Creative IDEA: Introducing a Statewide Art Therapy in Prisons Program

• Author: Evie Soape,Casey Barlow,David E. Gussak,Jerry Brown,Anna Schubarth
• DOI: http://doi.org/10.1177/0306624X211013731
• Published date: 01 September 2022
• Date: 01 September 2022
• Subject Matter: Articles

https://doi.org/10.1177/0306624X211013731

International Journal of

Offender Therapy and

Comparative Criminology

2022, Vol. 66(12) 1285 –1302

© The Author(s) 2021

Article reuse guidelines:

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DOI: 10.1177/0306624X211013731

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Article

Creative IDEA: Introducing

a Statewide Art Therapy in

Prisons Program

Evie Soape1, Casey Barlow1,

David E. Gussak1, Jerry Brown2, and Anna Schubarth2

Abstract

Education is regarded as an avenue for success while the under-educated are

disproportionately more likely to be incarcerated and remain within the correctional

system. Current prison reforms have focused on increasing access to educational

programming. However, these programs are not designed to address the lack of

control, poor self-regulation, low emotional intelligence, inadequate social skills, or

lack of internal motivation that hinder progress. Art therapy has been found effective

in mitigating these impediments. Recognizing this, a partnership arose between

a state Department of Corrections and a State University’s graduate art therapy

program out of which emerged an Art Therapy in Prisons Program, funded through the

Individuals with Disabilities Education Act. Two art therapists provided services to

youthful male and female offenders in four institutions to assuage these obstacles.

This article explores the genesis and development of this program, and the flexible

adjustments required to address the impending COVID-19. We conclude how those

who participated did indeed demonstrate improvement.

Keywords

art therapy, art therapy in prison, correctional education, COVID-19 pandemic, IDEA,

Individuals with Disabilities Education Act, special education, youthful offenders

Education—and the acquisition of knowledge—is highly regarded in our society as an

avenue for economic progress and can empower its members to aspire to their full poten-

tial. On the other hand, a lack of education has bleaker outcomes—the under-educated

1Florida State University, Tallahassee, USA

2Florida Department of Corrections, Tallahassee, USA

Corresponding Author:

David E. Gussak, Florida State University, 3029 WJB, 143 Honors Way, Tallahassee, FL 32306-3029, USA.

Email: dgussak@fsu.edu

1013731IJOXXX10.1177/0306624X211013731International Journal of Offender Therapy and Comparative CriminologySoape et al.

research-article2021

1286 International Journal of Offender Therapy and Comparative Criminology 66(12)

are disproportionately more likely to be incarcerated. Sixty-eight percent of inmates in

the United States’ penal system did not receive a high school diploma (Harlow, 2003).

Recognizing the exorbitant need within the carceral system to stem the tide of failure,

prison reforms have focused on increasing access to educational programming, evident

with the development of such programs as Adult Basic Education (ABE), General

Education Development (GED), and Vocational Training (VT) (Correctional Education

Association, n.d.). Studies show that not only do these programs reduce recidivism

(Eriksson, 2020; Florida Department of Corrections, 2020; Lochner & Moretti, 2004),

but also increase the likelihood of employment and earning potential once released

(Weaver et al., 2020). Moreover, it may reduce institutionalization while nurturing pro-

social norms, in turn promoting successful reintegration into society (Harer, 1995).

Despite this, those who are incarcerated experience internal and external chal-

lenges. Correctional Education Programming is offered in 9 out of 10 public correc-

tional facilities in the United States; however only a fraction of inmates participate in

these programs and even fewer complete them (Stephan, 2008). The Florida

Department of Corrections (FDC), consisting of 143 facilities, houses approximately

96,000 incarcerated individuals; less than 25% of these people participated in aca-

demic programs in 2019. According to that year’s FDC’s Annual Report (Florida

Department of Corrections, 2019) 4,584 inmates were enrolled in a GED program;

however only 1,127 earned their degree by the end of the fiscal year. While this is an

accomplishment not to be discredited, it is apparent there is room for improvement.

Inmates often experienced obstacles with school prior to incarceration. Many

dropped out of school between 6th and 10th grade either due to family or economic

needs, or because of emotional, behavioral, and intellectual challenges (Harlow, 2003;

Reingle Gonzalez et al., 2016). Not surprisingly, there is an extraordinarily high illit-

eracy rate in prison. Studies have revealed that around 65% to 75% of those incarcer-

ated cannot read. In addition, they may have suffered traumatic brain injuries (Morrell

et al., 1998) and mental illness (Prins, 2014), making focus and learning that much

more difficult. Naturally, these challenges follow them into correctional education and

are often exacerbated by the stressors of incarceration.

In an effort to mitigate these obstacles and provide free appropriate public educa-

tion (FAPE), special education services are offered in 37% of all correctional facilities

nationwide (Stephan, 2008), ensuring that students receive individual instruction or

extra time to complete assignments and tests. However, these adjustments do not

address lack of impulse control and self-regulation skills, low emotional intelligence,

poor social skills, or lack of internal motivation, which inevitably hinder academic

progress. However, art and art therapy has been found effective in alleviating these

impediments and can help clear the way for success, even in such a difficult

environment.

Establishing a New Art Therapy in Prisons Program

Taking advantage of the inmates’ natural propensity for creating art in the correctional

milieu (Gussak, 2019; Kornfeld, 1997; Ursprung, 1997), art therapy has been found