AN ANALYSIS AND APPRAISAL OF THE ADJUSTMENT CF SELECTED GRADUATES OF THE MICHIGAN TRAINING UNIT AT ICNIA, MICHIGAN BY . / Fred Bi Wiegman AN ABSTRACT OF A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTCR CF PHILOSOPHY College of Education 1965 AN ANALYSIS AND APPRAISAL OF THE ADJUSTMENT OF SELECTED GRADUATES OF THE MICHIGAN TRAINING UNIT AT IONIA, MICHIGAN By Fred B. Wiegman The purpose of this study is to analyze and appraise the adjustment of selected Michigan Training'Unit parolee- graduates to: 1. Identify, classify and interpret the data concern- ing the vocations of these graduates to determine what implications, if any, these might have for the training prOgram. 2. Aid in the evaluation of the present training pro- gram. 3. Give direction to the evolving training prOgram. h. Ascertain the attitude of the graduates toward, and Opinion of, the training prOgram. A study of the parolee-graduates of the Michigan Train- ing‘Unit has not been conducted since the inception of the program. Information regarding the adjustment of the grad- uates is either lacking or of a cursory nature. No formal study has been undertaken to analyze or appraise the adjust- ment of these graduates and to seek their statements concern- ing the nature of the training program and education offered by the Michigan Training Unit. The Michigan Training'Unit at Ionia, Michigan, is in its fifth year of existence and has produced some 800 graduates. - 1 - - 2 - In as much as the program is still in its formative years, a study of paroles-graduates is therefore both timely and im- portant. A search of the literature was made and a brief account of the historical development of the Michigan Training'Unit was outlined. Data were obtained from a questionnaire sub- mitted to the paroles-graduates of MTU for the years 1961 through 1963. The study was confined to MTU paroles-gradu- ates of 1961 through 1963 who were on parole at the time of the collection of data. There is a shortage of information on institutional programs of this nature. However, the pro- gram of the MTU is succeeding even though the training pro- gram and facilities are incomplete. Parolees and Correc- tions' personnel are willing to discuss the program and their problems regarding rehabilitation. Basic high school education is necessary for graduates to succeed on the job or to secure further training. There is some skepticism regarding the teaching method and content of certain academic courses. Also, existing sentencing terms and conditions are not conducive to rehabilitation due to brevity of exposure. Therefore, while the men have made edu- cational, social, and vocational adjustment and are not gain- fully employed, their earnings are at the poverty level. There are repeated implications for group work and hu- man relations training along with a follow-up program of the same nature. The academic and vocational programs should be - 3 _ integrated and administered under one person and the inmate teacher program should be studied, evaluated, and re-oriented. Admission to this program should be for those who can best profit by a program of this rehabilitation philosophy. The men are young, Caucasian, early school leavers who have worked in common labor as Michigan residents. The men have no mili- tary records, are of average intelligence, emotionally accep- table, single, non-alcoholic or narcotic, and unstable in their work habits. Their records show negative mother or father influences -- or both, negative family status and home factors, and negative community influences. Ninety-nine per cent of the men came to the reception center with illness or disability. There is need for follow-up assistance to graduates and reduced case loads for parole officers. AN ANALYSIS AND APPRAISAL OF THE ADJUSTMENT OF SELECTED GRADUATES OF THE MICHIGAN TRAINING UNIT AT IONIA, MICHIGAN BY Fred B. Wiegman A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY College of Education 1965 ACKNOWLEDGEMENTS The writer wishes to express his appreciation to Dr. Harold J. Dillon, who served as the Chairman of his Guid- ance Committee. Dr. Dillon contributed of his time, his knowledge, of himself, and was of invaluable assistance throughout the course of study. A thank you is also ex- tended to the members of the Guidance Committee for their many helpful suggestions: Dr. William H. Roe, Dr. Lawrence H. Battistini, and Dr. John D. Donoghue. Appreciation is extended to the Michigan Department of Corrections, the Michigan Training Unit, the Michigan Train- ing Unit Parolee-Graduates, and Dr. Ernest E. V. Shelley, Treatment Director, Michigan Department of Corrections, for their cooperation and help in this project. The writer extends his most sincere appreciation to his family for their sacrifices and understanding during thé plan- ning and writing of this document. - 11 _ CON TEN TS ACKNOWLEDGEMENTS . . . . . . . . . . LIST OF TABLES O O O O O O O O O O 0 CHAPTER I. II. III. THE PROBLEM . . . . . . . Introduction and Setting . Some Expectations of the MTU Program . . Researchers! Expectations and Statement Statement of the Problem . Formulation of Hypothesis Assumptions . . . . Significance of the Study Procedure and Methodology Delimitations . . . . . . Need for the Study . . . . ScOpe of the Study . . . Problems Encountered in the Study Definitions . . . . . . . REVIEW OF LITERATURE . . . The English Borstal System . The Highfields-Annadale Study . The Berkshire Farm Study . Research by Questionnaire THE ORIGIN OF THE MICHIGAN TRAINING UNIT Population . . . . . . . . Education . . . . . . . . Facilities . . . . . . Michigan Training Unit . . Correctional Treatment . . PRESENTATION, ANALYSIS AND APPRAISAL DA TA 0 O O O O O O O C O O Evaluative Data on the MTU Program . - iii - O O O O O Page ii adaprwmw H 541.3 CHAPTER V. SUMMARY, CONCLUSIONS AND RECOMMENDA- TIONS . Summary . Conclusions Recommendations Implications for Furthe BIBLIOGRAPHY APPENDIX I . CONTENTS (Continued) -iv- r Stu die 76 76 77 86 89 97 TABLE II. LIST OF TABLES METHODS USED IN SECURING EMPLOYMENT BY MTU PAROLEE-GRADUATES. . . RESPONSES ON EARNINGS FOR FIRST AND SECOND YEAR PAROLEES . . S7 64 "-'—--'—E -—-p--— CHAPTER I THE PROBLEM Introduction and Setting: This study is concerned with paroles-graduates from a medium.security institution under the auspices of the Michigan Department of Corrections. The setting for this study is the Michigan Training Unit (hereafter called the MTU) located near Ionia, Michigan. This program has been in Operation since 1958, providing a correctional treatment setting in which vocational training, education and coun- seling are provided to a selected group of inmates who are sent there for the purpose of rehabilitation. The Department of Corrections is interested in eXplor- atory analysis and appraisal information about the MTU pro- gram in order to make meaningful decisions regarding the in- stitution and its program. The intent of the study is to show something of the ef- fectiveness of the prOgram in terms of the adjustments af- .fected as well as to set forth implications for change where indicated. It is hOped that this information will be of value to the Michigan Department of Corrections in their con- tinuous evaluation of the various phases of the system. It was decided to approach, analyze and appraise the Pregram and the adjustment of the paroles-graduates in an -2_ effort to discover something about its effectiveness in the man's parole adjustment. Some ExPectations of the MTU PrOgram: As the program began, there were certain expectations in the areas of education, vocational training and adjust- ment. 1. Perhaps some men would experience a reawakening of interest in continuing their academic studies when placed on parole. Perhaps some would continue vocational training 'when placed on parole. The Department felt that most of the men trained would perhaps obtain a job in the area in which they had received training. It was admitted that some would not seek place- ment or could not find placement in the field in ‘which they were trained but, if the prOgram was effective, the number should be few. The foregoing was condensed as a result of numerous con- ferences with Department personnel. There was, however, a constant indication that these people expected that many of the men would use the skills learned when released on parole. In the writer's discussions with Department personnel, tit seemed as though there might be a shift of Opinion or a (tifference of Opinion in expectations since the inception of _ 3 _ the program in 1958. The statement in one of the Depart- ment's handbooks on the purpose of the program is an ex- ample. The educational program at the Michi- gan Security Institution will emphasize practical academic and vocational school- ing, rather than college preparatory courses. Trade training will be geared to meet em- ployer requirements. (37: 12) Department personnel believe that the goal should be to give a few skills to aid the man in elevating his self— concept. The program is seen as one, among several of the Department's treatment efforts, which may be able to help certain boys but may be unsuitable for others. The desire is rehabilitation through raising the self-concept, social, vocational and educatiOnal levels of the men. Researcher's EXpectations and Statement: The writer feels that these men, if compared to other men released on parole, would obtain somewhat greater suc- cess since MTU is working with a well-adjusted paroles. In regard to the use of vocational skills learned at MTU, it ‘was believed that many employers would not readily accept parolees even if educationally and vocationally trained for employment. It is also believed that men succeeding on pa- P01e from MTU would be those with better adjustment and per- formance in the program and also those with a shorter pre- sentence history of criminal record. Statement of the Problem: The purpose Of this study is to analyze and appraise the adjustment of selected Michigan Training Unit parolee- graduates to: 1. Identify, classify and interpret the data concern- ing the vocations of these graduates to determine 'what implications, if any, these might have for the training program. 2. To aid in the evaluation of the present training program. 3. To give direction to the evolving training pro- gram. h. To ascertain the attitude of the graduates toward, 'and Opinion Of, the training program. Formulation of Hypothesis: In l93h, on the shore of Lake SuperiOr near Marquette, Michigan, the first 90-man honor camp Opened as part of the outside trusty facilities of Branch Prison which primarily serves long-term inmates. One of its specific Objectives was correctional treatment geared toward helping inmates pre- .pare to leave the institution with the ability to be self- supporting and with a sincere desire to become normal citi- Zens again. The Michigan.Department of Corrections, under tflae leadership of the Treatment Director, established the Operating policies, rules and regulations for all of the SYstem' s institutions . -5- In order to analyze and appraise the success of the program, it becomes imperative to study the adjustment of the parolees who have been through the institutions. Some- times the actual motivation for participation in a program is incidental rather than direct. The contribution of the program as planned may be more incidental than direct. The program may be used for a diverse number of personal or in- stitutional motives rather than for the intent of the plan- ning and policy making body. If this becomes the case, the Corrections Department may not fully realize its goals to any significant degree. The value of any treatment program can only be measured by an appraisal of the outcomes in terms of how it relates to the purpose defined by the Cor- rectional Department. The broad general purposes defined by the Correctional Department will serve as the criteria for appraising the outcomes achieved by the men who have been institutionalized. The general purposes of the Correctional Department will be used as the basic criteria for evaluation in this study. ‘With this in mind, the following hypothesis is pre- sented: The Michigan Training Unit at Ionia, Michigan, pre- pares their students for adjustment to society through its educational program. Assumptions: I. That an accurate estimate of the paroles gradu- ates can be secured from a survey of all Of the inmates released from Michigan Corrections con- trol for the years 1961 through 1963. II. That the term "adjustment” can be adequately de- fined and measured. III. That a data collection instrument can be devised and implemented to secure adequate information to test the hypothesis. Significance of the Study: Since most persons who are convicted of crimes either remain in their community on a probationary basis or return from penal institutions to live in their former community, it is to society's benefit that attempts be made to help them acquire healthy attitudes, a sense of social responsi- bility, vocational competence and economic potential. The development and strengthening of these traits is a major ob- Jective of Michigan's Department of Corrections in the Oper- sation of its institutional, probation and parole programs. More often than we realize, all Of us are affected by the problems Of others. Our relationships with our famil- 163 and friends Often are strained because of individual worries, inadequacies and anxieties. When specially trained Persons analyze these difficulties and an effective rehabil- itative program follows, our emotional well-being usually -7- improves and our relationships with other people become more normal. This improvement is brought about through a desire to help, understanding attitudes and assistance in vocational training and education. This is correctional treatment. The constant need of securing financial assistance for the providing of correctional treatment of those convicted of criminal offenses is not new. A review of the develop- ment of our Michigan Correctional pattern indicates this need as shown by records of legislative action and the administra- tive records of the Michigan Department of Corrections. An increasing need for financial support constitutes one aspect of the total problem. The problem of finance has pyramided during the past 25 years. The momentum for this financial need has been nurtured in part by the population explosion and by the tensions caused through social and technological advances. There have been various attempts made to meet this crit- ical need. Public and private social agencies have made at- tempts to fill some of the voids in the prevention and/or correctional treatment phases. There has been an increase in the amount of financing provided by private, state and JTederal sources. Foundation grants for study and pilot pro- égzrams have multiplied greatly during this period. Although each of the programs has its own unique set of ;E>l1rposes, it is the opinion of the writer that a general pur- P089 is common to all of them. Namely, the programs are designed to provide the means of improving the Opportunities for individuals to return to society with social, vocational and economic competencies. The question of the need for such programs has already been established. The concern is, however, whether these programs are really achieving the purposes for which they are intended. Or, perhaps of even greater significance, are they achieving their intended purposes to the greatest de- gree? It seems as though a partial answer to these questions could justify the expansion and extension of existing pro- grams or to recommend needed changes if the intended purposes are to continue to be fulfilled. Procedure and Methodology: I. A search of the literature will