IMPRISONMENT Thesis BSP 4C To Be Print 4

Rehabilitation Programs, Psychological Well-Being, and Inmates
INTRODUCTION
Today, imprisonment is no longer simply intended as an acute form of corporal
punishment, but a method by which to work on a person's mind as well as his body,
through three distinct areas which include: punishment, deterrence, and rehabilitation
(Krestev, 2005). These three unique areas, when interlinked into a single process were
intended to allow society to remove criminals from a position where they could continue
their criminal behavior, place them into an institution to satisfy the masses to some form
of retribution, to persuade other would-be criminals not to engage in unbeneficial
activities, and in time to sculpt them to become productive and law-abiding citizens who
may later be re-integrated into society through positive psychological conditioning.
According to Ross and Richard (2009), the major focus of the Prison
Rehabilitation Programs was to educate inmates and improve their skills. These programs
were intended to improve the psychological well-being among inmates. Thus, these
activities may enhance the inmates’ chances of being successful in life the moment they
would be released from the custody.
According to Ward (2004), psychological well-being entails various
psychological, emotional, physical health, and wellness of individuals. Inmates
necessarily needed to come to terms with their present condition by having a sound frame
of mind to know how to cope with the realities of life in prison in order to participate
fully in prison reformation programs for their societal reintegration.
Psychological well-being had further been indicated to relate to psychological
constructs, such as life experiences, emotional intelligence, and personality traits

Rehabilitation Programs, Psychological Well-Being, and Inmates 2
(Augusto-Landa, Pulido-Martos & Lopez-Zafra, 2011; Ryff, 2013). A strong positive link
was also found between educational standing and psychological well-being referring to
personal growth and purpose in life. Psychological well-being may be gleaned in life
satisfaction, feelings of happiness, and sadness and a sense of purpose and meaning in
life. In reference to the so-called theoretical model of psychological well-being, the frame
encompassed the distinct dimensions of wellness such as Personal Growth, Positive
Relations with Others, Purpose in Life, and Self-Acceptance (Ryff & Singer, 2008).
Review of Literature
This section scrutinized different literature and studies about rehabilitation
programs, psychological well-being, and their relationship.
Rehabilitation Programs
Rehabilitation is the aspiration and probability of programs to restore the
individual to a prior state. It is a special program that focuses on the need of an offender
to reunite with society release from the prison. In definition rehabilitation also refers to
the efforts geared towards enabling an individual to effectively readapt to society and
assume practices which are consistent with societal rule and regulation (Debbie, 2012).
Previous studies showed that normalizing the prison experience through the
offering of education programming, vocational training, and work for pay, along with
transitional skill building had reduced recidivism exponentially. Prison should not be for
the inmate a life of leisure with no sense of responsibility to the larger society. Prison
should, however, be a place where the inmate could make amends, should find societal
redemption, and learn skills allowing him to live in the larger society as a positive force
instead of a liability (Berge, 2007).
The rehabilitation of prison inmates should begin from the very day they would be
admitted into the prison to the day they would be discharged to ensure that they utilize the
skills they acquired in the course of rehabilitation to live a law-abiding life in the society.
There would be a number of programs in place meant to divert offenders from crime to
useful pursuits making crime commission unattractive such as education and vocational
training (Igbo, 2007).
Educational Programs
In the US, the education programs in prison gave offenders the fundamental
components of rehabilitation mostly offered opportunity in juvenile confinement facilities
to prepare for success upon their release. Education “behind bars” had also privileged the
inmates to develop their improved outlook, increased their self-esteem and confidence to
set future goals. Prison education also has a positive effect on behavior, with prisoners
often becoming role models for others. Such education had reduced recidivism or the
habitual relapse into crime or criminal behavior and improved employment rates. Inmate
students were also reported to have increased self-confidence and raised self-esteem.
They became calmer and their presence had led to a safer prison environment. Prisoners
developed greater maturity and they were able to set goals and plan for a brighter future.
There was therefore clear evidence that prison education had a significant impact on the
future lives of prisoners (Cullen, 2013).
The study of Wilson et al (2000),wherein the reduction of re-offending was
greater for education rather than work focused programs; in fact they were unable to
conclude definitively that work focused programs were effective in reducing re-offending
although the indicators were described as ‘positive’.
Livelihood Programs
Livelihood program for inmates was set as an earning opportunity and a means to
contribute to the inmates’ creativity, productivity, and a healthy mind. Developing
handcrafting skills had taught them life skills and exercised their power of choice and
became productive and responsible members of society. The inmates had learned that
committing a crime and ending up in jail was not the end of it all but rather realizing that
they had the right and responsibility to have a great life (Lifeline, 2006).
The sprawling New Bilibid Prison in Muntinlupa was known for holding the
country's most notorious and hard-core convicts. But perhaps what was less known was
that fashion had recently found itself a place inside the 551-hectare compound. Every
Tuesday, around 40 inmates from the maximum security section would sit face-to-face
with one of Manila's haute couture designer to learn how to bead and hand-paint fancy
evening gowns and formal attire. When their skills grew mature, each participating
inmate was paid anywhere between 100 to 500 pesos per gown, depending on the
intricacy of the design and the time spent to finish it. The originality, quality, and
craftsmanship of the painting of these gowns had attracted so much attention from the
fashion world. The Fashion Creativity workshop in this prison became a part of the
livelihood programs aimed at preparing the inmates for a life, once they finished serving
their sentence. With the programs offered, the inmates were given a second chance to
restore their dignity by harnessing their talent and staying productive. Giving them a
second chance was better than locking them up. The Fashion Creativity Workshop gave
them the feeling of and pride in one's work (Quinones, 2009).
According to Doren (2004), aside from Education and Livelihood Programs, there
were also some interventions being implemented in prison. The Family Visiting Program
allowed selected inmates to spend up to two days in relatively unsupervised private visits
on the prison grounds with members of their immediate family. While the Temporary
Release Program permitted inmates to be paroled to make visits to their home
communities in order to spend time with their families and prepare them for release.
Work Program for inmate included daily maintenance of the prison, housekeeping,
laundry, painting, canteen operations, and public service and food service operations. The
principal values of trustee programs were the opportunities they provided for the
development and/or reviving of skills and work habits instrumental in the inmate’s
successful occupational adjustment in the community. The various routine cleaning and
other housekeeping chores were performed by inmates on a day-to-day basis but some
intramural work assignments such as food service, painting, laundry or other duties,
offered inmates the opportunities to receive a form of vocational training. These
vocational training opportunities provided the inmate with the necessary skills to obtain
similar jobs in the free society.
Part of the rehabilitation of inmates Recreational Program provided a wide range
of activities to permit inmates to express their talents and pursue their interests in a
wholesome way. Creative Arts, on the other hand, were activities related to art, music,
drama, and graphic arts in-cell craft. These programs were aimed at promoting self-
awareness, self-fulfillment, and personal motivation toward positive actions and

