Prison education and social rehabilitation: musical intervention from a cognitive-behavioral paradigm
Abstract
Indeed, musical education, from the very beginning of modern prison system, - in the mid-nineteenth century- , has provided a powerful tool of socialization. However, its development and implementation has been carried out unevenly in different national prison administrations of the world. From a purely educational perspective, several learning intervention programs, which has been developed in prison, have shown its effectiveness, not only in its therapeutic dimension but also in the sphere of re- socialization of an individual.
Different paradigms of intervention –behavioral, psychodynamic or cognitive-behavioral– have tried to weave the personal factor –psychotherapy– and the social function of the various programs aimed at reintegration, with mixed results in each case. This article, which arises from shared reflection on prison and education among the areas of Criminal Law and Music in Castilla-La Mancha University (UCLM), will examine –in order to analyze the bias and prejudices given in different models–, different theoretical approaches in musical prison programs and assess the adequacy of cognitivebehavioral paradigm as a basis for designing intervention programs in Spanishprison contexts in order to ensure the acquisition of basic skills needed to live in freedom.
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