CALYPSOS BRIEF FINAL REPORT ON THE INTELLECTUAL OUTPUTS OF THE PROJECT

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1 CALYPSOS BRIEF FINAL REPORT ON THE INTELLECTUAL OUTPUTS OF THE PROJECT The "Calypsos" Project, supporting social inclusion, specific needs and the improvement of basic skills for prisoners in Europe ( ES01-KA ), is developed as a strategic action involving four European universities (University of Almeria, Universidade do Minho, Universitá di Roma Sapienza and Universidad de La Laguna), two NGOs (Plena Inclusión Canarias and Asociación Meridianos), the General Secretariat of Penitentiary Institutions and an Italian public entity, the Instituto degli Innocenti. The project is coordinated by the Adult Education Centre of Santa Cruz de Tenerife. The priority of the CALYPSOS Strategic Association is to focus education in prisons on diversity and the fight against discrimination and segregation of the group of prisoners, following the European principles of Long Life Learning. This is so insofar as the excessively low rates of school success and qualifications of people in prison result in greater social exclusion which makes it even more difficult for them to reintegrate into today's society. From this perspective, CALYPSOS considers that the characteristics of the prison population make that a considerable part of the people in prison had specific needs in educational support (SNES) that mediatize their academic performance. These SNES include cognitive deficits related to attention, planning, memory, problem solving and self-control, among others. As these deficits have been related to executive functioning, CALYPSOS proposes that the improvement of current academic success and qualification rates involves the detection of specific deficiencies in executive functions of inmates attending education for adults in prison. To this end, eight intellectual products were initially proposed from which funding was obtained for two, focusing specifically on the assessment of the executive functions underlying the SNES of inmates in prison, with and without a juvenile justice background, compared to standardized adults with no criminal history. [1]

2 Output 1 At the beginning of the project, the team from the University of Almeria found through meta-analysis the existence of deficits in executive functions in people in prison compared to normalized equals, as well as differences between groups among the inmates themselves. This study constituted output 1 which, although not expressly financed, was maintained in the project. In order to carry out this meta-analysis, 58 studies were analyzed (30 with a normalized comparison group and 28 with a comparison group between prisoners) in which a total of 3210 participants had been evaluated, of whom 3093 were men and 117 were women. The deficits found can be grouped into 4 blocks: working memory, planning, cognitive flexibility and attention. The average effect found between delinquent behaviour and deficits in executive functions was considered to be of medium level (r =.33), being lower when groups of prisoners with different characteristics are compared to each other (r =.19). This difference indicates that there is a greater generalization of the deficit in the entire prison population. These deficits have been associated in previous research with increased impulsivity, reduced ability to anticipate consequences of behavior, and reduced sensitivity to rewards and punishment, which in turn increase the risk of antisocial and delinquent behavior. They also influence activities of daily life such as the organization of time and the performance of several tasks simultaneously, the planning of activities, the capacity to use the working memory so that they produce less memory of new learning, slower processing of information and less capacity for reasoning and decision making. These difficulties are manifested in different areas of daily life (when, how and what to do at each moment) and they also have repercussions in the academic field on low performance, both in terms of content and procedures such as the organization of information, planning, cognitive flexibility, learning and memorization. These procedures are crucial to appropriate learning, as previous studies have shown the relationship between executive functions on the one hand, and mathematics, science, and reading and writing on the other hand. Output 2 and 3 Based on the results of previous studies and on the objectives of the study, Calypsos has designed, adapted and implemented a protocol for the evaluation of executive functions that has allowed data to be collected in six prisons in the three participating countries (two Spanish, three Italian and one Portuguese), as well as the corresponding normalized comparison groups. [2]