be made. II. A brief account of the historical develoPmsnt of the Michigan Training‘Unit at Ionia, Michigan, will be outlined from: A. The Michigan Department of Corrections Records Collection at Lansing, Michigan. B. The Michigan Training‘Unit.Administrative Of- fice at Ionia, Michigan. C. The Corrections Department's Annual Reports as well as the Michigan Legislature's Reports. III. The data will be obtained from a questionnaire sub- mitted to the paroles graduates of MTU for the IV. _ 9 _ years 1961 through 1963 to include: A. The names of the recipients will be obtained from the Statistics Section of the Correc- tions Department at Lansing, Michigan. Information and data will be sought in accord- ance with the general purposes of this study. The construction of the questionnaire will follow the criteria prescribed in the liter- ature on procedure in educational research. The data obtained from the survey instrument will be tabulated by a data processing ma- chine. The following procedure will be used. 1. A master card will be punched for each questionnaire. . Separate responses will be sorted. Sentence responses will be recorded. Charts and/or graphs will be made. \n-F‘WN . These data will be analyzed and appraised in accordance with the purposes Of this study. The final statement will include: A. An interpretation of the outcomes as they test the hypothesis. An appraisal of the data obtained in this study. Conclusions based on the analysis and appraisal of the data. _ 10 _ D. Implications for the future regarding the treatment programs of the Department of Cor- rections. Delimitations: I. This study will be confined to the MTU parolee— graduates of 1961 through 1963. II. This study will be confined to those MTU parolee- graduates who are on parole at the time of the collection Of data. Need for the Study: A study of the paroles-graduates of the Michigan Train- ing Unit has not been conducted since the inception of the program. Information regarding the adjustment of the grad- uates is either lacking or Of a cursory nature. No formal study has been undertaken to analyze or appraise the adjust- ment of these graduates and to seek their statements concern- ing the nature of the training program and education offered by the Michigan Training Unit. The Michigan Training Unit at Ionia, Michigan, is in its infth year of existence and has graduated approximately 800 :1ndividuals. Since the program is still in its formative firsars, a study of paroles-graduates is therefore both timely eazld important. S cope of the Study: The Michigan Training Unit at Ionia, Michigan, offers t31311‘es types of high school diplomas and six types of voca- t ional training. _ 11 _ In order to keep this study within the limits of prac- ticability, only paroles-graduates who have been on parole for 12 months or more and who are still under the jurisdic- tion of a parole officer will be included. Graduates who are not longer under the jurisdiction of the training unit may not be contacted because of contact im- plications to the graduates. It has also been decided that those who have been out lees than 12 months have not had a long enough separation from the institution to be considered. Because of the various areas of training offered by the Michigan Training Unit, it has been decided to use all of the data collected. This will include 1&8 of the 800 men who have graduated since 1958. An effort was made to eliminate independent judgment from the interviews and instrument. J. McVicker Hunt has identified seven types of fallibility present in the use of questionnaire data. These fallibility items concern bias from the client's situation, bias from the clinician situa- tion, bias from interactions, human perception limitations and temptations by the clinician to use judgment and confi- dence as substitutes for ignorance and knowledge. (30: 39) The possibility is evident that these facts could operate, Jparticularly in the measurement of adjustment, if the poten— tzial was recognized prior to the interviews and distribu- 1=1on of the questionnaire. In addition to recognizing these - 12 - shortcomings, attention was given to the need of the Depart- ment of Corrections relative to the MTU program. Hence, the limitations of the research collection technique were bal- anced by the need for descriptive information about the pro- gram to assist with administrative and legislative decisions regarding the future program. It was decided that this study could provide descriptive information about a new institu- tional program and perhaps outline problems in the initia- tion of future studies of the MTU Program and provide some insight into the thinking regarding the impact of this pro- gram upon the young men under its supervision. The writer also hOped that the findings would be of value as a point of comparison for future studies. Finally, the writer hOped to provide useful information for the Department of Corrections, the MTU staff and others working in similar situations. Problems Encountered in the Study: This study began with 298 young men from which a sample of 1&8 paroles-graduates was selected. As the study progressed 12 men absconded or were re- turned to prison on new sentences, 16 men were discharged .from parole. This reduced the sample to 120 young adults. .In.examining the data regarding those who absconded or re- 1Furnsd to prison, it is clear that they are in no way unusual 2111 terms of the variables of this study. Under these circum- s‘livances the major loss was the reducing of the sample number. - 13 _ The necessity of adding the factor of non-recidivism to the definition of adjustment became apparent early in the review of the literature. Therefore, for the purposes of this study, the definition of satisfactory adjustment shall also include non-recidivism. Another difficulty was encountered in attempting to ex— tract meaningful information from the raw data on the follow- up questionnaires completed by the parolee-graduates and on the IBM classification cards. Problems with completeness and consistency of the data included such things as (1) less than full classification in— formation on the original IBM cards and with questionnaires incompletely filled out and (2) ambiguous answers or with contradictory information on sequential questions. Upon using the questionnaire in the field and upon closer examination of the data, the writer concluded that a future questionnaire could improve on clarity, organization and brevity. This will be discussed further in the final chapter, along with recom- mendations for revision of the instrument. Definitions: Michigan Training Unit (MTU) -- The medium security in- stitution at Ionia, Michigan, which was started in 1958 by 11he Legislature of the state of Michigan and Operates under 1311s established Rules and Policies of the Michigan Depart- ment of Corrections. -111- Probation -- The method of treating a convicted person whereby he is released on a suspended sentence under super- vision and upon specified conditions. Prison -- A building or other place for the safe cus- tody of criminals or others committed by lawful authority. Maximum Security -- The amount of precaution taken to assure the continued custody of convicted criminals. (Usu- ally, maximum security institutions are those surrounded by high walls and with cell blocks sometimes forming part of the wall structure.) Medium Security -- These institutions usually are those having less external security features such as walls and guard towers. Often they may be surrounded by a single or double fencing with fewer guard towers. Minimum or Honor Securipy -— Those institutions with no walls, fences or guard towers. Classification -- The continuing process of separating inmates into groups having similar characteristics. It in- cludes evaluation of the mental, emotional and physical needs, abilities and capacities of prisoners. , .- f . ~. ‘. CHAPTER II REVIEW OF LITERATURE A review of the literature revealed a scarcity of ma- terial which had a direct bearing on the MTU study. There was a wealth of material relating indirectly or to specific parts of the MTU study or to the MTU program. The material chosen for presentation in this chapter includes a brief description of the English Borstal System, abstracts from the Highfields-Annadale Study and the Berk- shire Farm Study which deals with the failures and successes of parolees, opinion surveys concerning vocational training, and the school drop-out and juvenile employment problems as related to the skills acquired in the MTU program. The English Borstal System: As indicated in the introduction, this system is related to that of the MTU program and a closer look at this system should provide increased understanding of the thinking behind the planning of the MTU program. The Borstal System is the English method of trying to rehabilitate the youthful Offender who is 16 to 23 years of age. It is an individualized form of institutional training and treatment followed by close supervision during parole. The statuatory limit Of Borstal control is four years. (9: S7) -15- -16.. The Borstal System was started in 1895 when young men and Older men were separated in Bedford Prison and a spec- ial program of drill, trade, instruction, rewards and en- couragement for good behavior and industry were introduced. By late in the year 1902 one whole institution was de- voted tO the Borstal Program. By 1909 the results were proven satisfactory and the Borstal System became a recog- nized part of the penal system of England. It was further recognized that the institutional pro- gram.was only one phase of rehabilitation and that attention must be paid to the aftercare of these boys being released into society. It was from this concern that the Borstal As- sociation was formed to provide the necessary paroles super- vision. In the first 15 years Of the program there was little to physically distinguish the Borstals from regular prisons. However, in 1923, there were changes made in the external features of the Borstal institutions. Civilian clothed disciplinary officers replaced the uni- formed guards and the housemastsr plan was instituted which is today one of the most unique features of the Borstal Sys- tem. The "house plan" was patterned after that of the pre- paratory schools Of England. The housemasters were to con- centrate on recreation and education with little or no _ 17 - responsibility for discipline. The plan was to have these men build close personal relationships with the boys. This part of their responsibility remains and is similar to the counselor relationships in the Michigan Corrections system. Diagnostic study was first employed in 1922 to aid in the classification of the boys according to individual needs. This has been considered as a fundamental part of the Borstal System and is similar to the procedure used in the Michigan Corrections Classification System at Jackson. 'With pOpulation growth came increases in Borstal commit- ments and this necessitated the increase of additional facil- ities as the individual attention was felt to be the key to the whole system. By 1939 there were nine Borstal institu- tions, each attempting to serve boys grouped according to similar needs and problems. Consequently, we see in the Borstal System the accumu- lation and outgrowth of years of study and experimentation. Thus, with the historical overview of the Borstal system completed, it is time to consider the general principles Of Borstal training. The Borstal System consists of two indeterminate stages within a four year period. (9: 85) A cardinal principle is flexibility and it is built into everypfsature of the system from the onset Of training through institutional life and carrying on through the parOls period. The same principle _ 18 - applies to selection of personnel and the administration of the individual institutions. Staff ratios differ in the in- stitutions based on the needs of the boys. A second cardinal principle of the Borstal process is individualization. This principle has two corollaries: (1) initial study of the of- fender prior to any further disposition and (2) careful al- location to one of the training units based on the results of such study. This is similar to Michigan Corrections pro— cedure as stated in the hand book. The objective of classification is to deveIOp the program best suited for the individual. In most instances, the pre-sentence investigation report pro- vides the basis for further classifica- tion and prOgram development. Classi- fication processes involve more than an evaluation of personal histories and at- titudes. The new inmate entering the states penal system is given physical, mental and aptitude tests to determine his needs, abilities, and personality characteristics. Classification is a continuing process. (37: 11) Another important principle of Borstal training is that the institution should try to approximate conditions in the outside world. It is felt that if staff-inmate relationships resemble the outside world that greater benefits will accrue to the inmate when he returns to society. Specifically, Borstal training stresses accomplishment and the necessity for getting things done. Habits of a full day's labor, steady work, study, sleep and play coupled with improved social relationships are the tools for correcting - 19 _ the problems which the boys bring with them from the outside world. (9: 85-97) High standards are the hallmark of the Borstal System. In research conducted to evaluate the vocational aptitude testing results in the Borstal System, 69.5 per cent of 200 boys allocated on the basis of test findings had satisfac- tory training results as compared to h5.6 per cent Of a con- trol group where allocation was not based on testing. (9: 135) Parole authorities have little difficulty in finding em- ployment for Borstal graduates. Emphasis is placed on after- care and this is provided by Borstal Associates and the pa- role agent who sees the boy every two weeks until the parole period is completed. In summary, it appears that MTU is similar in terms of individualized diagnostic treatment, strong staff-inmate relationships, program flexibility, emphasis on education and vocational training and follow-up parole supervision. In reviewing the literature, only two other studies were found that seemed comparable in some way to this pro- ject. These studies are the Highfields-Annadale Study of 'Youthful Offenders and the BerkShire Farm Study. The Highfields-Annadale Study: This study which compared two institutions in New Jersey was started in 1951. The purpose was to experimentally test the success (defined as nonerecidivism.within six months _ 20 - after release) of short term, group therapy oriented treat- ment offered at Highfields. This research.was undertaken because, although there had been some treatment and preven- tive programs in the past, there was a "shocking" lack of published or evaluative material relative to success or failure. This experiment established a control group whose mem- bers suited the eligibility requirement of Highfields but were allocated to Annadale, a reformatory for males with an average commitment of twelve months and no group therapy program. The Annadale boys were used as the control group because if Highfields had not been in existence all of the boys would have been sent to Annadals. The boys were pre- tested and post-tested in order to answer the following questions: 1. Do delinquents participating in a short- tsrm treatment program show a higher, the same, or a lower recidivism rate than boys participating in other kinds of treat- ment programs? 