avoidance of idleness (Beard, 2007). Other programs including education, sports,
industry, spiritual growth, agricultural, vocational and alternative learning were tailored
to meet the demand of 44,890 inmates serving their terms in New Bilibid Prison.
Psychological Well-Being
Psychological well-being is defined as a systemic personal quality acquired in the
process of life on the base of psychophysiological function preservation. It is manifested
in the perception of meaningful fullness and value of life in general, as a means for
achieving of internal, socially oriented goals and is a condition for implementation of
potential abilities (Voronina, 2002).
A number of researchers concluded that imprisonment had negative psychological
and physical effects on its inmates, leading to psychological deterioration. These effects
included emotional withdrawal, depression, suicidal thoughts or actions and increasing
levels of hostility. Modern research works also seem to conclude that the most damaging
factor to inmates are the loss of their life in the outside world and relations with family,
rather than the actual regime or conditions of imprisonment (MacKenzie &Mitchell,
2005, Yang, et al.,2009).
In view of the above listed challenges faced by prisoners, there is therefore the
need to investigate the relationship between prisoners’ level of satisfaction and its
relationship in psychological well-being among inmates. This is what this research
intends to achieve.
Personal Growth
Personal growth is the ability to develop and expand the self, to become a fully
functioning person, to self-actualize and accomplish goals. To achieve peak
psychological functioning, one must continue to develop the self through growth in
various facets of life (Ryff, 2013). This enhancement was a requirement for one to
continually evolve and solve problems thereby expanding one’s talents and abilities. An
elevated level of personal growth was associated with continued development while a
depleted level was suggestive of a lack of growth (Dweck, 2005). In this dimension,
when a prisoner would get high score, this would mean that s/he; would feel continued
development, would see self as growing and expanding, would be opened to new
experiences, had sense of realizing one’s potential; would see improvement in self and
behavior over time; and was changing in ways reflecting more self-knowledge and
effectiveness. When s/he would get low score, this meant s/he was equipped with sense
of personal stagnation, had lack a sense of improvement or expansion over time, would
feel bored and uninterested with life, and would feel unable to develop new attitudes or
behaviors.
Purpose in Life
A purpose in life refers to the perceived significance of one’s existence and
involves the setting and reaching goals, which contribute to the appreciation of life. A
purpose in life creates direction, thereby eradicating despondency. Goals are an important
part of striving for success (Ryff, 2013).
In this dimension, when a inmates would get high score, this meant s/he had goals
in life and a sense of direction, would have meaning to present and past life, and would
hold beliefs that there was life purpose with aims and objectives for living. In contrast,
when s/he would get low score, this meant of her/his lacks a sense of meaning in life and
sense of direction, had few goals or aims, did not see the purpose of past life, and had no
outlook or beliefs to give life meaning.
Positive Relations with Others
To Ryff (2013), having positive relations with others was an essential
component in the development of trusting and lasting relationships as well as belonging
to a network of communication and support. A calm and relaxed approach gave a
reflection of maturity leading to improvement of interactions and better consideration for
others. While good relations resulted in an understanding of others, poor relations could
cause frustration where communication was an important part of team interactions. In
group/team settings, positive relations with others often had resulted to increased
knowledge, empowerment and improved sporting performance. In this dimension, when
a prison would get high score, this meant that s/he: had warm satisfying as well as
trusting relationships with others; was concerned about the welfare of others; was capable
of strong empathy, affection, and intimacy; and had understanding on giving and taking
human relationships. In contrary, when a prisoner would get low score, this meant that
he/she: had few close and trusting relationships with others; had found it difficult to be
warm, open, and concerned about others; had isolated and frustrated interpersonal
relationships; and was not willing to make compromises to sustain important ties with
others.
Self-Acceptance
Self-acceptance to Ryff (2013) was the most recurring aspect of psychological
well-being. To them, it was a key component of self-actualization, enhanced
psychological functioning, and development. Healthy levels of self-acceptance had
created a positive attitude and improved satisfaction with life. Moderate levels of
confidence led to greater achievement and acceptance. Positive feedback from others was
important in the maintenance of self-confidence and belief. It entailed accepting the past
and present as well as maintaining direction for the future (Weinberg & Gould, 2007). In
this dimension, when an inmate would get high score, this meant s/he: possessed a
positive attitude toward the self; acknowledged and accepted multiple aspects of self
(including good and bad qualities); and had felt positive about past life. On the contrary,
when s/he would get low score, this meant s/he: felt dissatisfied with self; was
disappointed with what had occurred in her/his past life; was troubled about certain
personal qualities; and would wish to be different than what one was.
Satisfaction
Satisfaction according to Brown (2001) was the perceived level of pleasure and
contentment derived from individual performance. Unlike to Kotler (2009), he defined
satisfaction as ‘a person’s feeling of pleasure as a result of comparing a product’s
perceived performance or outcome to their expectation’. This means that if the
performance matched the expectation, the customer felt satisfied. In the context of a
rehabilitation program, the matter of satisfaction was what inmates had expected from
their educational and livelihood program.