3 Participants The final sample is made up of 415 participants (301 prisoners and 114 normalized) from 5 European prisons. They have an average age of 37.7 years (SD=12.7) and 85 % are males (63 females). 19% have a background in juvenile justice. Sixty-two per cent come from two Spanish prisons, with two Italian and Portuguese prisons accounting for 19 per cent each. Prisoners have been divided into two groups according to whether or not they have a Juvenile Justice background, as the project pays special attention to people who start their criminal career as adolescents, analyzing the educational systems linked to Juvenile Justice in the participating countries. Thus, comparisons have been made between three groups of participants: prisoners with no juvenile justice background, prisoners with juvenile justice background and persons without criminal activity, with demographic and educational characteristics similar to the other two groups. Variables The variables analyzed include working memory, spatial memory, attention, interference control, planning, cognitive flexibility, general intelligence and verbal fluency. Likewise, social desirability, impulsivity, psychopathy, psychopathology, prefrontal symptoms, sensitivity to reinforcement and punishment and performance in calculation and in reading comprehension tasks have been measured. To measure these variables, neuropsychological evaluation instruments were used, which were administered in individual sessions, and paper and pencil tests, which were administered in individual or group sessions depending on the reading and writing level of the participant. The tests included in the protocol have been: Controlled Oral Word Association Test (COWAT), Color and Word Test (STROOP), Tower of London (TOL), Trail Making Test (TMT), Porteus Maze Test, WAIS-IV (Digits, Vocabulary and Matrixes), Continuous Performance Test (CPT), Prefontal Symptom Inventory (ISP), Symptom Assessment-45 Questionnaire (SA-45), Levenson s Self- Report Psychopathy Scale, Social Desirability Scale, and Barrat impulsivity scale (BIS- 11). Results A first analysis is carried out to estimate the premorbid level and the contrast in the demographic variables. A descriptive difference is observed in gender and age, being higher in the group of prisoners than in the comparison group, and there are no statistically significant differences between prisoners with and without juvenile justice [3]

4 records. Although there is a difference, it is not relevant to explain the following results since all the participants are in adulthood. Statistically significant differences are observed in Vocabulary and Matrixes, with a higher score by the comparison group (See Figure 1). Figure 1. Mean scores and 95%CI of vocabulary and matrixes in the groups of comparison and imprisonment In analysis by cognitive domains it can be observed: a) In the attentional domain including the Stroop test scores (word, color, and interference), the TMT, and the TR and CPT errors, a worse execution is registered by the group of prisoners in the TMTB execution time (see Figure 2) and in the number of non-perseverative errors (see Figure 3). Figure 2. Average scores and 95%CI of time in the execution of TMT-B Figure 3. Average scores and 95%CI of perseverative errors in the execution of TMT-B b) In the domain of Planning, the prisoners perform the task of the mazes with worse quality (see Figure 4), in addition to needing more time and movements in the task of planning of the Tower of London (see Figures 5 and 6). In addition, the Porteus Q score correlates (average magnitude of 0.3) with the ISP execution scales. [4]

5 Figure 4. Mean scores and 95%CI of the Porteus Maze Q score. Figure 5. Average scores and 95%CI of the time in the execution of the TOL Figura 6. Mean scores and 95%CI of the number of movements in TOL c) In the area of cognitive flexibility, there are no statistically significant differences between the two groups, although there is a statistically significant decrease in the group of prisoners in verbal fluency in both semantic and phonetic tasks (see Figure 7). Figure 7. Average and 95%CI scores of FAS and Animal task [5]

