ההשפעה הדיפרנציאלית של ההיסטוריה הפלילית על מועדות בתוכניות חינוך בשירות בתי הסוהר

Aim: The aim of the present study is to examine whether the four educational programs offered by the Israel Prison Service (IPS) have a similar effect on the rate of recidivism among prisoners with a criminal history versus prisoners with no criminal history. Previous studies have shown that prisoners with a long history of criminal activity are considered at high risk of recidivism and benefit more from programs containing a cognitive-behavioral therapy (CBT) component. However, research literature does not specify the effect of criminal history on the chances of success in programs devoid of therapeutical components, particularly those dedicated to schooling and education. Method: data on prisoners was retrieved from the IPS database, Tzohar. The information included, inter alia, prisoners' socio-economic characteristics, criminal history, and characteristics of the incarceration during which they had participated in the program. Logistic regression was used to examine how the interaction between criminal history and participation in program affected the rate of recidivism five years following release. Findings: The study found that the more basic programs, during which participants reach an educational level of 6and 8years of schooling, were significantly more beneficial to prisoners with no criminal history. The program from which graduates are at an educational level of 10 years of schooling was beneficial to neither group –whether with or without criminal history – and its graduates even had a higher rate of recidivism than the control group. The program providing participant with an educational level of 12 years of schooling was extremely beneficial to both groups. The study also revealed that prisoners with no criminal history gained more from this program; however, the differences in this case were not statistically significant.Conclusions: According to these study findings, the effect of criminal history on prisoners’ chances of rehabilitation varies between educational programs. As part of the construction of evidence-based corrections, the different characteristics of prisoners integrated into these programs must be considered, particularly their criminal history. Correctly sorting the prisoners into the programs most suitable for them could maximize program achievements, reduce crime in general, and make it easier for individuals to reintegrate into society.