2. Do delinquents participating in a short- term treatment program change expressed attitudes, values, Opinions toward their families, law and order, and their own outlook on life? 3. Do delinquents participating in the short- term treatment program tend;to change their basic personality structures or at least the overt manifestations of their person- alities? (l9: 7) - 21 _ In considering the findings of this study, focus is on success and failure in that this information is most perti- ‘nent to the MTU study. In success terms, it was found that 63 per cent of all the boys at Highfields required no further custodial care .for at least a one year period. It was further found that N7 per cent of all boys at Annadals required no custodial care for a period of eight months. (19: A2) Eight background variables were found to differentiate between failure and success outcomes for all boys in both facilities. According to magnitude these were: 1. Number of delinquencies. (l or 2 versus all others) 2. Amount of education. (Grade school and below versus grade school and above) 3. Number of jobs held. (No jobs or over 5 versus 1 to h jobs) A. Duration of jobs held. (Never employed, in school, steadily or periodically em- ployed versus brief period of employ- ment) 5. Number of cities lived in. (Residence in two cities versus more) 6. Number of associates on present de- linquency. (None or one versus more than one) 7. Kind of delinquency. (Sex Offense, as- sault, driving without a license versus all others) 8. County of commitment. (19: 65) - 22 - Seventy-seven per cent of the successful boys at High- fields with four or less adverse variables were white as compared with 75 per cent success at Annadals. Boys with five or more adverse variables showed 29 per cent at High- fields and 37 per cent at Annadals. Negro boys at Highfields ‘had a 72 per cent success when two or less adverse variables and 36 per cent when three or more adverse variables Oper- ated. Negro boys at Annadals had Ah per cent success when two or less adverse variables operated and twenty per cent success with three or more adverse variables in Operation. (19: 69-73) The pre- and post-attitude test found that differences in outcome between Highfields and Annadals boys were not linked to variations in their attitudes upon admission and release. The attitude tests did find that boys in both in- stitutions who have favorable attitudes towards others, laws, parental authority, family and behavioral norms are more likely to succeed than those boys with less favorable atti- tudes. (19: 89-90) This research points out that a higher prOportion of Highfields than Annadals boys succeed when the adverse back- ground variablss are held constant. Also indicated is the possibility of using background and attitudinal variables to identify boys likely to succeed even before they are treated. _ 23 - Some of the more important factors that have contrib- uted to the success of Highfields seem to be. 1. Small and reasonably homogeneous groups. 2. Close relationship between staff and boys. 3. Informal, non-institutional atmos- phere. h. Emphasis on initiative and respon- sibllity. 5. Outside work program comparable to real life situations. 6. Supervised group therapy. (19: lh6-h8) The factors presented above are in contrast to many in- a‘ti‘ltutions and only factors two, three, and six appear to be 3 1milar to the MTU conditions. 5&«3 Berkshire Farm StudL: This is a study of 800 boys discharged from Berkshire FWarm between 1950 and 1958. The focus of the study is suc- cess and failure rates of the 800 boys. Berkshire Farm is a privately spondored training school with a 75 year history. The farm has a capacity of 115 boys "Vklo are screened but compare in most respects with boys in <>1bhmr training schools. There are 100 staff members and the Berkshire program is based on psychotheraputic concepts. ( 3.3: 161-614.) This study found: Descriptive Findings: (Population) 17 per cent Negro ”.P b -211- 6A per cent Protestant. 28 per cent Catholic. 5h per cent from cities over 100,000. 82 per cent of household heads were blue collar‘workers. 55 per cent of the boys came from broken homes. Findings Related to Success and Failure: (Failure is defined as apprehension for a criminal act or violation which results in further commitment) 8h per cent were successful in the first year. 77 per cent were successful in two years. 72.5 per cent were successful in three years. 66 per cent were successful in more than three years. (33: 167-69) In view of these findings, they recommended that any 8 trailer studies should use a three year follow-up in order 130 provide more accurate data on success rates. (33: 170) nglere were two hypotheses given that arose from the recidi- vism data. They were: 1. Recidivism rates are partially a function of selective admission or assignment policies. 2. Institutions emphasizing individ- ual counseling, group counseling or group therapy programs have higher success rates than insti- tutions which do not. (33: 170-71) In his book, louth in Despair, Ralph Banay states the Op inion that: -25- A satisfying vocation is necessary for social adjustment and physical and mental well-being. The majority of de- linquents, when they enter a correctional institution, are uneducated and have no occupational training. In most institu- tions today, vocational training is an important feature of the program. (3: 178-9) Banay further tells of the need for trained guidance counselors who can better evaluate emotional and physical condition, mental capacity, vocational aptitudes and social adaptability. 0n vocational counseling Banay states: Vocational counseling not only aids the delinquent in choosing an occupation but it also helps to reestablish self- confidence in himself and others. When the child attempts work which is within his capacity to accomplish and in line with his interests, he meets with the approval of his supervisors and co-work- ers and his self-esteem is thus bolstered. (3: 179) The likes and dislikes Of the boys are not alone a suf- 1f?1.cisnt guide. Interest, alone is not a sufficient criter- ion for the selecting of a vocation. The overt inclination (Diften stems from the nature Of the environment to which the dEBlinquents are subjected. Hence, the wide Open spaces of 1311e farm or camp seem attractive to the shut-in or city youth. .35£3t, agricultural training has proved to be neither economic- Ellly or socially desirable for most boys. The conscious drives which show cannot be taken as an index of true needs, aptitudes and interests of these boys. 1D11E, skilled help Of professional people is needed to uncover -26.. the basic needs and drives that demand satisfaction. (3: 179- 180) The YOuth Authority of California states that pre-voca- tiJDIlal training is necessary and suitable for boys 16 years of age or over and they Operate two programs geared to boys at this age level. The first is the Preston School of In- dus try and the second is the California Vocational Institute. The Youth Authority indicates that, for youth lit to 16 years of age, exploratory work related to vocational skills and I‘etriedial classroom work should be the prOgram focus. The Irilizsrmediate School at Paso Robles was established to meet thtese needs. (2h: 21) In their book, Principals of Criminology, Sutherland Eitlxi Cressey state that vocational training in reformatoriss for young men is, on the whole, not much better than in adult ‘I3I?1sons. The difficulty seems to be that the inmates are not. in the institutions for a long enough period of time to acquire a vocation or else they shift from one trade to an- O‘bher. Another problem is that even if they acquire a vo- c>£rtiona1 skill, they are unable to secure employment when be leased. (16: 529-37) In regard to vocational training the U. S. Department (335’ Health, Education and Welfare, Children's Bureau has this to say: 'While an Objective of a vocational program is to teach specific skills, it - 27 - should be recognized that an equally im- portant goal is to help children develoP a responsible attitude toward work. Without minimizing the contribution train- ing school youngsters will eventually make to society as working members, most of them will earn their living by doing rel- atively simple tasks. . . The deveIOpment of proper attitude toward work and its tools is something that takes time. It is closely tied with completing the tasks satisfactorily and is related to the to- tal social adjustment of teenagers. Sheldon Glueck's book, The Problems of Delinquengy, con- tains an article by'Negley K. Testers called "Institutional Treatment of Juvenile Delinquents." He says that instead of 8terile trade training, so characteristic of boys' schools, a meaningful program of vocational training should be geared to the best thought in the field. It remains that all boys ‘3<> not need a trade and many of them.cannot ever hope to learn or use one. The problems of emotion are much more im- 19<>thant to consider in setting up a program. Manual skills, 1:‘-<>l:ibies and insight are vastly more important than merely learning a trade. (6: 682-811.) In the National Conferences Report on Institutional tr~‘3IE‘eatment of Delinquent Juveniles, the following was re- ported on vocational training: Vocational training should, in Brief, be more than routine maintenance or pro- duction work. Assignment to such activi- ties is justifiable only insofar as it furthers the pupil's general education, his pre—vocational or vocational educa- tion or his social adjustment. (38: 2h) -28- The vocational teacher who is well qualified in the vocational field is able to'utilize many of the tasks in- volved in maintenance and production work as valuable ex- perience as well as an end in itself. The ultimate Objec- tive, however, must always be the vocational adjustment of the young man when he returns to the community. (38: 25-26) In summary, it appears as though most authors feel that the development of proper attitudes toward work, good work habits, the acquisition of a skill and the improvement of the individual's self-concept are more important to our in- 8titutionalized youth than are the actual acquisitions and use, of the skills themselves. There are two other areas of literature which deserve attention. They are related areas of school drOp-outs and youth employment. These two areas have direct bearing on the MTU program which uses academic and vocational training and expects the parolees to use the skills acquired in out- aids employment. It is constantly expressed in the literature that 8c313001 drop-outs and juvenile delinquency are frequently belated. The literature shows that this appears to be due to the fact that many delinquents have academic deficien- cies related to biological, psychological, social or cul- tural factors. As a result of these deficiencies, school becomes meaningless and frustrating and the juvenile defends -29- against these threats by deviant behavior. These behaviors jeopardize the teacher-pupil relationship and this further frustrates the child. The child has continued failure and rejection experiences and eventually is forced out of school. (22: 15-17) Often, the decision to dr0p out is predicated on the false notion held by most of the school drop-outs that employment will be financially worthwhile and easy to find. Reports from placement offices substantiate the falsity of this employment notion by revealing records showing that drOp-outs constitute their most difficult placement problem. ElKiployers state that the high school graduate retains a job longer, responds better to supervision and authority and is mlastzure enough to perform more satisfactorily in a work situ- at ion. (28: 311-37) All the literature surveyed in relation to the juvenile delinquent and the school drOp-out was in agreement that a aIpecial type of educational program is necessary for this Begment of youth. The literature further agrees as to the type of special) program needed. Basically, the program alilould be a work-study combination. Job experience and vo- c’Q‘tzional training combined would form the work portion of the program. The study program would be basic and remedial in nature to equip the youth with enough basic knowledge to function in society and to perform simple employment tasks. ”a - 3o - The MTU project is an attempt to utilize current theory in special programming for the delinquent youth. The sm- phasis on youth employment also deserves consideration as it relates to the portion of the MTU study concerned with the parolee-graduates' use of skills during parole. The United States Senate Judiciary Committee had a sub- committee study and report in 1956 on their investigation on Juvenile delinquency titled, "Youth Employment and Juvenile Delinquency." The report made the following points: 1. They projected from the 1956 figures that by 1965 there would be 1,600,000 boys and girls in the IR to 17 age bracket out of school and over one- half million of these would be unem- ployed. 2. Guidance personnel estimated that a very low percentage of 1956 high school graduates were able to find employment. 3. Impending military service proved to be an obstacle to gaining em- ployment for males. A. YOung people who have been adjudicated delinquent have a special placement problem and they need intensive help. A majority will probably fail again unless they obtain a job and become adjusted to employment. Stigma of adjudication is frequently the diffi- culty in obtaining employment. Ad- judication is not a criminal record according to the law but it is often considered as such by management, governmental and private agencies. They often rule a young person out if they find out about his past. This creates a dilemma for the young- ster. If he conceals his record he - 31 - becomes vulnerable when found out and if he is frank and honest he usually does not secure the job. It is therefore most important for this group to receive professional help if they are to make their ad- justment in today's society. 5. 