6 d) In the working memory, statistically significant differences in working memory capacity are observed, being lower on the part of those imprisoned, although it is within the levels of normality (see Figure 8). There are no statistically significant differences in memory spam. Figure 8. Mean scores and 95%CI on the Inverse Digit task Besides, the results of the prisoners with antecedents are analyzed in a segregated way and it is observed a somewhat different pattern to the group of prisoners. The group with a Juvenile Justice background does not differ from the comparison group in vocabulary, working memory (WADI), phonetic fluency (FASMedia), Planning (TOL, Q de Porteus, CPT), but there are statistically significant differences with respect to the group of prisoners without this juvenile background in the maze execution tests and in the STROOP task. In relation to the application of an indirect measure of frontal lobe function (Prefrontal Symptom Inventory) to a part of the sample, statistically significant differences are found between the comparison group, the general prisoner group and the juvenile justice background group, in the subscales of execution (motivational, executive control and attentional problems) and no statistically significant differences are found in the other subscales (social and emotional behavior problems). A higher score was found in the comparison group. However, these subscales correlate in relevant magnitudes with the scale of social desirability, especially in the comparison sample, which makes us take these results with caution. e) In one part of the sample, the relationship is analyzed through the estimation of two regression models between a reading test and calculations with the variables indicated in the previous points. In the case of predicting reading performance, the variables that best predict it are the perseverative errors of TMT-B and Stroop's PC (R 2 =0.15). In the case of the calculation, the best model selected includes the matrix variables, inverse digits and Porteus' Q (R 2 =0.29). [6]

7 Also, the psycho-social and psychopathological profile analyzed allows us to affirm that in terms of the symptoms, only the subscales of hostility and psychoticism generate statistically significant differences, being between the comparison group and prisoners, and it is hostility that marks the differences between prisoners with and without antecedents in Juvenile Justice. As for psychopathy, there are statistically significant differences between the groups considered in primary and total psychopathy, but not in secondary psychopathy. Lastly, statistically significant differences are also obtained in the impulsivity scale, as well as in the sensitivity scales to punishment and reward, although these results must be interpreted in the same sense of the social desirability scale, which in the case of the sensitivity to punishment and reward, are considered very high, both in prisoners and in the comparison group. CONCLUSIONS As Conclusions we could extract the following ones: 1.- A "low" general profile of executive functions is observed with respect to the comparison group, without having a clinical nature. That is, although a lower profile is observed, it is not considered to be psychopathological in nature. This could indicate a lower development of the dorsolateral zone of the prefrontal area, possibly because they are persons developed in cognitively impoverished environments. 2.- In general terms there is a deficit in the visomotor processing speed, and in the reading speed, but the execution is not compromised, that is, they invest more time but give the correct answer. 3.- The tests related to reasoning indicate a rather low level of reasoning on the part of prisoners, which makes learning processes difficult, and it would be opportune to train with verbal and non-verbal material in this type of task, due to the repercussions it has on academic life (e.g., Mathematics, Language, etc.). 5.- The score in the working memory is below the comparison group, although within normal levels, while the span is correct. This implies that the ability to memorize data in the short term is good, but the handling of them to arrive at a solution is deficient with respect to the comparison group, this is important because of the academic repercussions it could entail. 6.- The premorbid level is also low, but very close to the comparison group, both below the normalized mean, which indicates that the differences found in other areas cannot be attributed to these scores. [7]

8 7.- A low fluency in vocabulary and access to lexicon is observed, possibly derived both from the cultural level and from the speed problems mentioned above (which are also related to the development of white matter at an early age). 8.- When the results of prisoners with juvenile records are included in the analysis, we observe some interesting results. For example, inmates with juvenile records have a processing speed similar to that of the comparison group, carry out planning tasks better and have greater verbal fluency. It is also important to highlight the working memory tasks, both in capacity and in spam, coming very close to the execution of the comparison group and with acceptable results. This effect on prisoners with Juvenile Justice records could be associated with a training effect at earlier ages, although it may not be generalizable, finding a high variability, which makes it difficult to draw general conclusions A relevant fact is the possible anosognosy that all prisoners (with and without juvenile antecedents) present with respect to frontal symptomatology (measured by a self-assessment questionnaire). That is to say, prisoners are not aware of presenting deficit or dysfunction, whether motivational, attentional or executive control. In addition, this score correlates with the number of errors in planning tasks. These results are very relevant to the intervention because there is no learning without motivation and without awareness of deficit With respect to the relationship with academic performance, the data indicate that reading performance is related to the ability to avoid interference and to divide attention without making mistakes, i.e. with attentional control processes. This is relevant since the group of prisoners obtains a more deficient execution than the comparison group in these tasks, so it would be appropriate to include training programs for attentional control in this population In the same line, and with respect to performance in mathematics, it is observed that the tasks that best predict execution in this area are those related to planning, working memory and reasoning. This has a high sense for the need to manipulate information and to order in a logical way the sequence of actions that entails the realization or learning of mathematics. As in the previous point, it is desirable to include the training of these pre-requisite skills: reasoning, working memory, and planning in programs and curricular adaptations to these prison populations. 12. The psychosocial profile related to imprisoned persons coincides with that expected. In addition, the fact that there is practically no prevalence of informed clinical symptoms with respect to the comparison group gives us greater relevance to the results found in executive functions. [8]

