Abstract
Research has found links between academic failure and criminal offending and suggest that many incarcerated young people have experienced significant behavioral and learning problems in school, which could result in criminal outcomes and poor academic performance. The objective of this study was to analyse writing disorders in impulsive and compulsive prisoners. The sample was composed of 194 male prisoners, of which 81 had been diagnosed with Antisocial Personality Disorder and 113 with Obsessive Compulsive Personality Disorder. Male participants were recruited at the Granada Prison Center. They completed the Demographic, Crime, and Institutional Behavior Interview; the International Personality Disorder Examination (IPDE); The Symptom Checklist (SCL-90-R) and Assessment Battery of Writing Processes (PROESC in its Spanish acronym). We found that prisoners with writing disorders generally have difficulties in the skills necessary to write properly due to impulsive and compulsive behavior.
Highlights
Classic studies in the literature have found links between academic failure and criminal offending (Samuelsson et al, 2000, 2003)
To address our study hypotheses, we proceeded to check whether the writing processes evaluated through PROESC differed between the groups
In the present study we evaluated writing disorders among a sample of impulsive and compulsive prisoners
Summary
Classic studies in the literature have found links between academic failure and criminal offending (Samuelsson et al, 2000, 2003). From this point, more recently studies (Jonesa et al, 2013) have shown that 60% of incarcerated youths have problems with literacy skills or writing abilities. Kippin et al (2018) confirmed the high prevalence of previously unidentified language disorders among justice-involved youths. In a similar vein, Green et al (2018) found that education status affects the mechanics of writing of incarcerated males. Gabay (2020) suggests that many incarcerated young people experience significant behavioral and learning problems in school, that is to say, micro-aggressions in primary education settings, and such micro-aggression victimization can result in poor academic and criminal outcomes in young people
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