'Many employers rsque;to hire the 16 and 17 year Olds whom they re— gard as too irresponsible and im- mature. (hO: 6-12) In view of these present problems of drop-outs, youth employment and juvenile delinquency, it seems that for a Paroles-graduate t‘d‘i‘ifiit‘a'infimployment directly related to 8kills and training acquired in the MTU program, or even 8ecure employment at all, may be impossible and unrealistic tlrlder present societal conditions. £151§earch by Questionnaire: In their article on sampling in follow-up research, IiOthoney and Mooren show concern about bias in studies ‘Wllich.indicate less than near 100 per cent return. They say: Although all the factors involved in this attempt to collect follow-up data have not yet been exhausted. . the conclusion from this study is that incomplete samples of population in fol- low-up studies provide biased data. (Al: 75) The article further asks that the reader consider the h’Z‘Las he is likely to get in his results if he steps less than near 100 per cent return when these known factors are oberating: a. Graduates of high schools in indus- trial communities tend to respond _ 32 _ faster to follow-up requests for in- formation than graduates of schools located in rural areas. b. Girls respond faster than boys. 0. Subjects who rank highest in their graduating classes tend to respond faster than lower scoring students. (#1: 575-78) Linother phase of follow-up study concern is expressed by Good, Barr, Scates in discussing the preparation of the the questionnaire. They say: The preparation of the questionnaire demands a great deal of painstaking care. In direct contrast with test construction, the basic task is to frame each item in such a way that everyone can give a sat- isfactory answer. (7: 32h—h3) In.reading their publication on methods and techniques of research, a number of detailed suggestions were found for construction of the individual questions and arranging them into sequential order. The importance of care in writ- ing the questions and preparing the total instrument is given specific attention in the Department Of Public Instruction Iniblaication for secondary schools. It states: A few of the sources of difficulty that are commonly encountered are: the tendency to draft a miscellaneous col- 1ection of questions that are not tied together in a central purpose and phil- osophy, and the questionnaire may be a one-man document and thus reflect the biases and interests of that one person. (3h: 25) - 33 - I?rom.the literature on surveys, questionnaires, methods and techniques and follow-up studies a common thread of in- formation became evident. This information when assembled and organized can be presented in outline form as follows: Part I - Procedures Formulate the purposes of the study. Decide on the nature and scOpe of the study. Determine the personnel resources. Estimate the cost of the study. Select and prepare the instruments. Publicity for the study. Collect the data. Tabulate and analyze the data. Interpret the data. Prepare a written report of the study. Put the results to use. Appraise the results of the study. Part II - Planning Initiation and preliminary planning. Formulating specific purposes. Determining scOpe and type of study. Planning time schedule of events. Part III - Action on Plans Selection and delegation of person- nel responsibilities. -3u- b. Developing and selecting questions. c. Preparing and evaluating the instru- ment. d. Preparing letter to accompany instru- ment. e. Publicity and preparation for infor- mation gathering. f. Distribution and collecting instru- ment. g. Tabulating and analyzing data. h. Interpreting the data. 1. Preparing charts, graphs and report. Viriting the report is an important task. It should be usable, concise, and objective. Most of the writers on the subject of the report claim that the manner in which the re- Porting is done will in part determine its further use. {The typw of research indicated in the previous para- graphs should be of practical value to graduates, students in School, counselors, placement of officers, teachers, em- ployers, administrators and legislators. The nature of the information obtained in terms of ob- jective facts revealed in replies will be of value either inn93;1ed or stated which may then be used as aids in select- ing courses of action. This evidence used as an aid in se- 13‘3131ng action programs,consistent with the defined objec- tives of the institution, is the essential function of an an«Ellysis and appraisal research study. CHAPTER III THE ORIGIN OF THE MICHIGAN TRAINING UNIT P0pulation: C}enera1 pOpulation trends as indicated by the 1950 cen- sus had shown Michigan as one of the leading growth states in the nation. In 1952 a number of studies were initiated on the Michigan Corrections system. The Michigan Correc- tions Department Report yields supporting evidence for con- carniz Michigan's general population rose 21.2% or by more than 1,115,000 persons during the ten years from l9u0 to 1950. During the same period, the pOpulation rise for the country as a whole amounted to but 1n.5%. Michigan's 19uo-50 popu- lation increase was relatively greater that that of any other state in the North Central region. (35: l) ()nly Texas, California and New York experienced a greater Population growth. The United States Bureau of the Census es- timated that by July, 19514, the total population of Michigan wDuld be 7,02h,000. Another point of interest and concern was the rise in prison population as illustrated by the 19514 CoI‘lt‘ections Department Report which stated: The rise in the State's prison pop- ulation reflects the increase in the State's general population. The current prison pOpulation is 27% above that of January, l9h0. Over the same period, the general pOpulation rose 34%. (36: l) -35- -36- CDhere are now 139 prison inmates for each 100,000 per- sons in Michigan. In 19140 there were 1h? inmates per 100, 000 pOpulation. ZEn making the 195h report the Department elaborated on some significant characteristics of the Michigan prison pop- ulation. The records indicate: In our current prison population of 9,752 inmates, about 2,000 are under the age of 25 years. The age distribu- tion of our prison pOpulation is at var- iance with that of Michigan's eneral population. 'While at least 20 of our prison pOpulation is in the 15- 2h age group, only 1h. 2% %of the eneral popu- lation is in this group. %35: 1, 2, 3) I?or several years about four per cent of the Michigan Prison commitments have been under 25 years of age and one of five commitments has been under 20 years of age. If pop- ulation trends are followed, the number of young adults sent to Prison may be eXpected to increase appreciably. The. cen— 3113 figures disclose that not only has the general population increased since 19h0 but that a diSproportionate rise has occurred in the total number of children under the age of ten. The following is a resume of known population and com- mitalent trends as published in the Michigan Corrections Re- IDOIFt;. a. In 1951, persons under the age of 25 years comprised Al. 2% of all commitments. That percentage has remained relatively unchanged to date. W. 8 .a.. [III-J EBCation: _ 37 - Of a 1950 general pOpulation of 6,371,766 persons, 1h.5%, or about 92h,000, were in the 15-2h age group. Prison commitments are equal to 135 persons for each 100,000 persons in the 15-2u age group. The age distribution of the general population (1950 census) placed 16.3%, or about 1,038,000 persons in the 5-lh age group. That group will comprise the 15-2h age group in 1960. If our annual intake continues at the rate of 135 persons per 100, 000 age 15-2h years, commitments in that age group will reach at least 1,h00 annually by 1960. Similar projections to 1965, based upon the fact that 19.9% of the 1950 population was under the age of 10 years, indicates that by 1965 the an- nual intake of persons age 15-2u.will have reached at least 1,700. Both the 1960 and the 1965 projec- tions are based upon the 1950 popu- lation and do not take into consid- eration any actual or anticipated increase in the 15-2h age population group by migration. (35: 3) .A study of the education, training needs and abilities or those committed annually, by the 195).; report, discloses that fewer than one-half had continued school beyond the 61glith grade and only 114 per cent had completed high school. The average intelligence quotient of committed youth is “11 ghtly over 90. This average is within the range of norm- a1 CF and adequate to pursue education through high school if .. 38 _ other factors remain favorable. The young adults also lacked occupational skills or experience. Among those in the 15 to 20 year old age level there were less than one-half with any occupational eXperience. The 21 to 2).; age level disclosed that nearly 90 per cent have been employed only as unskilled labor. Approximately one-half of the younger commitments enter prison with minimum sentences in excess of 18 months which would normally provide adequate time to participate in short- term grade training coupled with related academic subjects and develop work skills, habits and attitudes. The records indicate that only five per cent receive sentences with a m113111112111 term of five years or more. Ecilities: A lack of construction is disclosed in the 195).; report Which states: There has been no major construction of prison facilities in Michigan in over 20 years. (36: h) This lack of construction is in contrast to the 145 per- cent increase in the state population since 1930. It is in- tareSting to note that although nearly 20 per cent of the PriSOD population is under the age of 25 years, only 15 per cent of the penal facilities are devoted to the rehabilita- tion of the young offender as a segregated group. There has been some expansion in those facilities in the past 25 years _ 39 .. with the acquisition of a former National Youth Administra- tion camp which was converted to the Cassady Lake Technical School. Its purpose is to provide academic and trade train ing for 230 young inmates selected as excellent security risks - Recently the conversion of the Brighton Corrections Conservation Camp as a unit for young adults constituted an added segregation and readjustment for facility for about 80 men. This camp, located at Brighton, is not equipped to Provide either academic or trade training and can only be occupied by prime security risks. Eichigan Training Unit: A significant step was taken in the 195).; Michigan Cor- I'9<‘-t'.'|.ons Report with the proposal of a new institution for young offenders. The objectives of this new institution as atated were: An institution to provide academic, vocational, social and moral training and guidance to young inmates. (36: h) The major emphasis of this new institution was to be on a tI‘eatment program. There were to be no industrial activi- ties . The physical characteristics and functional Operation w°r8 to be in keeping with the prime objective of preparing the young offender for his return to society as a readjusted, 8°lr-supporting and law-abiding citizen. The Corrections Department's proposal for special features are important when considered in the light of the new ofjectives listed -h0- above. The new institution was to be located in the vicin- itqr of the existing Ionia Reformatory and yet sufficiently removed to isolate the new institution as a totally separ- ate entity. 1. Special features requested were that: The visiting room be sufficiently large and designed to provide an informal tone. Five, two-story housing units, de- signed to house 120 men each, be constructed. All units to provide individual housing of room rather than cell- type construction. All new arrivals at the institu- tion will be processed through the admission unit where they will be given required orientation, clas- sified in accordance with proposed schooling-training programs and further analyzed to determine spec- ial guidance needs. Various housing units may be oper- ated on a graduated system with one or two units occupied by in- mates who, because of exemplary conduct and progress, will be given privileges rather than those allowed other inmates. The importance of providing adequate religious facilities cannot be mini- mized. It is contended that conviction and subsequent imprisonment should not deprive any inmate of the opportun- ity to worship in appropriate sur- roundings but rather that such wor- ship should be encouraged. - 41 - 8. The chapel to contain separate rooms which might be employed for individ- ual counsel. 9. The academic school provide elemen- tary and secondary schooling with adaptable space for both study and essential equipment and auxiliary space for such units as a library, music room, etc. 10. The vocational training program to be well integrated with institution maintenance. Advanced students may supplement instruction and training with maintenance assignments which provide practical application of ac- quired learning and skills. (35: 6, 7, 8) Later in l95h, the Senate enrolled Bill 1291 which pro- ‘Vided a $100,000 appropriation for preliminary planning of a Medium Security Unit to house 600 men at a cost of no more than $2,650,000. The Bill further provided that the Unit be built in the vicinity of the Michigan Reformatory at Ionia. In a departmental memorandum, the Corrections Commission cited several features in the 1291 Bill as not being in har- mony with the objectives of the proposed Department Medium Security Unit. (#9: 1) These undesirable features were in terms of capacity requirements, proposed location, power plant, water supply, sewage disposal, laundry facilities and the inadequacy of the appropriation. In closing the memor- andum the general objectives of the Commission and the Cor- rections Department in asking for this type of a unit were stated as: -242- It is appropriate to repeat that if we are to reduce the number of persons who return to prison as repeated offend- ers, we must provide the inmates of our penal institutions with the opportunity for acquiring work skills which would en- able them to become self-supporting, and must indoctrinate them in moral values, social living and the individual's re- sponsibility to the community. It is the contention of the Michigan Corrections Commission that such should be the objec- tive of the prOposed new medium security institution. (#9: 3) On January 27, 195k, the Michigan Corrections Commis- sion, chaired by Earnest C. Brooks, delivered to the House Chommittee on State Prisons afour page single-spaced docu- nnent regarding "The Construction of a New Prison." The Com- mission felt that in the discharge of their responsibility to convey to the Legislature their attitude with respect to the construction of a new prison, that the Commission must base their recommendations on the following: 1. The best thinking that could be obtained from both out-ef-state and in-state authorities on penal af- fairs. 2. Certain ascertainable facts relevant to this mat- ter. 3. The Commission's attitude that it is incumbent upon us to recommend to the Legislature for the anticipated inmates of the new institution the most adequate physical plant and staff and the -15- most effective rehabilitative program at the most economical expenditure of the taxpayer's dollar. The Commission went on to recommend that the proposal enlairiating from the Brown Report, endorsed by Governor G. 'Eifiitxnen‘Williams in his Special Message to the Legislature on March 26, 1953, and which concurred with respect to size and ‘73Fpe by the 67th Legislature as indicated in Enrolled Senate IBiJJ.No. 1309, which had been approved by the Governor on June 2358 1953, be adOpted. This Bill asked that: The Department (Dr Corrections be provided with facilities for the accommoda- 13ion of approximately 1200 prison inmates and that such fa- cilities shall be of the medium security reformatory type in- stitution designed and intended primarily for youthful offend- ers; that it be located as nearly as possible to a large pop- ulation center and that facilities be included for secondary schooling in connection with the vocational training of these offenders to the end that they may be returned to society as useful citizens; that funds be provided for beginning con- struction of such an institution during the next fiscal year. (35: 1) . The Commission submitted information to support their recommendation. In an attempt to determine the State's cur- rent need with new penal institution facilities, the Michi- gan Corrections Commission gave serious consideration to: (1) The anticipated rise in the prison pOpulation over the (Least. H... a ,v. Wkla. (.e. .s'l‘ - inn . n . Hamid“? , .7 s 34' .. 