The study investigated the relationship between self-esteem, needs satisfaction
and psychological well-being of prisoners. The James Camp Prisons in Accra was used
for the study. The main objective was to find out the relationship between the three
variables. Five hypotheses were stated and tested. The hypotheses were: (1) there was a
significant positive correlation between psychological well-being and self-esteem; (2)
there was a significant positive link between needs satisfaction and psychological well-
being; (3) there was a significant positive correlation between self-esteem and needs
satisfaction; (4) to determine the influence of duration of sentence on prisoners
psychological well-being; and (5) to determine the impact of having visitors on prisoners
psychological well-being.
Data was gathered from one hundred and fifty-five male prisoners at the James
Camp Prison. Using a standardized questionnaire, scales were aimed at measuring
information on self-esteem, needs satisfaction and psychological well-being. Findings in
relation to the hypotheses revealed that the first three were all supported by the result of
the analysis while the last two hypotheses were unsupported. Thus, a positive correlation
existed between self-esteem, needs satisfaction and psychological well-being (Larweh,
2016).
The satisfaction level on the different domains of life of selected inmates of
Iligan City jail was assessed to determine their quality of life using the generic version of
the Ferrans and Powers Quality of life index questionnaire. A descriptive survey was
employed in this study. Results revealed that majority of the respondents were slightly
satisfied in all domains of life - health, functioning, psychological, spiritual, social,
economic and family; or slightly high level of the quality of life was achieved by the
respondents despite the condition that they were held captive in prison. Only the social
and economic domains of life had affected the level of satisfaction between the male and
female inmates as depicted from the statistical analysis. There was no significant
difference between male and female inmates’ satisfaction with the health, functioning,
psychological, spiritual and family domains of life. The overall quality of life index was
influenced by the respondent’s gender. Thus, there was a significant difference between
male and female inmates’ overall quality of life (Araña, 2012).
Relationship of Satisfaction and Psychological Well-Being
The study of Larweh (2016) investigated the relationship between satisfaction and
psychological well-being. The purpose of this study was to find out the relationship
between the prisoners’ Self-Esteem, Needs Satisfaction and the Psychological Well-
Being. The study employed the correlation survey design method to solicit information
from respondents who were prisoners in the James Camp Prison in Accra. The random
sampling technique was used to select 155 male prisoners from an estimated population
of 347 as at the time of data collection. Data collected was analyzed using descriptive
statistics and the Statistical Package for the Social Sciences (SPSS) version 16. The
findings in relation to the stated hypotheses revealed that a significant positive correlation
existed between self-esteem, needs satisfaction and psychological well-being. It was
recommended that counseling should be strengthened on substance/drug-abuse treatment,
anger management, decision making, sexual abuse and conflict resolution in our prisons
to help reduce the psychological effects of imprisonment on inmates. It was concluded
that there was a positive relationship between self-esteem, needs satisfaction, and
psychological well-being.
Psychological well-being was related to a person's psychological functioning, life-
satisfaction and ability to develop and maintain mutually benefiting relationships
(Stewart-Brown & Janmohamed, 2008). It comprised both the hedonic perspective on the
subjective experience of happiness and life satisfaction, alongside the eudemonic
perspective, focused on psychological functioning, good relationships, and
self-realization. The psychological well-being of people in prison had been repeatedly
identified across multiple judicial jurisdictions as a serious issue which should be given
priority status and afforded the appropriate resources to enable a multi-agency approach
if success in tackling poor psychological well-being was to be realized (Durcan, 2016).
Although intervention programs varied in content, the result showed that prisoners’
regular involvement in sport was found to be beneficial on social, physical and
psychological well-being (Woods, Breslin, & Hassan, 2017).
According to Nestoso (2010), First, the various programs of the Davao Penal and
Prison Farm were highly-effective in addressing the needs and concerns of the inmates
while they were still serving their terms of punishment and in preparation for their
eventual release to the civil community. The visiting program may have had
demonstrated the highest effectiveness among the different programs, but such was
relatively expected and justified inasmuch as the inmates really needed the presence of
their families, friends and loved ones while inside the prison farm. Second, there was not
much difference in the level of satisfaction of inmates on the various rehabilitation
programs whether they were young or old and serving a shorter or longer period of
punishment. Finally, the level of effectiveness of the rehabilitation programs and the level
of satisfaction of the inmates of the Davao Penal and Prison Farm were generally high
and satisfactory.
In contrast, Dike (2002) observed that most prison in Nigeria libraries lack
adequate provision of library information materials/resources with which to pre-occupy
and engage the inmates in their educational pursuit. Lack of basic infrastructural facilities
in education could impact negatively on the psychological well-being of prison.
Psychological well-being of inmates is further impaired when they cannot gain easy
access to the few available library information materials, which could be used to solve
their information problems due to censorship and other restrictions. Faced with these
psychological battles, inmates become idle and restless thus finding it difficult and
stressful to cope and survive in prison. These challenges make the prospects of
reintegration back into society as transformed citizens illusive (Bryuns, 2007).
Theoretical Framework
The theoretical basis of this paper was the Rehabilitation Theory.
Rehabilitation theory states that the objective of the incarceration is to reform
criminals, the idea behind this theory is that no one is born a criminal this is a product of
the social, economic and environmental conditions it is believed that if the offenders are
nurtured through imparting them with appropriate skills and training they have well in the
community, rehabilitation theory is proved to be successive in cases of all categories of
prisoners with a goal to prevent future crime in giving offenders the ability to succeed
within the confines of law (Harris, 2006). Rehabilitation theory has a goal to prevent the
offenders from incarceration and to provide them with proficient ability, education,
discipline and guidance for their journey outside the prison. It focuses greater attention on
humanly treatment of prisoners in prisons, suggesting that instead of prisoners being
allowed to idle in jail, they should be properly taught, educated and trained so as to adjust
themselves to normal life in the community after their release from penal institutions.
Rehabilitation theory views that a person should be helped to readopt to society or restore
to a former position or state and that all prisons should be transformed into residences
where physical and intellectual training should be given in order to improve the
characters of offenders (Cassia, 2002). In relation to the previous study, the present study
aimed to determine the level of satisfaction on the rehabilitation programs to the
psychological well-being of inmates.
Conceptual Framework
Level of Satisfaction on Prisoner’s Psychological

Well -Being
 Educational Program
 Self-acceptance
 Livelihood Program  Positive relations with others
 Personal growth
 Purpose in Life
Figure 1. Conceptual Model of the Study
Figure 1 shows the level of satisfaction on the rehabilitation programs and its
relationship among prisoners’ psychological well-being in terms of self-acceptance,
positive relations with others, personal growth, and purpose in life.

Statement of the Problem
The general problem of the study was to determine the level of satisfaction of
rehabilitation programs and its impact on the psychological well-being of Bulacan
Provincial Jail inmates.
Specifically, the researchers sought answers to the following questions:
1. How may the level of satisfaction on rehabilitation programs be described in
terms of:
1.1 Educational Program; and
1.2 Livelihood Program?
2. How may the level of psychological well-being of the participants be described in
terms of:
2.1 Self-acceptance;
2.2 Positive relation to others;
2.3 Personal growth; and
2.4 Purpose in life?
3. How does the level of satisfaction on rehabilitation programs relatedolo to the
psychological well-being among inmates?
4. What enhancement activities may be proposed to further improve the
psychological well-being of the inmates?
Hypotheses
The hypotheses tested in this study were:

1. The inmates’ level of satisfaction in the Educational Program has no
significant relationship on the psychological well-being among inmates of
Bulacan Provincial Jail.
2. The inmates’ level of satisfaction in the Livelihood Program has no significant
relationship on the psychological well-being among inmates of Bulacan
Provincial Jail.
METHODS
This section presents the design, setting, participants, measures, procedures, data
analysis plan for this endeavor. The limitations of the study were also indicated.
Design
The researchers utilized correlation showing direction, either positive or negative,
to determine the relationship between the level of satisfaction on rehabilitation programs
and the psychological well-being of the inmates. This design also was aided with proper
scrutiny and interpretation of collected data.
Setting
The study took place at Bulacan Provincial Jail. The prison had developed and
implemented a system for the provision of custodial and rehabilitative services for all the
inmates including support services necessary for the effective and efficient delivery of
such services.
Participants
The participants of the study were 240 inmates of Bulacan Provincial Jail
subjected themselves either to educational or livelihood rehabilitation programs. The
numbers of participants were arrived using Simple Random Sampling.
Measures
The following instruments were selected to measure the variables in the study:
1. Survey Questionnaire on the Rehabilitation (Nestoso, 2010)
The study made use of a researcher-made questionnaire as the instrument in
gathering the information from the respondents. The questions were based on the
objectives of the study with the following indicators: educational program and
livelihood program. The researchers personally administered the distribution of
questionnaires to the respondents and had ensured one hundred percent return. This
was validated by the Registered Psychometricians of Bulacan State University.
This study used the following scaling and parameters.
SCALING DESCRIPTION
5 Strongly Agree
4 Agree
3 Slightly Agree
2 Slightly Disagree
1 Strongly Disagree
The rating scale below was adopted for interpretation purposes.

RATING SCALE LEVEL

(Range of Means)
4.51- 5.00 Very High
3.51- 4.50 High
2.51- 3.50 Moderate
1.51- 2.50 Low
1.00- 1.50 Very Low
2. Ryff’s Psychological Well-Being Scale (Ryff, 1989)
Psychological well-being scale (PWB-S) is a 28- item structured, a self-report
instrument based on the dimensions of psychological well-being: Personal growth,
positive relationships with others, purpose in life and self-acceptance. In the study, each
item was responded using a 5-point Likert scale format with psychometric properties of
the four dimension of PWB-S ranging from .86 to .93. The scale was revalidated by the
researcher using 71 prisoners from Nigerian prison Nsukka. The reliability analysis of
the pilot study showed that Cronbach’s alpha of self-acceptance .72, positive relations
.60, purpose in life .62 and personal growth .57. Also, the reliability coefficient of the
composite variables was .87 (Mefoh, 2016). The four dimensions were measured with
positively and negatively worded items, with reverse coding so that higher scores
indicated higher levels of psychological wellbeing. A Personal Growth item is “I am not
interested in activities that will expand my horizons”. A Positive Relations item is “Most
people see me as loving and affectionate”. A Purpose in Life item is “I have a sense of
direction and purpose in life’ and a Self-acceptance item is “In general, I feel confident
and positive about myself”.

Procedures
Prior to the data gathering process, permission to conduct the study was secured
from the Jail Warden of Bulacan Provincial Jail. Such permission was necessary in order
to establish affinity and cooperation with the researchers and the participants. After
securing the consent, a specific date to distribute the questionnaire were scheduled at
Bulacan Provincial Jail.
On the scheduled day, the inmates were oriented of the purpose of the study and
how to accomplish the instruments. Any questions from them were answered by the
researchers. In addition, they were requested to sign an informed consent and were given
a complete assurance of the confidentiality on the data to be obtained.
In administering the test, the researcher gave the inmates enough time to answer
the set of questionnaires. The instruments were then retrieved once the participants finish
answering them.
After collecting all the data, the questionnaires were scored, tallied, and tabulated.
The outcome would be the basis for the level of satisfaction on the rehabilitation
programs and psychological well-being of the inmates.
Data Analysis
The data were analyzed and interpreted using mean, t-test and Pearson
Correlation. Mean was used to determine the level of satisfaction of inmates in the
rehabilitation programs of Bulacan Provincial Jail and the Psychological Well-Being of
the Inmates under different rehabilitation programs. T-test was utilized to determine the
significant difference in the level of satisfaction of inmates in the rehabilitation programs

at Bulacan Provincial Jail. This Pearson Correlation was employed to determine the
relationship of the Level of Satisfaction on Rehabilitation Programs and Psychological
Well Being among Inmates.
RESULTS
This chapter presents the analysis and presentation of the findings of the study on
the level of satisfaction on rehabilitation programs and its relationship on the
psychological well-being among inmates at Bulacan Provincial Jail. The specific
objectives of the study were as follows:
I. The Level of Satisfaction on the Rehabilitation Programs
Reflected in Table 1 were the data on the Level of contentment in the
Rehabilitation Programs in terms of Educational and Livelihood program.
Table 1. The Level of Satisfaction on the Rehabilitation Programs and t-Test of

Significant Differences for Level of Satisfaction
Descriptive
Level of Satisfaction
Interpretation
Rehabilitation Programs Mean Std. Deviation
Educational Program 4.392 0.788 Highly Satisfied
Livelihood Program 2.434 1.136 Slightly Satisfied
t-Test of Significant Differences
Educational Program vs. t-Value P-Value Remarks

Livelihood Programs 15.280 0.000** Significant
** Significant at 0.01 Level of Significance
Table 1 shows that, those who underwent the rehabilitation programs for
educational and livelihood programs, those who underwent educational programs were
Highly Satisfied for taking the programs with a 4.392 mean level of satisfaction while
those that underwent with the livelihood programs were Slightly Satisfied with a 2.434
mean level of satisfaction. To determine whether the levels of satisfaction of two
programs were statistically Significant, the researchers employed the t-test of difference
with 2 independent samples, using the 0.05 level of significance. The results revealed a
Highly Significant difference on the level of satisfaction on two programs, considering
the t-test of difference obtained a p-value of 0.000 lower than the highest level of
significance of 0.01. Thus, this only confirmed the earlier findings that the inmates who
underwent rehabilitation under educational program were indeed Highly Satisfied of the
program compared to those who underwent the livelihood program.
The findings is relevant to the study of Wilson et al (2000),wherein the reduction
of re-offending was greater for education rather than work focused programs; in fact they
were unable to conclude definitively that work focused programs were effective in
reducing re-offending although the indicators were described as ‘positive’.
II. The Psychological Well Being of the Inmates
Reflected in Table 2 are the data on the Level of Psychological Well-Being of the
Inmates in terms of Self-acceptance, positive relation to others, personal growth and
purpose in life. While in table 2.1, the data on the Comparative Psychological Well-Being
of the Inmates under Different Rehabilitation Programs

