evaluate that the student has studied to a undertake degree through portfolio completion, an observable demonstration that learning has taken place. It is but through the delivery, encompassing an extensive range of discussion, sharing of experiences and remedial follow that can provide insight into internalisation and understanding. The most difficult position to assess is the extent to which increased knowledge and awareness will channel to both significant transmits in immediate or future behaviour. last indicates that to attempt to preach adherence to societys norms or bridal of moralistic viewpoints may risk immediate rejection. Barriers Although many institutes of learning are subject to the influences fr om a range of issues including environmental, social, cultural and in some cases the extremes of deprivation, all these factors and more are compounded within the prison strategy. In addition, our service can be far greater influenced, restricted and inhibited by political conditions and learner inhibitions.The utilisation of an extensive range of planning, delivery and rating theory does not always ensure that learning takes place. In many cases, our service users are placing a much greater emphasis at the lower end of the Maslovian scale with physical and safety needs at a higher level of necessity than investing in the rehabilitation process of which education is a component. What is necessary to change a person is to change his awareness of himself. Abraham Maslow When a young person enters the prison musical arrangement they enter an environment that imposes significant influences on their day to day lives. out from the regime that inflicts rigid routines and restriction, they are also subject to the overt and hole-and-corner(prenominal) sub-cultural expectations and alliances required to conform within that distinctive community. Many of the young people have extensive experience of operation outside societys norms in an environment where adherence to the group and its values is paramount.Therefore, the educational remains tends not to be an ideal forum of a captive audience, penetrating to use their time to enhance knowledge they may view as irrelevant to their present of future lives. In order to be an effective teacher within such an environment requires a range of skills and abilities. The knowledge and understanding of teaching theory is a necessary component to enhance delivery and promote learning. It is vital also to fully embrace the principles of non-discriminatory and non-judgemental practice.In addition, the tutor needs to be aware of their own value system and ensure they do not taint their teaching. The individually developed proc ess to connections and engagement can inhibit or enhance the bond of combine that increases the possibility of a credible acceptance of hypothesis and factual information yet with all components in place, there are no guarantees that learning will be viewed as necessary of valid. An example of this is a learner who achieved high standards in the Healthy Lifestyles module. He fully understood the concepts of diet, sour and safe sex practices.He put many of the theories he had acquire into practice including an extensive exercise regime. However, when asked whether he would continue with his healthier climb he replied, I doubt it. When I get out I will probably be back on the drugs and sleeping rough if Im on the run He would return to the said(prenominal) environment as before prison with the same peer group. The influences would be far stronger and for him, the reality of his situation. Conclusion Many other issues that individually may not be unique can combine and contrive t o create serious barriers to the learning process.In addition to the aforementioned factors, language barriers, cultural issues, regional and even postcode and gang affiliations all bring contrasting and sometimes conflicting agendas to the classroom. Due to operational issues, the instances of sitting or course interruptions can be greater than is the norm in most other forms of learning. The range of subject specific experience and knowledge can often match or even exceed the subject matter. In the case of drug awareness, a number of the learners have been severely convoluted in the drug scene for a number of years.They have first -hand experience encompassing the range from heavy recreational use, through addiction and even sophisticated drug preparation and dealing. As a result of these and many other mitigating factors one could question the validity of presenting the course to the identified group within identified environment. On the contrary, I shade that these very barri ers make it essential necessity to present the facts, issues, consequences and alternatives. This will enable the learners to make considered and educated choices in their present and future functioning.The teacher working within a prison environment needs to recognise the difficulties involved in attempting to provide a programme of life skills education without having the opportunity of observing of their topics of choice have or will have any long effect or trigger a real change in long term behaviour. It is vital that the educator remains footsure that their contribution to the overall rehabilitation process is enhancing the prospects of the students to achieve their potential. In conclusion, companionable Life Skills is not any exact science with predictable outcomes based on formulae or pre-determined rules of order.Its effect and influence cannot be good gauged nor can success be readily evaluated. Learning for life it for sure is with a hope that some if not all the stu dents will utilise the learning to promote positive personal benefits. Bibliography * Inspiration Your Ultimate art Wayne W. Dyer p130 * Changing the Outlook A Strategy for Developing and Modernising Mental Health Services in Prisons p3 * Developing access to Skills for Life for offender learners with learning difficulties or disabilities p27.