1m - next, several years, (2) such economics in construction and c>I->€3I:‘e.tion as can be effected without jeOpardizing the ef- effective operation of an institutional treatment program, ( 3 ) the trainability potential of inmates who might be cared jTC>IP in.a new reformatory type institution, and (h) experience gained in the operation of a reformatory type program at Ionia. The Corrections Department ascertained that the ratio <31? inmates at that time was 131 per 100,000 state pOpulation. The history of inmates to population ratio over the previous 13en years (l9h3-53) ranged from 125 to 1H7 per 100,000. By applying the current inmate ratio to the estimated 1960 pOp- ‘ulation they estimated a prison pOpulation of 10,250 inmates by 1960. Records showed that, excluding facilities which may be used at the Detroit House of Correction, but includ- ing the Corrections-Conservation Camp program, the State's prison capacity is a total of 9,300 inmates. The report) states that: Penologists in general contend that optimum usable capacity runs from 10 per cent to 25 per cent below total capacity. Applying a 10 per cent reduction to the 9300 leaves Michigan with a current usable capacity of 8370. (35: 2) With these figures it became apparent to the Commission that to expand their current capacity to meet the estimated rise in Michigan inmates, based only on the increase in state -l+5- population, would require additional facilities to care for about 1,1;80 inmates thus necessitating a total usable capac- 1‘1317' of a 9,850 inmate pOpulation. With this information as a basis, the Commission felt ‘3klaat long range planning should give consideration to the rleeds for additional specialized facilities such as a recep- tSion center, a medical center and ultimately small institu- 13'.’l.ons for the care of specific types of inmates. On page 1Sllree of their January 27th letter to the House Committee C>‘n.State Prisons the Commission made the following state- tnents: 3. On a per capita cost basis, the small (600 man) reformatory type institution is more expensive to Operate. The United States Bureau of Prisons in its "Handbook of Correctional Institu- tion.Design and Construction" published in 19h9, states that "The Federal Bur- eau of Prisons. . .has drawn from its experience the conclusion that a cor- rectional institution for adults, which wishes to carry out a really ef- fective program of reform should not try, under any circumstances, to house more than 1200 inmates." Program, not size, determines the value and effectiveness of an insti- tution. (35: 3) With the "Proposed Institutional Capacity" recommenda- tions in mind, the characteristics of prison inmates com- mitted was elaborated in a five paragraph outline on pages 3 and h of the January 27, 195h letter of which the high- lights are: - 116 - 1. Of 2285 persons committed during 1952, 1106 were under twenty-five years of age. 2. Only 1.1 per cent of those who had previously been employed had worked as skilled labor. 3. One-half of the 2285 commitments had failed to complete any schooling be- yond the eighth grade. A. In each five year age bracket more than one-half of the commitments had a rated intelligence of ninety or better. 5. It has been the experience of the Michigan Reformatory at Ionia, 0p- erating with both staff and physi- cal limitations, that many young inmates, particularly first prison offenders, can be given the school- ing and vocational training which enables them to become self-sup- porting and law abiding citizens upon their release from the insti- tution. This is supported by pa- role violation statistics which show that the violation rate of the Michigan Reformatory of 11% compares favorably with not only other Michigan institutions, but also comparable institutions in other jurisdictions. (35: 3, h) In the closing statement the Commission agreed that a Medium Security Reformatory type of institution, primarily for trainable first offenders, is practicable and effective. They felt that the indications were that with adequate staff and physical improvements the results achieved at the Michi- gan Reformatory could be excellent and be even more effec- tive as a rehabilitation program. -m- {The Director of Corrections, Gus Harrison, wrote a let- tap to the Corrections Commission on April 8, 19511. This 1—€3*31:er reported in detail: We have estimated that our Optimum prison capacity, allowing ten per cent vacancies for intelligent mobility pur- poses, is 8,370. Today, we are 790 be- yond that optimum number. (A7: 1) In their efforts to cope with these increases of inmates ‘tllere was a constant shifting and readjusting of institutional loading. Moves . Jackson Prison was the focal point of the prisoner In an attempt to avoid another prison disturbance such as the 1952 riot, every effort was made to keep the prisoners tnoving out of Jackson as quickly as possible. In the remaining page and one-half of his letter, Mr. IHarrison makes the following facts known: The inside population at Jackson has hovered about the 5,770 figure. The Jackson farms are loaded to capac- ity. . .We have tried to keep the young offenders moving from Jackson to Ionia. . . .There are 1,134 cells at Ionia and the present population is 1,33h. . . . There is less than a yard of space be- tween each bed. . .0ur new outside dorm— itory at Ionia is fully occupied now. . . .The inability to transfer all boys who have been classified for the Michi- gan Refpmatory from Jackson because there is no room for them at the Reform- atory. . .The reasons for not wishing to keep these young boys at Jackson any longer than is absolutely necessary are Obvious. . .We could take care of some of these young offenders by increasing the facilities at Cassady Lake. . .We will be able to increase the capacity -48- of that institution by 54. This move is in process. . .By increasing our camp population, we have been able to help keep the Jackson count down. . .Marquette, with the exception of a few inside cells is at capacity. Also, because of the type of the institution there are a lim- ited number who should be housed at Mar- quette. . .We have considered the ques- tion of discharge and parole. The parole board is aware of the critical situation and has been cOOperating. . .These meas- ures, I repeat, are temporary, have many undesirable features and strongly point again to the need for additional facili- ties which would permit us to treat the problem with a greater degree of ade- quacy and a stronger conviction that we are doing the type of job that the pub- lic and the men who are in our charge should expect. (h7: 1, 2) The Michigan Corrections Commission received Director IHarrison's letter on April 8, l95h, andJimmediately moved to inform Governor G. Mennen'Williams, in a two page letter 'which was dated April 8, l95h. The substance of the letter was the unprecedented rise in penal population to the point where conditions were such that the Michigan Penal Institu- tions were within 125 men of the extremely crowded condi- tions which prevailed prior to the 1952 riots. The Commis- sion letter said: This condition was uniformly con- demned and regarded as one of the major contributing causes of the riots. Coupled with this, the Department's re- quest for increased guards has been drastically cut by the Legislature. . . If our guards cannot be increased, and adequate housing built and provided, we fear a repetition of previous disasters .. “.9 - in spite of our utmost efforts toward prevention. (48: 1) At this point, the Commission had been unofficially in- fGrinned that their request for a 1200 inmate institution had been reduced to 600 and that the request for additional guards had been reduced. In closing, the Commission urged that the Governor give ‘ii.de circulation of their request for aid and that he veto Eltxy Bill not recognizing the imperative needs. In this mat- ter the Commission said: Failing this, responsibility for tragedy will have to be assumed by those who fail to act. (48: 2) gorrectional Treatment: The Commission and Administrative Staff of the Michigan Department of Corrections are dedicated to modern penology methods and techniques. They know that the reformative meth- ods described in penal literature for the past 75 years are based on classification, education, training, counseling, re- ligious programs, recreation and individual treatment. The emphasis in the literature has been on rehabilitation and training, yet, only in the last 20 years has anyone acted in more than a token manner. The general goals of the Mich- igan Treatment PrOgrams as described by Shelley are: t We believe that treatment is an ex- perience of growth which can and should go on all of the time. . .The second ba- sic element of our philosophy is that treatment is everybody's responsibility. -50- It must be a team job. It cannot be done by a few specialized, highly trained in- dividuals. . .The activities which are specifically labeled as treatment exper- iences which include counseling, educa- tion, chaplaincy and recreation within any institution must be so fitted together that they function as a focused total pro- gram. . .Treatment programs in different institutions should Offer basically the same opportunities and should be so re- lated that a man who is moved among the various institutions is not deprived of opportunities.(42: 3) With these broad general goals in mind, Shelley de- scribes the various means of treatment used by our Michigan Department of Corrections as: individual counseling, group counseling, education, vocational training, psychological services, psychiatric service, chaplaincy, recreation, med- ical and dental service. There are also programs for alco- holics anonymous, narcotics anonymous and Dale Carnegie courses. In the closing statements of his booklet, Dr. Shelley, Treatment Director for the Michigan Department of Corrections, says: Treatment cannot exist in a vacuum and does not function effectively if it is an adjunct to other programs. The maximum treatment job is done when all of these specific activities which can be classified as treatment experiences are fitted together so that they work with each other and contribute finally to a total treatment push. In addition, they must have the help of all personnel who work directly with inmates. Every- one must believe in treatment as a helpful -51- and useful part of the experience of a human being. In essence, we must be- lieve that people can be helped, that basically they want to be helped if we can assist them in accepting this and that they are worth helping. (42) CHAPTER IV PRESENTATION,_ANALYSIS AND APPRAISAL OF DATA Since the range of data gathered in this study was wide, analysis has been somewhat difficult. The writer, however, has attempted to present, analyze and appraise those portions of the data which were within the sc0pe of this study. Data pertaining to aSpects that are treated in this study are pre- sented, for the most part, in a descriptive manner. Titles of categories and labels of items within categories are those used by the Department of Corrections. They have been used because the data were collected by the Department of Correc- tions and recorded under these titles and labels. For clar- ity of presentation, the data were grouped according to the following four objectives. A fifth one was added later to establish a base for future studies. These objectives were: 1. to identify, classify and interpret data concern- ing the vocations of these graduates to determine what implications, if any, these might have for the training program, 2. to aid in the evaluation of present training pro- grams, 3. to give direction to the evolving training program, 4. to ascertain the attitude of the graduates toward, and Opinion of, the training program, and -52.. -53- 5. to establish a base line of characteristics of the parolee-graduates. All percentages used in this chapter have been rounded Off. A cOpy of the questionnaire is included in the Appendices. The data gathered by questionnaires and interviews with the paroles-graduates served as the material for analysis and appraisal. The questionnaire contained thirteen questions dealing with some aSpect of the parolee-graduate's vocational orientation. The responses to Question Two indicated that the types of businesses can be separated into seven groups: manufac- turing, forty-nine, or 41 per cent; sales and/or services, thirty, or 26 per cent; common laborer, six, or five per cent; skilled labor, two, or two per cent. Eighteen, or 15 per cent were unemployed and fifteen, or 11 per cent, were in a combi- nation of jobs. Some implications for the training program as indicated by these data are the need for fundamental skills of reading, writing and arithmetic. All of the types of businesses re- quire these skills as basic to securing the job. The high school diploma is necessary in order to be considered for gainful employment. There is also indication for training for the development of a cOOperative attitude and for get- ting along with other people. These attributes are those which are necessary to function successfully after obtaining the job. There is some indication that there is a need for -5u_ an introductory program of basic skills in the use of funda- mental tools or shOp machinery for a wide range of trades. The men indicated the need for these skills during and after the interviews. A further look at the employment and non-employment sta- tus shows that 102, or 85 per cent, were employed; ten, or eight per cent were unemployed; and eight, or seven per cent, were full-time students. It may be inferred from these data that some thought should be given to continued employment counseling and fol- low-up and that further consideration should be given to guidance in post-MTU training, vocations or college work. Question Three asked for information concerning the types of first employment secured upon parole. These can be sepa- rated into four groups, namely, those in manufactoring, 38 or 31 per cent of the men; sales and/or service, 30 or 25 per cent; common laborer, 23 or 19 per cent; skilled labor, 21 or 18 per cent; and eight or seven per cent were in a combination of jobs. The implications are that in order to secure employment the paroles must have a high school diploma and proficiency in the basic skills which the training provides. Employers seek applicants who can follow directions, who are cOOpera- tive and who have a positive attitude towards work. The em- ployment of those in jobs requiring skills decreased from 18 per cent to two per cent. This indicates that there might be -55- a discrepancy in the parolee's skill level and that the type of employment has implications for the kind and amount of trade and vocational skills offered in the MTU program. Another aSpect of the parolee-graduates' record is the number of jobs held since leaving the MTU. Forty-eight grad- uates, or 40 per cent, held only one job; 46, or 38 per cent, held two jobs; eight, or seven per cent, held three jobs; eight, or seven per cent, hald four jobs; and three, or three per cent, held seven jobs. Four parolees, or three per cent, had no employment since they were going to school on a full- time basis. The mean number of jobs per man is 1.95. The implications for vocational counseling and guidance before and after the men graduate is apparent. The writer feels that there are implications for society, and for the MTU programmers to work toward building a better self-con- cept for the parolees and one that is more acceptable to so- ciety. It was learned in discussions with the men that when word "got around" that they were on parole, the jobs became harder to secure. Too, the social contacts with co-workers became limited or negative and often the employers seemed to begin to take advantage of them in various ways. There is a need for further training and education of the men while on parole as future workers in various institutions and organi- zations of the state. Question Five deals with the section of the study con- cerned with the aid received by paroles-graduates in securing jobs. -56- Data indicate that relatives are a good source for help in securing the first job. Forty-seven men, or 39 per cent, received aid from relatives in securing their first job. Aid from relatives in securing second, third and fourth jobs was minimal. It would appear that relatives are willing to help these men once but that they may be unwilling or unable to be of help beyond the first time. The jobs secured for them by relatives were often "made" jobs, or those with high physical requirements or those with a high injury risk. Other methods of securing initial employment are included in Table I. The