Table 2. The Level of Psychological Well-Being of the Inmates
Level of Psychological Well Descriptive

Dimension of Psychological
Being Interpretation
Well Being
Mean Std. Deviation
Self-Acceptance 3.82 0.60 Moderate
Positive Relations with
4.08 0.78 Moderate
Others
Personal Growth 4.24 0.79 High
Purpose in Life 4.28 0.84 High
Overall Psychological Well
4.10 0.59 Moderate
Being
The overall psychological well-being of the inmates could be described as
Moderate, considering the obtained mean of 4.10. This only indicates that the inmates
had Moderate Satisfaction or contentment on their psychological well-being. The level
of contentment of the inmates for personal growth and purpose in life could be described
to be High with a mean of 4.24 and 4.28 respectively. For positive relations with others
and self-acceptance, the level of contentment of the inmates was interpreted to be
moderate with a mean between 4.08 and 3.82.
In this dimension which is the personal growth, when an inmate would get high
score, this would mean that s/he; would feel continued development, would see self as
growing and expanding, would be opened to new experiences, had sense of realizing
one’s potential; would see improvement in self and behavior over time; and was changing
in ways reflecting more self-knowledge and effectiveness. Wherein in the dimension of
Purpose in life, when a inmate would get high score, this meant s/he had goals in life and
a sense of direction, would have meaning to present and past life, and would hold beliefs
that there was life purpose with aims and objectives for living (Ryff,2013).
III. Comparative Psychological Well-Being of the Inmates under Different
Reflected in Table 3 are the data on the dimensions of the Psychological
Well-Being of Inmates in terms of self-acceptance, positive relation to others, personal
growth and purpose in life under the different rehabilitation programs.
Table 3.Comparative Psychological Well-Being of the Inmates under Different
Mean Level
Dimension of Psychological Educational Livelihood P-Value Remarks
Well Being Program Program
Self-Acceptance 3.836 3.771 0.448 Not
Moderate Moderate Significant
Positive Relations with Others 4.129 3.942 0.931 Not
Moderate Moderate Significant
Personal Growth 4.274 4.165 0.330 Not
High Moderate Significant
Purpose in Life 4.303 4.229 0.541 Not
High High Significant
Overall Psychological Well- 4.135 4.022 0.198 No
Being Moderate Moderate Significance
Comparing the psychological well-being of the inmates under two different
programs such as educational program and livelihood program, the table shows the
computed means under educational program were little higher than the livelihood
programs. For the purpose in life, the inmates’ psychological well-being could be
described to be High, meaning inmates for both programs were highly contented. On
personal growth, the inmates assessed it to be High under the educational program but
Moderate for those under livelihood programs. Thus, the results were indications of the
different psychological well-beings of inmates when it comes to personal growth.
Meanwhile, for self-acceptance and positive relations with others, the assessment of
inmates under both programs seemed to have No Difference and could be described as
Moderate. Further, for the overall psychological well-being of the inmates, it was
assessed to be both Moderate for both programs.
For the purpose of determining whether there was significant difference in the
psychological well-being of inmates under educational programs and livelihood
programs, per dimension and in whole, the t-test of difference for independent samples
were also employed. Based on the results, there was No Significant Difference on the
psychological well-being of the inmates under educational programs and livelihood
programs, as the computed p-value for each dimension and for the whole, exceeded the
0.05 value of the level of significance. Therefore, it could not be claimed that
psychological well-being of those under educational program was Significant to those
under livelihood programs.
This finding is relevant to the study of (Bryuns, 2007) wherein the psychological
well-being of inmates is further impaired when they cannot gain easy access to the few
available library information materials, which could be used to solve their information
problems due to censorship and other restrictions. Faced with these psychological battles,
inmates become idle and restless thus finding it difficult and stressful to cope and survive
in prison. These challenges make the prospects of reintegration back into society as
transformed citizens illusive.

IV. The Relationship of the Level of Satisfaction on Rehabilitation Programs and
Psychological Well Being among Inmates
Reflected in Table 3 are the data on how the Level of Satisfaction on
Rehabilitation Programs is related to the Psychological Well-Being among Inmates.
Table 4. Summary of Statistics on the Correlation Analysis on the Level of
Satisfaction on Rehabilitation Programs and Psychological Well-Being among
Inmates
Correlation P-Value
Coefficient α = 0.05 Remarks
Educational Program 0.039 0.606 Not Significant

Livelihood Program 0.177 0.142 Not Significant
In determining the significant relationship between the level of satisfaction on
Rehabilitation Programs and Psychological Well-Being of the inmates, the researchers
utilized a Pearson r moment correlation analysis using the 0.05 level of significance. As
shown in Table 3, there was no significant relationship between the level of satisfaction
of inmates on the rehabilitation programs and their psychological well-being, as the
computed p-value for educational program and livelihood programs exceeded the 0.05
level of significance value. Thus, it could not be claimed that the level of satisfaction
was related or had affected the psychological well-being of the inmates.

IV. Propose Enhancement Activity
Reflected in Table 4 are the data about the proposed enhancement on the
rehabilitation programs for the management of Bulacan Provincial Jail.
Table 5. Propose Enhancement Activity on the Rehabilitation Programs for the
Management of Bulacan Provincial Jail
Proposed Objectives Activities References

