creating a better learning environment

All of the women genuinely want to stay out of jail. Unfortunately, when they return to their previous violent environment, the cycle often begins again.

These factors must be taken into consideration when developing and delivering programs for women in prison. Programs must be culturally based, with woman-positive content. In prisons with many First Nations inmates, an aboriginal woman presenter is essential. Programs should include:

• Information on violence and its culture. Given their violent backgrounds, many of the women are themselves violent and almost all are victims of violence. A cultural history as it relates to violence and victimization gives them some perspective. Information on the cycle of violence is also useful.

• Programs on safety plans. Safety plans for themselves and their children help women cope or escape from abusive relationships when required.

• Programs to raise knowledge and acceptance of the self. Cultural awareness, self-awareness, self-confidence and basic life skills are necessary for self-acceptance. Programs that help women heal from abuse or understand and break addictions also contribute to self healing.

• Programs about parenting. Parenting and children's visiting programs are essential for these women to feel better about parenting and to have access to their children. All of the women value children and family. Generally only female relatives--mothers, grandmothers, aunties or sisters--maintain contact with them while they are incarcerated. The children of some women are in foster care while others are with female relatives. All of the women want to be better parents.

• Programs about health, in its broadest sense. Spiritual and recreational programs help the women gain better health overall. Health care information programs on a variety of topics help the women to look after their physical and mental health.

• Skill development. Educational and skills development programs help engender confidence. They can range from basic literacy to household and yard maintenance.

The delivery and context of all these programs must relate to the lives of the women. Neither a lecture format nor teacher-driven programs are effective. Learner-driven and modular programs that build on one another are effective. Frequent breaks and activity changes are essential to maintain overall interest. At the same time, the women value routine and reliability; most women come from a violent background where things are very concrete and controlled. Their willingness to accept flexibility increases as they begin to feel safe. As flexibility creating a better learning environment increases, the women gain the freedom to learn. Safety is critical to learning and programming.

Violence and control stagnate learning, while safety and flexibility enhance learning. It is ironic that within prison, safe from outside violence and with programs designed and delivered to meet their needs, women in prison can being to learn and grow and heal.

Wanita Koczka