implications for the training program in terms of place are that the men need training in meeting employers and in interviewing for a job, education and training in writing and Speaking and training in estimating the requirements of the job before making application. The need for these men to secure employment via direct application indicates that voca- tional counseling must become a larger part of the MTU parole preparation program. There is evidence that friends or acquaintances do help the men in obtaining their first and second jobs. Beyond these first two jobs the aid is minimal. Twenty-three of the men, or 19 per cent, received aid from friends in securing the first job. Eighteen, or 15 per cent, obtained a friend's aid in securing the second job. It is implied that the parol- ees must become aware early in their training of the inability -57.. -- -- a m e a e a. nose -- -- H H H H m m eHa be: to noHenosoo m N m m H a in in .msamwpao>o4 hoammmzoz us in m m m m d m oOH>aem passonmsm : m e a mH wH oH mm eoseosHomwoa no oneHea wH mm om em as me am IWm aoHoeeHHams ooeeHe H H H H e w em as eeeraHem wmoo new .02 were pom .oz pcoo new .02 unto new .02 pomp comers eon nuadoh now chase eon psooom eon pmaam .wma<8nal opportunity. A total of 28, or 23 per cent, of the parolees who had received vocational training responded to Question Eight, asking if any of them had ever left their field of training for six months or more for work other than their speciality. Sixteen, or 57 per cent, stated that they had not left their area of MTU training. Twelve, or 43 per cent, stated that they had either left their field of training or else they had never entered it. The only implication here is that there is need for greater vocational counseling at the MTU and possibly for a study of job Opportunities in the trades and vocations to ascertain if there is a demand for the vo- cations offered at the MTU. Question 12 asked the parolees if the opportunity were given them, would they choose the same training. Eighty-six, or 72 per cent, responded that they would make the same choice if they had a chance to start over. Twenty-five, or 21 per cent, responded that they would not choose the same training and nine, or seven per cent, indicated that they had no Opin- ion regarding this question. The responses imply that guidance and vocational coun- seling are needed in greater depth and effectiveness. There -68- also seems to be some need for aid in general personal prob- lem solving. The men often made mention of the need for a post-MTU guidance service where they could talk over their problems and get advice. Questions 13 and 14 were based on the reSponses to Question 12 with additional comments. Responding to Question 13, 25 men stated that they would not have chosen the same training if they had another chance. Eighteen, or 72 per cent, of the 25 had no Opinion about what they would select if given a chance to make a new selection. Six, or 24 per cent, replied that they would not select one of the training areas offered and one replied that he would have selected one of the areas offered. The responses to Question 13 indicate that there is need for help in making decisions, planning, and problem solving. The six men who replied that they would not select one of the training areas Offered listed vocations they thought should have been offered. These are single re3ponses pre- sented in the order in which they came off the six question- naires. There were no repeats and no attempt has been made to equate or follow up on these reSponses which were: com- mercial drafting, IBM computer Operation, carpentry, barber- ing, auto bumping and painting, and "practical jobs." There were three responses made by men who had stated "no Opinion" on Question 13. These were: trade skills, electric shOp, and house painting. -59.. These responses indicate that there is a desire for voca- tional training and that Opportunities for learning could be offered in areas in which the men have an interest. There is a possibility that the variety of vocational offeringa at the MTU is limited or that they are not available to the men. According to the reaponses received to Question 15, 54 or 45 per cent of the men believed that they advanced in their jobs at a more rapid rate as a result of their MTU training. This would appear to indicate satisfaction with the basic high school programs since all of them completed the high school course of study. Thirty-three, or 27 per cent, had no opinion on the sub- ject, 17 or 14 per cent said they advanced at about the same rate and 13, or 11 per cent, said they made no advancement. Three, or three per cent, felt they advanced at a less rapid rate because of their training. Further investigation of these three per cent revealed that they were trained in an area other than the field in which they secured employment. ‘When asked if they believed they would have advanced more rapidly if a different area had been studied, 34, or 28 per cent, indicated they believed they would have advanced at a more rapid rate and 74, or 62 per cent, did not believe they might have advanced more rapidly in their work. This disillusionment on the part of the 34 men was due, in part, to the fact that the parolees did not feel the prOgram they lll'l ll _ 7o - had studied was "practical" for the purpose of earning a liv- ing when released upon parole. They were next asked the area of study they would have preferred. Nineteen, or 56 per cent, listed machine shop as the area of study they felt would help them the most. Five, or 15 per cent, selected auto mechanics; three, or nine per cent, listed general high school courses; three, or nine per cent, listed college preparatory courses; one listed auto bumping and painting and one listed "other" but made no com- ment about what his desires were. There are implications for the addition of a broader range of vocational skills. There is also some indication that the MTU program should have a phase where the potential job opportunities are made known, along with the type of skills needed to secure these jobs. Several of the items on the questionnaire were concerned with work experience, growth development and change in the area of study. The parolees were asked to indicate the value placed on each of these subjects of study. The data indicate that 78 per cent of the men listed mathematics, 77 per cent listed English, 64 per cent listed speech, and 54 per cent selected guidance. The subjects such as literature, draft- ing, art, bookkeeping, typing, American history, world his- tory, government, science, and economics received less than a simple majority of the "considerable value" response cate- gory. These responses indicate that there should be consid- eration given to the manner in which certain subjects are _ 71 _ taught and of the needs of the men being taught. This entire question deals with the aims and objectives of the institu- tion, of the men in the institution, and of the problems the men will face when they return to society from the MTU. There were 22 men who had stated in response to Ques- tions 38 and 39 that they had received company training af- ter they had been released on parole from the MTU. Twelve, or 54 per cent, indicated that the company program had added to the MTU training in helping them to advance in their jobs. Nine, or 41 per cent, indicated that the job training neither added to nor duplicated the MTU training. The indication is that the basic academic program at the MTU seems to be filling a need for some MTU graduates in pro- viding a foundation for job training at a later date. There was no mention made of vocational skills. The constant lack of support indicates that if a program did exist, it was not recognized as filling a need, that it did not exist, or that the men are not equipped to recognize its value. In reaponse to Question 42, 86 per cent of the men stated that a combination of MTU training and company training was most valuable in assuring their success on the job on a long range basis. Classroom instruction was analyzed with the following results. Seventy—four, or 62 per cent, of the graduates in- dicated that the classroom instruction was of considerable value in the MTU prOgram. Sixty-six, or 55 per cent, said w _ 72 - that practical experience was of considerable value; 59, or 49 per cent considered the reports, written assignments and tests to be of considerable value; and 63, or 52 per cent, considered the assistance received both during and after training to be of considerable value as part of the MTU pro- gram. It appears that an evaluation of the MTU would consider these responses as a positive recommendation in evolving a program. The value placed on these four phases of the pro- gram does indicate that as far as the men are concerned, no one phase exceeds another in contribution to the learning process of the men. There is also an indication that there is room for improvement in all four phases. The level of comprehension of the training by the paro- lee was examined. Fifty-six, or 47 per cent, remember their level of understanding of the MTU training as being high. Sixty-one, or 51 per cent, recall their understanding as be- ing about average. These responses speak positively for the instruction and the picture created in the mind of the men. However, it could be postulated that the program is too soft or easy although this view could not be substantiated through observation. The classes observed on several different vis- its were serious in intent and appeared to be hard working. When the paroles-graduates were asked why they didn't take all the courses they wanted, 53, or 66 per cent, of them replied that "the time was too short;" 18, or 22 per cent, - 73 - said that “the course was not offered;" three, or four per cent, replied that "the course was too hard;“ three, or four per cent, stated that he "didn't realize that it was needed;" two, or two per cent, did not like the instructor and two, or two per cent, checked the Space on the questionnaire marked "other" but made no comment. The program seems to be desired by the men, but it needs some re-arranging in providing for more time or for coordina- tion of the academic with the vocational program. There were also some sentiments expressed for courses which were not of- fered at the time these men went through the program. A list of courses were presented to the parolees for their comments as to the value placed on them when considered as background on which to base future personal development. Seventy-five per cent of the men indicated English as valu- able, 82 per cent indicated mathematics, 62 per cent selected speech, 54 per cent indicated economics, and 57 per cent thought guidance to be of considerable value in developing men. These replies suggest that there is much work to be done on the method of instruction and subject matter in literature, government, world and American history, science, art, draft- ing, bookkeeping, and typing if it is to meet the needs of the men. There is a positive view here in that there has been a start made in five subject areas. There seems to be a need for these subjects to be given recognition in view of the data collected. -7),- In answer to Question 48 many individual comments on the program were received. According to these comments, there appeared to be strong evidence that there is a positive feel- ing toward the MTU program by its graduates. These positive comments were distributed over the entire program. The im- plication is that the paroles-graduates do evaluate their training in a positive manner and do hold it in high regard. The writer heard many remarks from the men supporting these statements in personal conversations. The men were asked to suggest ways in which they thought the MTU prOgram could have been improved. Fifty-three, or 44 per cent, of them were of the Opinion that the nature of the program at MTU should be one of Specific academic studies in conjunction with work experience; 31, or 26 per cent, in- dicated that the prOgram should be both general and academic; and 21, or 18 per cent, were of the Opinion that the program should be Specifically vocational. Group counseling was stressed, as well as more and better teachers. The biggest source of ill feeling seemed to be created by the use of in- mate teachers for the program. This complaint appeared throughout the questionnaire in one form or another. There were miscellaneous suggestions as to better grading methods, the use of audio-visual aids and more practical experience given. Thirty-six, or 30 per cent, of the paroles-graduates stated that the training received at MTU was of great impor- tance during their first six months after graduation. Fifty- -75.. five, or 46 per cent, stated that the training was of great importance during the second six months on parole. The same questions were asked for the third and fourth six-month per- iods. The reSponses indicated that the training tended to lose importance to the paroles as time passed. However, the second six-month period appeared to be crucial since the men rated the training they had received as being of most value to them at this time. The areas which seem to need study and attention are: fulfilling the promises made to the men in terms of securing the diploma which they had earned; the task of securing a "respectable" diploma -- one that will be honored by employ- ers and colleges; the task of curriculum evaluation, devel- Opment, and enrichment; the expansion of counseling and guidance services; completion of the development of a staff of professional teachers; complete rs-evaluation of the in- mate teacher program; the development of trust concepts, authority and self-discipline concepts, and general under- standing of the role relationships that staff and inmates must have; and the feeling of cOOperation and unity of pur- pose within the entire institutional framework. CHAPTER V SUMMARY, CONCLUSIONS AND RECOMMENDATIONS Summary: A normative survey was made on the 1961, 1962 and 1963 paroles-graduates of the Michigan Training Unit at Ionia, Michigan, who had been on parole twelve months or more and who were still on parole at the time of the collection of the data used in this study. The study proposed: 1. TO identify, classify and interpret the data con- cerning the vocations of these graduates to deter- mine what implications, if any, these might have for the training program. 2. To aid in the evaluation of the present training program. 