Enhancement
Guidance Deals effectively Seeing the big picture https://confidentcouns
Counselling with problems and and 1,2,3 Blast away elors.com/2017/11/15/
challenges such as Anxiety 5
anxiety, depression,
interpersonal/relatio
nship concerns, low
self-esteem that
affects their clients.
Prison Art Aimed to promote ART-Rehab Project http://www.cjcj.org/up
Rehabilitation 1. Discipline; loads/cjcj/documents/b
Program 2. Self-awareness; rewster_prison_arts_fi
3. Self-fulfillment; nal_formatted.pdf
4. Personal
motivation toward
positive actions and
avoidance of
idleness
Base on the overall experienced and observation by the researchers, they’ve come
up to two (2) proposed enhancement which can help the inmates to develop and come up
with another innovative and significant programs and activities in order to further raise
the effectiveness and its levels of satisfaction of the inmates to the various rehabilitation
programs and its psychological well-being. One of those is Prison Art Rehabilitation
Program which aimed at promoting self-awareness, self-fulfillment, and personal
motivation toward positive actions and avoidance of joblessness and also it shows that
beyond encouraging and facilitating creativity, communication, and reflection, art teaches
inmates how to work with a focused discipline according to Brewster (2014). While in
guidance counseling deals with the problems that affect the clients which can help
improve the inmates’ self-esteem, psychological well-being, and to have easy integration
into society.
DISCUSSION
The study was conducted to find out the level of satisfaction of the rehabilitation
programs and its relationship to psychological well-being among inmates at Bulacan
Provincial Jail. There were 240 participants who willingly answered the questionnaires.
The gathered data were tabulated and analyzed through the computation of mean and p-
value. The findings of the study is that, those who underwent the rehabilitation programs
for educational and livelihood programs, those who underwent educational programs
were Highly Satisfied for taking the programs with a 4.392 mean level of satisfaction
while those that underwent with the livelihood programs were Slightly Satisfied with a
2.434 mean level of satisfaction. The finding is relevant to the study of Wilson et al
(2000), wherein the reduction of re-offending was greater for education rather than work
focused programs; in fact they were unable to conclude definitively that work focused
programs were effective in reducing re-offending although the indicators were described
as ‘positive’.
The level of contentment of the inmates for personal growth and purpose in life
could be described to be High with a mean of 4.24 and 4.28 respectively. For positive
relations with others and self-acceptance, the level of contentment of the inmates was
interpreted to be moderate with a mean between 4.08 and 3.82. In this dimension which is
the personal growth, when an inmate would get high score, this would mean that s/he;
would feel continued development, would see self as growing and expanding, would be
opened to new experiences, had sense of realizing one’s potential; would see
improvement in self and behavior over time; and was changing in ways reflecting more
self-knowledge and effectiveness. Wherein in the dimension of Purpose in life, when an
inmate would get high score, this meant s/he had goals in life and a sense of direction,
would have meaning to present and past life, and would hold beliefs that there was life
purpose with aims and objectives for living (Ryff,2013).
There was No Significant Difference on the psychological well-being of the
inmates under educational programs and livelihood programs, as the computed p-value
for each dimension and for the whole, exceeded the 0.05 value of the level of
significance. This finding is supported by the literature of (Bryuns, 2007) wherein the
psychological well-being of inmates is further impaired when they cannot gain easy
access to the few available library information materials, which could be used to solve
their information problems due to censorship and other restrictions. Faced with these
psychological battles, inmates become idle and restless thus finding it difficult and
stressful to cope and survive in prison. These challenges make the prospects of
reintegration back into society as transformed citizens illusive.
Conclusions
On the basis of the significant findings of this study, the following conclusions are
drawn:
1. The hypothesis stating that there is no significant relationship between the level of
satisfaction in the Educational Program and its psychological well-being among
inmates of Bulacan Provincial jail is accepted.
2. The hypothesis stating that there is no significant relationship between the level of
satisfaction in the Livelihood Program and its psychological well-being among
inmates of Bulacan Provincial jail is accepted.
Significance of the Study
The result of the study would have substantial impact on the following:
Bulacan Provincial Jail Management. The findings of this paper would serve as
a gauge to the effectiveness of the rehabilitation programs currently being implemented
in order to find more effective and rehabilitation program for inmates.
Psychology Practitioners. The results of the study would inspire the
professionals to evaluate the existing programs and make the necessary improvements
that would be of benefits to the inmates.
Community. This study could be used as an informative tool to make the
community aware to the programs given by the management and to inform them that
inmates were not to be deserted but must be given assistance and services to resolve their
needs and problem inside the facility.
Future Researchers. The result of this study could serve as a basis for further
study about the relationship of the level of satisfaction of the rehabilitation programs on
the psychological well-being of the inmates.

Implications
The finding of this study is that there is no significant relationship between the
rehabilitation programs of Bulacan Provincial Jail to the psychological well-being of the
inmates at Bulacan Provincial Jail. This means that the rehabilitation programs namely
the educational and livelihood programs are not effective that’s why the administration
should enhance or propose a new rehabilitation programs that uplift and improve the
inmates’ psychological well-being.
Recommendations
With the above findings and conclusions, the researchers recommended for the
Bulacan Provincial Jail:
1. To enhance the rehabilitation programs so that it will improve the
psychological well-being of the inmates.
2. To develop and come up with other innovative and significant programs in
order to further raise the effectiveness of the various rehabilitation programs and the level
of satisfaction of the inmates. These are:
a) Guidance Counseling, it can assist inmates in changing dysfunctional attitudes,
beliefs and values, and criminal behavior. This can help improve the inmates’
self-esteem, psychological well-being, and their easy integration into society.
b) Prison Art Rehabilitation Program aimed at promoting discipline, self-
awareness, self-fulfillment, and personal motivation toward positive actions and
avoidance of idleness.
Limitations of the Study
Although researchers had reached study aims, there were some unavoidable
limitations. First, the researchers only focused on two rehabilitation programs namely:
educational and livelihood. Second, due to time constraint, the researchers were only able
to cover the inmates from Bulacan Provincial Jail. Third, the respondents were limited to
240 inmates. Lastly, the investigation was restricted to only a few psychological variables
in a particular level of satisfaction on rehabilitation programs and psychological well-
being.
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APPENDIX A
LETTER OF REQUEST
Republic of the Philippines

Bulacan State University
College of Social Sciences and Philosophy
City of Malolos, Bulacan
January 17,2019
To: PSSUPT. FERNANDO S. VILLANUEVA (Ret.)

Head, PCSJMO/ Provincial Warden
Dear Sir,
We, the 4th year BS Psychology students at the Bulacan State University-
Malolos, Bulacan. As a requisite for our graduation, senior students of BulSU are
required to present and defend a thesis of their choice and preference. In view of this,
we would like to request permission to conduct a survey among the inmates of Bulacan
Provincial Jail through by distributing survey questionnaires that will run about 25
minutes to answer. If you have questions about the study you can contact Ms. Jennifer
M. Toquero through 09438434518 or email: venizf@gmail.com.
Rest be assured that this research work shall be used only for academic purpose
and shall in no way discredit the integrity of the Bureau.
Thank you in advance and Godbless!
Respectfully yours,
FAULYN D.L. FLORES CRISIEL V. MANANSALA

Researcher Researcher
VENIZZA ANGELICA L. FRANCISCO JENNIFER M. TOQUERO

Researcher Researcher
Noted by:
Ms. SARAH CHRISTINE G. TAN, LPT, RPm, RGC

Thesis Adviser
Dr. JOSEFINA C. OCHOA, RPm, LPT

Research I Professor
Prof. GERALD C. HILARIO

Dean, CSSP
Approved:
PSSUPT. FERNANDO S. VILLANUEVA (Ret.)
Head, PCSJMO/ Provincial Warden
APPENDIX B
Republic of the Philippines