9 13. Among the limitations of the study is the heterogeneity of the sample of both the group of prisoners and the subgroup with antecedents, as well as in the comparison groups. Future studies, evaluations or interventions should take these differences into account. RECOMMENDATIONS 1. Work on anosognosy of deficits. Emphasize the importance of working on these skills. 2. Work on learning by problems. In this way it will be possible to do planning training, taking into account that the levels of flexibility and memory are adequate. 3. Work with practical assumptions, increasing the capacity of reasoning and expanding the working memory. 4. Detect and train those with the greatest deficits. 5. To begin this type of measures with the younger people. [9]

10 THE SCHOOL AND ACADEMIC AREA FOR YOUNG PEOPLE WITH JUDICIAL MEASURES OF INTERNMENT IN JUVENILE JUSTICE CENTRES The specific centres for the fulfilment of the juvenile justice measures include groups of minors and young people who have committed a crime between 14 and 18 years of age, these being the margins marked by the Minors Act 5/2000 to establish the criminal responsibility of minors in Spain. Accordingly, it is important to clarify that young people over 18 years with closed, semi-open or open internment measures, and who have begun to fulfil the measures when they are minors or who have postponed the beginning of the fulfilment until they have come of age, may continue to fulfil with these internment sentences within the centres intended for the execution of specific measures for minors. In these centres, young inmates participate in a complex and specific socio-educational intervention programme. In the development of specific intervention programmes, the personal characteristics of each of the young people (socio-family context, personality traits, physical and/or psychological illnesses or pathologies, habits, capacities, academic level, professional skills, etc.) must be examined by the different professionals who make up the work teams. The socio-educational intervention must be established according to the detailed analysis of the different areas, establishing concrete objectives that can be evaluated and shared with minors/young people. In this context, academic training acquires a fundamental role, assuming a key element for the correct fulfilment of judicial measures, the achievement of the objectives established in the intervention programs and a successful reinsertion. This importance of school and academic activity in the centres is due to the following reasons: Within the fulfillment of the judicial measures, academic training is compulsory, regardless of whether the age of the young people exceeds that established by the Education Act as compulsory for schooling (up to 16 in Spain), provided that this is established in their individualized intervention program approved by the court that executes their measure. Young people must attend school as a compulsory daily activity, established as one of the activities they must carry out [10]

11 on a daily basis, as a necessary space for their training as a person and a fundamental element of intellectual development. The importance of obtaining compulsory basic qualifications is the basis for the beginning of a professional or academic career once the period of internment in a group marked by lack of motivation for training, school dropout and failure has ended. To resume academic activities as a key element of cognitive and personal development. Regulated academic activities provide young people with the opportunity to resume an activity that not only enables them to obtain a degree, but also helps them to think, facilitating the possibility of breaking their resistance to the change of their negative habits and behaviours and making the person more autonomous, open to new possibilities for their life plans and recovering their self-esteem in a field that has traditionally meant failure. From Meridianos, as partners and collaborators of the Calypsos Project, we want to show how an effective and innovative school model can be articulated with in the Juvenile Justice and educational centres for minors with judicial measures. [11]