3. To give direction to the evolving training pro- gram. 4. To ascertain the attitude of the graduates toward, and opinion of, the training program. ‘ The State Of Michigan Department of Corrections needed exploratory and descriptive information about the effects of the Michigan Training Unit program. This study was an attempt to provide this information through an analysis and appraisal of the adjustment of 120 paroles-graduates of the program. -76- - 77 - A review of the literature revealed few studies that were related to the design of this study. There was, how- ever, considerable matsrial regarding juvenile delinquency, school drOp-outs, follow-up studies and reports related to the rehabilitation of offenders. A trial three-year period of MTU graduates was selected from the MTU history of five years, and this proved successful in providing a desirable number of men for this study. The analysis and appraisal was accomplished through de- scriptive techniques. There seemed to be no factors which negated the hypothesis that The Michigan Training Unit at Ionia, Michigan, prepares its students for adjustment to so- ciety through its educational program. This hypothesis was supported within the limits of this study. The original Reception Center study group had 148 men. When the data collection period ended, there were 120 men in the final group. The loss of twenty-eight men is accounted for as follows: sixteen were discharged from parole into so- ciety and twelve were returned to prison. Of the twelve re- turned to prison, seven were Technical Parole Violators and five returned with new sentences for felony. All of these men had also been on parole for twelve months at the start of the data collection period. Conclusions: 1. Reflection on the tOpid of after-care of parolee- graduates on parole supervision produced a feeling - 78 - that these paroles-graduates were not under the supervision of the parole office for a long enough period of time and that they were not seen often enough during this period. Also, the contact per- iod was too short to have meaningful carryover. The obvious reason for this is that the case load carried by each parole officer makes it impossible for frequent interviews of prOper length. There appear to be indications that parolees were able to benefit from their MTU experience during the early months of parole, but that their adjust- ment in the later months became more tenuous. The parole relationship and supervision needs to be strengthened during the latter period of parole. It was estimated by the United States Department of Health, Education and Welfare that during the 1960 to 1970 decade four million American children will be brought to the attention of the court on delinquency charges. The problems of automation, unemployment, and school drOp-outs are a challenge to anyone who attempts to help a juvenile delin- quent retain his place in society. An effective _vocational training program would seem to be the answer for at least part of our delinquent pOpu- lation. (44: 87-274) One of the primary purposes of exploratory studies is to provide a descriptive basis for further study. - 79 - This framework of MTU paroles-graduates must first be described in order that further analysis, ap- praisal, and refinement of their performance rec- ords may be undertaken. Personnel in the Depart- ment have proposed further study of the MTU program under more controlled conditions. The controls built into the design are expected to yield a sig- nificant appraisal of the effects of the MTU pro- gram and how it compares with other programs in the Corrections system. The study would involve con- siderable time and man power and would be conducted by the Department's research staff. The similari- ties between the proposed research and this study leads to the conclusion that the findings of the present study will be of value. The MTU graduates' responses revealed that they welcomed a chance to voice their Opinions and felt this was a valuable means to improve the MTU pro- gram. This study revealed that less than one-fourth of the employers of men with this level of training provide their own training program. According to the data revealed in this study, an implication exists that MTU graduates regard the high school diploma as a terminal education point since less than sixty-five per cent of the graduates J.-. a a- ; 10. 11. - 80 - have not earned any further educational credits. More than seventy per cent of the graduates would recommend the MTU program. This recommendation implies that those who graduated from the MTU were, in general, satisfied with the education received. Sixty-seven per cent stated that they did not take all the courses they wanted while at the MTU. They also stated that they did not have time enough to take these courses after completing the high school program. One might assume that a re-evaluation should be made of sentencing and commitment terms in reSpect to the needs of individuals. Many of these men might continue further training and ed- ucation under parole on indeterminate sentences if Opportunities were made available to the. In considering the adjustments made by graduates in securing employment it is concluded that these graduates have made a vocational adjustment upon their discharge from the MTU. The employment rate of the graduates from the MTU is over ninety per cent. These 120 graduates have all been on parole from twelve to thirty-six months. In view of the rec- ord and general corrections statistics, these men have become adjusted to society insofar as employ- ment may be considered a criterion. 12 13. 14. 15. - 81 - Less than nineteen per cent of the men receiving on-the-job training stated that the training was peculiar to the job. Fifty-five per cent of these men stated that they received advancement on the job due to the training. This suggests that trade and skill training must be completed to be market- able and lends doubt to the introductory courses now being taught as vocational. Sixty-five per cent of the graduates earned $3000 or less during their first year of parole. Since all graduates of the MTU have high school diplomas, the conclusion is that a high school diploma is no longer the sole entree to high earning power. Fur- ther education or training is necessary if the MTU graduates are to have the Opportunity to move into the middle-class earning brackets. Special training is needed in human relations at the MTU prior to graduation. This training is also necessary during the parole period since the busi- nesses in which these men become employed are pri- marily people oriented. Comments in the written reSponses as well as oral reSponses raised a question concerning the status of the diploma once it had been earned but not granted. The MTU does not grant diplomas but re- quests the man's local school district to do so. 16. 17. 18. -82- This rsquest is often refused and only by special arrangement can he secure a diploma from the Ionia Public Schools..It is concluded that this unit should be removed from marginal status in reSpect to its diploma granting privileges. The number of trade jobs reported by the United States Department of Labor as unfilled lead to the conclusion that the education, trade, and voca- tional programs should be under one educational administrative head. The general comments by the reSpondents suggest that discipline should be more strict. One might conclude that these men feel insecure in this type of environment or that some men are taking advan- tage of these learning situations. The reception-classification statistics lead one to believe that these young men have the follow- ing characteristics: A. The population is predominantly Caucasian, B. They left school either in the ninth or tenth grades, C. They had worked primarily as common laborers, D. They were residents of Michigan, E. They had no military record, F. They are of average intelligence, G. They are emotionally stable, -83- H. They are single, I. They are non-alcoholics, J. They are not addicted to drugs, and K. They are unstable in their work habits. It could be concluded that negative mother and/or father influences, negative family status, nega- tive parental home factors, and negative community influences could be associated with their being sent to some correctional institution. Recommendations: The following recommendations are based on the findings of the study and on personal interviews with the parolee- graduates of the MTU program at Ionia, Michigan. 1. The outside experiences of the men suggest that the basic education program should be studied with the idea of combining or eliminating some subjects which do not appear to have immediate value to the men. This might aid in "free time" for more counseling, group work or vocational activity. Courses such as art, bookkeeping, American history, world history, science need particular attention. Gifted or exceptional students should be offered a more challenging educational environment aimed at higher levels of occupational and educational per- formance and not a prOgram limited to high school completion and the acquisition of trade skills. lO. - 84 - Typing skills were listed by the paroles-graduates as a positive vocational skill and one that was an aid in their development in their respective train- ing areas. Therefore, emphasis should be placed on typing as a part of the required program for general education and for vocational preparation. Inmate teachers have a very poor image in the eyes of their fellow inmates. This phase of the pro- gram should be eliminated or controlled. The high school education prOgram and the vocational subjects should be placed under one school adminis- trator. A science program should be developed and adequately staffed. A need was identified for Special reading improve- ment classes for all levels of readers. Remedial reading should be a part of the program, and spec- ial teachers provided. Elective and accelerated programs for the talented should be adopted. The school day should be organized so that full use can be made of all the facilities in the early morning and evening hours. Some arrangement for direct admission to some form of adult and continuing education seemed to be needed to meet the needs of the men after they grad- uate from high school. ll. 12. 13. 14. 15. 16. 17. 18. - 85 - Arrangements should be made for the men to Spend greater lengths of time at the training unit to complete more than the basic high school program. The training program should consider the prerequi- sites for successful employment in manufacturing, sales, and services. The need for the support or the reinforcing of self- concept seemed evident in paroles reSponses. Con- sideration should be given to rapid expansion of the group counseling program for paroles-graduates. The development of a guidance prOgram which builds and supports self-respect in an emotionally stable and secure climate is needed. Ability grouping within each subject matter area is needed for those subjects which involve a num- ber of students with a wide range of ability. A need for pre- and post-graduate vocational guid- ance is seen as vital to continued adjustment to society. Placement counseling might be able to secure more employment Opportunities through on-the-job train- ing experiences. Arrangements for diploma granting from the state and recognition toward development of this program appears to be a necessity. The diploma awarded should carry a record of work completed and level 19. 20. -86- of performance. There should be supplemental sup- porting evidence which substantiates special talent, ability, training or skills. There was a strong indication that the inmate teacher program has need for revision, re-evaluation or pos- sibly elimination. It is possible that a roster of long-term inmates used as teacher aides might be feasible. Possibly there could be some adaptation of team teaching. Descriptive studies of other facilities under the Michigan Department of Corrections, as well as those in other states, might prove to be more meaningful now that this study provides a point of comparison. Some of the variables in this study, such as voca- tional training, basic high school education, occu- pation, social behavior and recidivism could be re- fined for study into separate divisions. Implications for Further Studies: Potential studies could evolve from the work of this dis- sertation. For these to be develOped, the following are steps ‘that would be recommended: 1. A survey form should be filled out by each graduate during his first visit with a parole officer after graduation. The survey questionnaires could be saved and tabulated semi-annually or on some other -87- regular schedule. Feed-back would be direct and germane to the survey. 2. Similar follow-up studies could be conducted on other Corrections Installations for comparison of data and Similarities of demographic history. 3. It is recommended that a study similar to this be conducted again in three to five years for compar- ison purposes. 4. It is recommended that further studies be conducted on smaller segments of the data, such as the sub- jects in the curriculum, the training program, and the group counseling prOgram. The design of this study was organized to analyze and appraise the adjustment of selected paroles-graduates in terms of social, vocational, economic, and recidivism factors. This study cannot be considered a complete test of the effec- tiveness of the MTU program. There may be many other factors in a parolee's environment which may prevent his making a sat- isfactory adjustment; if he fails, one cannot deduce that the institutional program was poor unless we arrive at this con- clusion through research and experimentation which.would need 'to be more closely controlled in this area than.was this study. BIBLIOGRAPHY and APPENDICES -88- BIBLIOGRAPHY Books: Adams, Richard N. Human Organization Research, Homewood, Illinois: Dorsey Press, 1960. Allen, Richard D. Organization and Supervision of Guidance in Public Schools, New YOrk: Ivor Publishing Company, 1934. Benay, Ralph. ‘Youth in Deepair, New York: Coward-McCann, Inc., 1948. Erickson and Smith. Organization and Administration of Guidance Services,‘New York: MoGraw-Hill Book Company, 1947. Fairchild, Henry P. Dictionary of Sociology, New YOrk: Philosophical Library, 1944. Festingsr, Leon and Katz, Daniel. Research Methods in the Behavior Service, New York: Dryden Press, 1953. Funk, Charles E. New College Standard Dictionary, New YOrk: Funk and Wagnalls Company,‘l956. Glueck, Sheldon. The Problem of Delinquengy, Boston: Rough- ton Mifflin Company,II959. Good, Barr and Scates. Methodolo y in Educational Research, New York: Appleton-Century ompany, 1936. Good, Carter V. Dictionary of Educatiog, New York: McGraw- Hill Company, 1959. Guarlnik, David B. 'Websters New'World Dictionary, New YOrk: The McMillan Company, 196I. lHealyy‘William and Alper, Benedict S. Criminal YOuth and the Borstal System, New York: The CommonwealthfFund, 1941. lLazarfield, Paul Felix. The Language of Social Researchy Glsncoe, Illinois: Free Press, 1955. Ifllndberg, George A. Social Research: A Study in Methods of Egggsring Data, New YOrk: Longmans-Green and Company, - 89 - 4’41“. .. .1 \ 1 1.n.\.\ufi EEAWJLO1K‘JhHN. raw; - go - ‘Madge, JOhn. The Tools of Social Science, New York: Free Press of Glsncoe, I962. MerriamAWebster. Websters New Colle iate Dictionary, Spring- field, Massachusetts: IMerriam ompany, I956. Mueller, John F. and Schuessler, Karl F. Statistical Reason- inggin Sociology; Boston: Houghton-Mifflin Company, 1961. National Council on Crime and Delinquency. Current Prgjects in This Prevention, Control and Treatment of CrIme and Delinquency,’NEw YOrE: Winter Edition,ISecond"ISSue, 1962. Sellitz, Claire, et al., Research Methods in Social Relations, New YOrk: Holt-RinehartsWinston, Inc.,—I961. Siegel, Sidney. Nonparamentric Statistics for the Behavioral Sciences, New York: ‘McGrawIHill Book Company, 1956. Strang, Ruth. Personal Develgpment and Guidance in Collegp and Secondary—SchoOI, New York: Harper and Brothers, 1934. Sutherland, E. H. and Creasey, D. R. Principles of Crimin- ology, Philadelphia: J. B. LippincottICOmpany, 1960. Tappan, Paul'W. Contemporary Correction, New YOrk: McGraw- Hill Book Company, I951. Tappan, Paul W. Crime,L Justice and Corrections, New YOrk: McGraw-Hill Book Company, I960? Weeks, H. Ashley. YOuthful Offenders at Highfields, Ann Arbor, Michigan: University oflfiichigan Press, 1958. Whitney, Frederick. Elements of Research, New YOrk: Prime tice'Hall, IDCO ’ 191500 YOung, Pauline. Scientific Social Surveyp and Research, Englewood ClITTs, New Jsrsey: IPrentiEe-Hall, 1956. Letters, Reports, Articles, and Publications: .Aylesbury Aftercare Association, The Borstal Association Re- port, London, 1947. 