Bulacan State University
College of Social Sciences and Philosophy
City of Malolos, Bulacan
Ika- 17 ng Enero, 2019
Minamahal naming_____________,
Magandang araw! Kami ay mga mag-aaral ng sikolohiya sa College of Social

Sciences and Philosophy mula sa Bulacan State University (BulSU). Kami ay humihingi
ng inyong permiso upang maisagawa ang aming thesis patungkol sa pag-aaral ng The
Satisfaction on Rehabilitation Programs and Its Impact on the Psychological Well-Being
Among Inmates na naglalayong mas palawakin pa ang pang-unawa sa iba’t ibang kaso
na pang mental na kalagayan ng isang indibidwal na nakakararanas nito. Kayo po ay
malayang maka-aayaw kung sa tingin niyo ay nalabag o nilalabag ang inyong
karapatang pantao, o kaya ay nasaktan habang ginagawa ang pag-aaral. Ang inyong
boluntaryong paglahok sa nasabing pag-aaral ay walang matatanggap na bayad. Ngunit
kung kayo man ay lalahok sa nasabing pag-aaral maaari kayong makakuha ng kopya ng
thesis kung inyong naisin pagkatapos nito. Maaari niyong kontakin si Bb Jennifer M.
Toquero sa numerong ito 0943 843 4518 o sa email: venizf@gmail.com kung mayroon
kayong katanungan patungkol dito.
Lubos na gumagalang,
Faulyn D.L. Flores Crisiel V. Manansala
Venizza Angelica L. Francisco Jennifer M. Toquero
Noted by:
Josefina C. Ochoa, PhD, RPm Sarah Christine Tan, LPT, RPm, RGC
Guro sa Research Thesis Adviser
Informed Consent
Sa pagpirma sa dokumentong ito, ako si

__________________________________ ay lubusang naiintindihan ang nakasaad na
impormasyon at maaaring magtanong patungkol dito. Nauunawaan kong ito ay
boluntaryong pakikilahok at maaari akong umalis kung aking nanaisin. Ako ay
boluntaryong sumasang-ayon upang maging kalahok sa pag-aaral na ito.
_____________________________________ ________________
PRINTED NAME Petsa

APPENDIX C
NAME (OPTIONAL):_____________________________AGE: _____ GENDER: ______
LENGTH OF PARTICIPATION IN THE REHAB PROGRAMS: ____________ CIVIL
STATUS: ___________
I. SURVEY QUESTIONNAIRE ON THE REHABILITATION PROGRAM AND

THE LEVEL OF SATISFACTION OF INMATES IN BULACAN
PROVINCIAL JAIL
Direction: Kindly read and check the rating which corresponds to your personal opinion.
(Panuto: Basahin at markahan ang antas na tumutugma sa iyong personal na opinyon.)
5 - Strongly Agree (Lubos na sumasang-ayon)

4 - Agree (Sumasang-ayon)
3 – Neither Agree Nor Disagree (Ni sumasang-ayon o hindi sumasang-ayon)
2 - Slightly Disagree (Bahagyang di-sumasang-ayon)
1 - Strongly Disagree (Lubos na di sumasang-ayon)
QUESTIONS LEVEL OF SATISFACTION

(MGA KATANUNGAN) (ANTAS NG PAGTANGGAP)
(5) (4) (3) (2) (1)
Lubos Sumasan Ni Bahag Lubos
na g-ayon sumasang yang na di
sumasa -ayon o di- sumasa
ng-ayon hindi sumas ng-ayon
sumasang ang-
-ayon ayon
Educational Program
1. I learned so much from the

educational program of Bulacan
Provincial Jail.
(Marami akong natutunan sa
programang pang-edukasyon ng
Bulacan Provincial Jail.)
2. The knowledge that I have gained

gave me additional self-esteem.
(Ang mga kaalamang aking
natutunan ay nagbigay ng
karagdagang tiwala sa aking sarili.)
3. Through the educational program

of Bulacan Provincial Jail, I became
more confident to relate to people.
(Sa pamamagitan ng programang
pang-edukasyon ng Bulacan
Provincial Jail, mas higit akong

nagkaroon ng lakas ng loob na
makisalamuha sa mga tao.)
4. The educational program of

Bulacan Provincial Jail is effective in
preparing the inmates to face a life
outside of prison.
(Ang programang pang-edukasyon
ng Bulacan Provincial Jail ay
mabisa sa paghahanda sa mga
bilanggo na harapin ang buhay sa
labas ng kulungan.)
5. The Bulacan Provincial Jail is

employing competent teachers or
instructors for our educational
development.
(Marurunong at tunay na may
kakayahan ang mga nagtuturo sa
mga bilanggo.)
(5) (4) (3) (2) (1)

Lubos Sumasan Ni Bahag Lubos
na g-ayon sumasang yang na di
sumasa -ayon o di- sumasa
ng-ayon hindi sumas ng-ayon
sumasang ang-
-ayon ayon
Livelihood Program
1. The Bulacan Provincial Jail offers

a variety of livelihood programs for
the inmates.
(Maraming programang
pangkabuhayan ang ipinagkakaloob
ng Bulacan Provicial Jail sa mga
bilanggo.)
2. Through the livelihood programs,
we learn a lot that can prepare us
when we go out of prison.
(Marami kaming natututunan sa
programang pangkabuhayan na
nakapaghahanda sa amin sa aming
paglaya.)
3. The livelihood programs make our

time worthwhile.
(Nagiging makabuluhan ang aming
oras sa pamamagitan ng mga
programang pangkabuhayan.)
4.We are able to earn while in prison.
(Kumikita at nakakaipon kami
habang nasa bilangguan.)
5. We are able to provide for our
family’s needs even we are in prison.
(Nasusuportahan namin ang mga
pangangailangan ng aming pamilya
kahit kami ay nakakulong.)
II. Ryff’s Psychological Well-Being Scales (PWB)
Direction: Kindly read and check the rating which corresponds to your personal opinion.
(Panuto: Basahin at markahan ang antas na tumutugma sa iyong personal na opinion.)
6- Strongly Agree (Lubos na sumasang-ayon)