13ash, C. E. "How to Make and Utilize Follow-up Studies of School Leavers," (Bulletin), Vol. 40, February, 1957, p. 212-15, April, 1956*. - 91 - California YOuth Authority, Preston School of Industry In- serVice Trainin Manual 19 1. Cook, Donald. "The Nature of the Treatment," Report to the Congress on Juvenile Delinquency, Appendix II, Chapter IV, page 4. (Mimeographed) Evans, N. Dean. "How to Conduct a High School DropnOut Study," Bulletin of the National Association of Sec- ondary School Principals, Vol. 38, February, 1954, pp. 33-41. Harrison, Gus. "Letter to Michigan Corrections Commission," Correction Department Records, State of Michigan, Lan- sing, Michigan, April 8, 1954, page 2. Henderson, Kenneth B. and Goerwitz, John E. "How to Conduct the Follow-up Study," Circular Series A, No. 51, Illinois Secondary School Curriculum Program, Bulletin No. 11, Springfield, Illinois, State Department of Public In- struction, 1950, page 142. Hunt, J. McVicker. "On the Judgment of Social Workers on a Source of Information in Social Work Research," in Use of Jud ment as Data in Social Work Research: ProceEH: in S o “a Conference’HB.d b the Research SectIon of e National ssociation of SocIaI Workers, New York: June, I958, page 39. Johnson, Eric H. "How to Make and Utilize Follow-up Studies of School Leavers," Bulletin1 of the National Associa- tion of Secondary School Principals, Volume 40, April, 1956, pp. 216-217. Kish, Leslie. "Some Statistical Problems in Research De- sign," American Sociological Review, XXIV, June, 1959. Koeninger, Rubert C. "Follow-up Studies: A Comprehensive Bibliography of Sources of Help in Making Follow-up Studies," State Board of Education, Michigan Study of the Secondary School Curriculum, Lansing, Michigan, 1942. (Mimeograph) JLaulight, Jerome. "A Study of Recidivism in One Training $02001," Crime and Delinguency, Volume 8, No. 2, April, 19 2. Idichigan Corrections Commission. "The Construction of A New Prison," Recommendation to the House Committee on State Prisons, January 27, 1954, Page 4. -92.. ‘Michigan Department of Corrections. "Factors in Support of A Medium Security Institution for'Young Offenders, " A Report, May, 1954, page 8. Michigan Department of Corrections. ”Memorandum Report: Re. Senate Bill 1291," ApprOpriations for a New Medium Security Unit, April 19, 1954, page 3. Michigan State Board of Education. “Leads to Better Second- ary Schools in Michigan," No. 1, A Follow-up Of Second- ary School Students, 1943. National Conference on Prevention and Control of Juvenile Delinquency, Report on Institutional Treatment of De- linquent Juveniles, U. S. Government Printing Office, Washington, 1947. Parten, Mildred. "Surveys, Polls, Samples," Harper, 1950, page 624. Report of the Committee on the Judiciary, United States Sen- ate, made by its sub-committee to investigate Juvenile Delinquency, U. S. Government Printing Office, Washing- ton, D.C., 1956. Rothney, J. W. and Moren, Robert L. "Sampling Problems in gollog-up Research," Occupations, 30, May, 1952, pp. 73-7 . Shelley, Ernest L. V. "Helping Men Rebuild Themselves." The story of treatment in Michigan Corrections, Michi- gan Department of Corrections Bulletin, 1964. (Notes taken from printer's manuscript) Stearman, Robert L. "Comments on the Use of Statistics," American Institute of Biological Sciences, V. October, 1955- Strang, Ruth. "Research Issues in Student Personnel Work," Personnel Journal, XIII, August, 1934, pp. 101-107. "The Federal Delinquency Program Objectives and Operation," Pamphlet on Public Law, Department of Health, Educa- tion and Welfare, Washington, D.C., 1961. ‘Weaver, Glen and Bear Willard. "A Follow-up Survey of High School Graduates," Bulletin of the National Association of Secondary School Principals, Velume 44, 69-72, Feb- ruary, 1960. ‘Wrenn, C. A. "Critique of Method Used in.Fellow-up Studies of Students," American Association of Collegiate Re - istrars, 1940, also Harvard Ed. Review, 8, 10, 357-53, 1940. -93- Zeigel, W. H. Research in Seconds Education, Bulletin of U. S. Office of Education, Iagi, No. 17, National Sur- vey Monograph No. 15, Washington, D. C., 1933. Education Follow-up Studies: Barbe, Walter B. "What Happens to Graduates of Special Classes for the Gifted?" Educatigggl Research Bglletin, 36: 13-16, January, 1957. Brewster, Royce E. "Techniques of Follow-up Study of School Leavers," Educational Bulletin, No. 17, Los Angeles, California, Test Bureau, 1947, page 4. Cooper, Sophia. "Employment of June, 1959 High School Grad- uates, October, 1959," MonthlyiLabor Review, 83: 500- 506’ May, 1.960. Cooper, Sophia. "Employment of June, 1960 High School Grad- uates," Monthly Labor Review, 84: 463-70, May, 1961. Denver Public Schools. "The Denver Public Schools Look at the High School Graduates in Business and Industry, Highlights from the 1961 Evaluation Study," Denver, Board of Education, 1961. 29 pages. Eckert, Ruth E. "Studies of Former Students as a Measure of Success," Hi Q School Journal, 34: 106-109, April, 1951. Educational Testing Service. "Background Factors Relating to College Plans and College Enrollment Among Public High School Students " Princeton, New Jersey, the Ser- vice, April, 1957. 84 pages. Fielstra, Clarence. "Evaluating the Work Experience Educa- tion Program of Santa Barbara County Schools," Cali- fornia Journal of Secondary Education, 35: 495-501, December, 1950. Fleming, Robert R. "How to Make and Utilize Follow-up Studies of School Leavers," Bulletin of the National Association of Secondary School Principals, VBIume 36, No. 185, March, 1952. pp. 711-81;- Fox, Willard and White, Norman. "What the Graduates Think of Their Schooling," Ohio School Boards Association Journal, August, 1962, pp. 11, 16. Georgiades, William. "Follow-up Study of College Bound Grad- uates with An Analysis of High School Experience," Cali- fornia Journal_of Educational Research, 12: 80-85, March, 1961. _ 94 - Greenfield, L. B. "Why do Freshmen Fail in College?" Wiscon- sin Journal of Education, 93: 11-12, January, 196 . Gurr, Mariam B. "A Continuing Follow-up Study," California Journal of Secondary Education, 26: 302-305, ay, . Hand, Harold C. "What Becomes of the Graduates of Illinois High Schools," Illinois Education, 49: 107—108, Novem- ber, 1960. Hensley, Ivan. "After Graduation, What?" Texas Outlook, 45: 20-21, February, 1961. Knapp, Henry. "Whither Goest Thou, Graduate?" Montana Edu- cation, 31: 6, 21, May, 1955. Krueger, Albert H. and Langan, Gregory. "Evaluating the Cur- riculum: Helpful Information Obtained Through Follow-up Study of Recent Graduates," Clearing House, 32: 480-84, March, 1958. Lomax, Paul S. "Follow-up Studies," Business and Education Forum, 14: 17-19, December, 1959. Los Angeles City School Districts. "Evaluation and Research Section," Follow-up Study of June, 1958, High School Graduates, Los Angeles Board of Education, June, 1960, 68 pages. Oppenheimer, Celia. "Ten-Year Follow-up of the Class of 1940," Bulletin of The National Association of Secondary School Principals, 37: 77-80, March, 1953. Palmerton, L. R. and Pedersen, James O. "The Three-Year Fol- low-up Study of High School Seniors, 1957-59," SDEA Jour- nal, 36: 20-22, March, 1961 Peart, Gilbert. "Survey of High School Graduates," Journal of Business Education, 34: 338-40, May, 1959. Pittsburgh Public Schools. “A Study of the June, 1956. Grad- uates of the Pittsburgh Public High Schools," Pittsburgh, Pennsylvania Board of Education, 1958. 240 pages. Rothney, John W. M. "Follow-up Services in the Small Sec- ondary School," High School Journal, 40: 274-79, May, 1 Samuelson, Cecil 0. and Pearson, David T., Sr. "A Follow-up Study of Vocational School Students " Industrial Arts and Vocational Education, 48: 196-9 , SeptemBer, I959. -95- Schiffman, Jacob. "Employment of High School Graduates and Drop-Outs in 1961," Monthly Labor ReviewI 85: 502-509, May, 1962. Schiffman, Jacob. "Employment of High School Graduates and Drop-Outs in 1962," Monthly Labor Review, July, 1963. (Report No. 2414) Sims, Robert W. “Graduates of Public and Private Schools," Virginia Journal of Education, 54: 16-17, 49, May, 1961. Snepp, Daniel W. "Follow-up of Graduates of '59," Clearing House, 35: 204-206, December, 1960. Virginia Education Association. "High School Graduates and Student Drop-Outs," Virginia Journal of Education, 55: 2’4-26 , April , 1962 e Williamson, E. G. and Darley, J. G. “Student Personnel Work, New York: McGraw-Hill Company, 1 . p er . Corrections Follow-Up Studies: No. 1 6. Glueck, Sheldon, Harvard Law School, Cambridge. Follow-up of Delinquents and Non-delinquents of Un- raveling Juvenile Delinquency to Age 32." Annotated in Current Projects, Crime and Delinquency, page 627, Winter, 1962-1963. No. 186. Saenger, Gerhart, New York University, New York. "Follow-up Standards for Alcoholism Out-Patient Clinics." Annotated in Current Projects, Crime and Delinquency, Page 616, Winter, 1962-1963. No. 512. California Department of Youth Authority, Divi- sion of Research. Assessment of Individual Interview Therapy with Older Youth Authority Wards: A Four-Year Follow-up of the P100 Project." Current Status Report of6Research Activities, Second Annual Report, October, 19 1. No. 524. O'Connel, John A. U.S.P.H.S. Hospital, Lexington, Kentucky. "Follow-up Study of Prisoners and Probation— ers. No. 605. Siwicki, Walter W., Problems and Parole Adminis- tration, Providence County Court Heuse, Providence, Rhode Island. "A Follow-up Investigation of Recidivism from Juvenile Delinquency to Adult Criminality, Based upon a Selected Number of Rhode Island Juvenile Cases. No. No. No. No. No. No. NO. No. No. .I-I. _ k- .I.:{“ ' "‘I-1_ -96- 678. Christiansen, K. 0., The Institute of Criminal Science, University of COpenhagen, 00penhagen, Denmark. "A Follow-up Investigation of Former Short-Term Pris- oners in the Prisons of Cepenhagen." 713. Nagel, W. H., University of Layden, Layden, Nether- lands. A Follow-up Study of Children who Have Been Un- der Child Welfare Care in Rotterdam Following World War I." 714. Nagel, W. H., Layden, Netherlands. "A Follow-up Study of 150 Netherland Pimps Convicted During the Last Ten'Years." 715. Nagel, W. H., Layden, Netherlands. "A Follow-up Study of the Previous Publication: The Criminality of Oss. 729. Hollingshead, Michael, Harvard University, Cambridge, Massachusetts. "Recidivism Base Rates." 753. Brancale, Ralph, New Jersey State Diagnostic Center, Menlo Park, New Jersey. "A Follow-up Study of the First Thousand Patients Admitted to the New Jersey State Diag- nostic Center." 845. Langen, Psychiatric Clinic, University of Tubingen, Tubingen, Germany. "A Follow-up Study of Adolescents Treated at a Psychiatric Clinic." 929. Hahn, James M., Supervisor of Libraries and Informa- tion Center, St. Paul, Minnesota. "Annex for Defective Delinquents Follow-up Study." 1014. Mohr, J. W., Forensic Clinic, Psychiatric Hospital, Queen's Park Crescent, Toronto, Canada. "A Follow-up Study of Sexual Offenders Referred to a Forensic Out- Patient Clinic." APPENDIX I QUESTIONNAIRE INSTRUCTIONS: Please place answers in spaces provided. The answers may be written with pen or pencil. 1. Date of Birth: (month) (day) (year) 2. Present Employer: (city) (state) Type of business: 3. Your first employment after graduation: Firm's type of business: Your work and title: List all employment since graduation on reverse side of this sheet. 4. How long were you in the MTU at Ionia? INSTRUCTIONS: Please insert one answer, and only one in the space provided next to each ques on on the left hand side of the page. SAMPLE QUESTION: Are you a high school graduate? 1. Yes 2. No 5. How did you secure your first Job when re- leased from MTU on parole? Ybur second Job? Ybur third job? - 97 - :b'.“ — 7- 9. 10. 11. ‘i’ -93- Your fourth job? 1. A relative . Direct application . Friend or acquaintance Employment service Newspaper advertisement Counselor or MTU aid A combination of the above (list numbers) Other CID-Q (Fm-(TU) N From.which of the following areas did you re- ceive your training at MTU? 1. Auto mechanics. . Auto bumping and painting . Machine shOp . Cooks' and Bakers' School Vocational drafting Landscaping and nursery General high school College Prep, high school Commercial high school 10. Other \0 (1)4 O‘Ul-F‘U) N In which year did you leave MTU? 1. 1960 2. 1961 3. 1962 4. Other (Please write in year) Did you ever leave your field of training for 6 months or more for some other kind of work? 1. Yes 2. No 3. Never entered my field of training 4. No vocational training 5. Does not apply (Most important) What factors, in the order of importance, (Second important) influenced you to leave your area (as listed in (Third important) Question 8)? 1. Does not apply Limited Opportunities Inadequate salary Too much mental pressure F'WN .l " - 99 - TOO much hysical pressure Long and or inconvenient hours Another area more promishing Responsibility beneath my ability NO Opinion Other (Please Specify) I—‘xOODNO‘U'I Oeeooo 12. While at MTU the following training possibilities were offered. Auto mechanics Auto bumping and painting Machine shOp Cooking and baking school Vocational Drafting Landscaping* and nursery General high school College Prep high school Commercial high school Other \0 CDN Oxvur-w mp—a H 00.00.0000 0 If you had the Opportunity to start all over again would you have chosen the same training? 1. Yes 2. NO 3. NO Opinion 13. If your answer to Question 12 is NO, would you have selected one of the areas listed in Ques- tion 12? 1. Yes 2. NO 3. NO OpInIon 14. If your answer to Question 13 is NO, please list in the order Of your preference the training you think should have been Offered. 1. 2. 15. 16. 17. - 100 - DO you believe you have advanced in your em- ployment at a less rapid rate or at a more rapid rate in your work as a result Of your training at MTU? . At a less rapid rate At about the same rate At a more rapid rate . NO advancement . NO Opinion windprora Do you believe that you might have advanced more rapidly in your work if you had studied a different area other than the one you did study at MTU? 1. Yes — « 2. NO 3. NO OpInion If the answer to Question 16 is Yes, what is the area Of study? Auto mechanics Auto bumping and painting Machine shop Cooking and baking school Vocational drafting Landscaping and nursery General high school College prep high school . Commercial high school 10. Other \OOJNJO‘m-P‘WNH During each of the following periods, how important to you was the training you received at MTU? Please insert the num- ber "1" in the blanks that do not apply and you may repeat any number. 18. 19. 20. 21. First six months after graduation Second six months after graduation Third six-month period after graduation Fourth six-month period after graduation 1. Does not apply 2. Of great importance 3. Of some importance 4. 5 6 7 . .l' I - 101 - Of little importance Of no importance NO Opinion Other Listed below are several subjects. In reference to your work OXperience and in view Of growth develOpment and change in your area, please indicate the value you place to each of these subjects Of study. (Use the code listed below and re- peat 22. 23 e 24. 25. 26. 27 e 28. A. b. C. 36. NOTE: 37. if desired.) Literature 29. American History English 30. World History Speech 31. Government Drafting 32. Science Art 33. Guidance Bookkeeping 34. Mathematics Typing 35. Economics Others (Please Specify) Code Of considerable value d. Of little value Of general value 6. Of no value 0f limited value f. NO Opinion Did the organization for which you first worked after graduation provide for a training prOgram for Job advancement? 1. 2. 3. 4. If Does not apply Yes NO Don't remember your answer to Question 36 is Yes, please answer Questions 37, 38, 39, and 40; otherwise go directly to Question 40. : How would you describe the training program Of- fered by this organization? 1. 2. 3. A program to prepare you for greater re- sponsibilities A background program in policies Of the organization and regulations A refresher course for your work. . .1- ,.UJ.\113441W.