5 - Agree (Sumasang-ayon)
4 – Slightly Agree (Bahagyang sumasang-ayon)
3 - Slightly Disagree (Bahagyang di-sumasang-ayon)
2 - Disagree (Di-sumasang-ayon)
1 - Strongly Disagree (Lubos na di sumasang-ayon)
STR
STRON SLIGH SLIG A
ONG
GLY DISA TLY HTLY G
LY
DISAGR GREE DISAG AGRE RE
AGR
EE (2) REE E E
EE
(1) (3) (4) (5)
(6)
1. I am not interested in 1 2 3 4 5 6
activities that will expand my
horizons.
(Hindi ako interasado sa mga
gawaing magpapalawak ng aking
kakayahan.)
2. Most people see me as 1 2 3 4 5 6
loving and affectionate.
(Mapagmahal at magiliw akong tao
para sa iba.)
3. I live life one day at a time 1 2 3 4 5 6

and don't really think about the
future.
(Nabubuhay ako sa kasalukuyan at
hindi masyadong iniintindi ang
kinabukasan.)
4. When I look at the story of 1 2 3 4 5 6
my life, I am pleased with how
things have turned out. (Natutuwa
ako kung paano nangyayari ang
mga bagay kapag binabalikan ko
ang kwento ng aking buhay.)
5. I think it is important to have 1 2 3 4 5 6
new experiences that challenge how
you think about yourself and the
world.
(Sa tingin ko mahalaga ang mga
bagong karanasan na sumusubok sa
kung paano mo tinitignan ang iyong
sarili at ang mundo.)
6. Maintaining close 1 2 3 4 5 6
relationships has been difficult and
frustrating for me.
(Mahirap at nakakabigo ang
pagpapanatili ng magandang
realasyon para sa akin.)
7. I have a sense of direction

and purpose in life. (May 1 2 3 4 5 6
patutunguhan at direksyon ako sa
buhay.)
8. In general, I feel confident 1 2 3 4 5 6
and positive about myself.
(May tiwala at positibo ako sa
aking sarili.)
9. When I think about it, I 1 2 3 4 5 6
haven't really improved much as a
person over the years.
(Hindi ko napagbuti ang aking
sarili sa nagdaang mga taon sa
tuwing iniisip ko ito.)
10. I often feel lonely because I 1 2 3 4 5 6
have few close friends with whom
to share my concerns.
(Madalas akong nalulungkot dahil
kaunti lamang ang malapit kong
kaibigan na napagsasabihan ng
aking alalahanin.)
11. My daily activities often 1 2 3 4 5 6
seem trivial and unimportant to me.
(Parang walang halaga sa akin ang
mga pang-araw-araw kong
gawain.)
12. I feel like many of the 1 2 3 4 5 6
people I know have gotten more out
of life than I have. (Pakiramdam ko

karamihan sa mga taong kakilala
ko ay higit na may mas magandang
buhay kaysa sa akin.)
13. I have the sense that I have 1 2 3 4 5 6
developed a lot as a person over
time.
(Malaki ang inunlad ko bilang tao
sa paglipas ng panahon.)
14. I enjoy personal and mutual 1 2 3 4 5 6
conversations with family members
or friends. (Nasisiyahan ako sa
personal na pakikipag-usap sa
pamilya at mga kaibigan.)
15. I don't have a good sense of 1 2 3 4 5 6
what it is I'm trying to accomplish
in life.
(Hindi ko alam ang nais kong
isakatuparan sa aking buhay.)
16. I like most aspects of my 1 2 3 4 5 6
personality.
(Gusto ko ang maraming bahagi ng
aking personalidad.)
17. I do not enjoy being in new 1 2 3 4 5 6
situations that require me to change
my old familiar ways of doing
things.
(Hindi ako nasiyahan sa mga
bagong sitwasyon na kinakailangan
ko para baguhin ang dati at na
kasanayan kong paraan nang
paggawa ng bagay.)
18. People would describe me as 1 2 3 4 5 6
a giving person, willing to share my
time with others. (Nilalarawan ako
ng mga tao bilang mapagbigay, at
handang magbahagi ng oras sa
iba.)
19. I enjoy making plans for the 1 2 3 4 5 6
future and working to make them a
reality.
(Nasisiyahan akong magplano para
sa kinabukasan at para sa
isakatuparan ito.)
20. In many ways, I feel 1 2 3 4 5 6
disappointed about my
achievements in life.
(Sa maraming paraan,
nakaramdam ako ng kabiguan sa
mga nakamit ko sa buhay.)
21. For me, life has been a 1 2 3 4 5 6

continuous process of learning,
changing, and growth.
(Para sa akin, ang buhay ay tuloy-
tuloy na proseso nang pagkatuto,
pagbabago at pagkaunlad.)
22. I have not experienced many 1 2 3 4 5 6
warm and trusting relationships
with others.
(Hindi ako nakaranas ng
katiwatiwalang relasyon.)
23. Some people wander 1 2 3 4 5 6
aimlessly through life, but I am not
one of them.
(Hindi ako kagaya ng ibang tao na
nangangarap ng walang direksyon)
24. My attitude about myself is 1 2 3 4 5 6
probably not as positive as most
people feel about themselves.
(Marahil hindi ako kasing positibo
ng iba sa aking sarili kagaya ng
iba.)
25. I gave up trying to make big 1 2 3 4 5 6
improvements or changes in my life
a long time ago. (Sumuko na ako sa
pagsubok na gumawa ng malaking
pagbabago sa aking buhay sa
matagal ng panahon.)
26. I know that I can trust my 1 2 3 4 5 6
friends, and they know they can
trust me.
(Alam kong pwede kong
pagkatiwalaan ang aking mga
kaibigan, at alam nilang kaya nila
akong pagkatiwalaan.)
27. I sometimes feel as if I've 1 2 3 4 5 6
done all there is to do in life.
(Nararamdaman ko minsan na
nagawa ko na ang lahat nang
magagwa ko sa buhay.)
28. When I compare myself to 1 2 3 4 5 6
friends and acquaintances, it makes
me feel good about who I am.
(Kapag kinukumpara ko ang aking
sarili sa aking mga kaibigan at
kakilala nakakaramdaman ako ng
kasiyahan sa aking sarili.)

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Rehabilitation Programs, Psychological Well-Being, and Inmates

Today, imprisonment is no longer simply intended as an acute form of corporal

of retribution, to persuade other would-be criminals not to engage in unbeneficial

may later be re-integrated into society through positive psychological conditioning.

would be released from the custody.

According to Ward (2004), psychological well-being entails various

psychological, emotional, physical health, and wellness of individuals. Inmates

fully in prison reformation programs for their societal reintegration.

Psychological well-being had further been indicated to relate to psychological

constructs, such as life experiences, emotional intelligence, and personality traits

encompassed the distinct dimensions of wellness such as Personal Growth, Positive

This section scrutinized different literature and studies about rehabilitation

programs, psychological well-being, and their relationship.

Rehabilitation is the aspiration and probability of programs to restore the

instead of a liability (Berge, 2007).

training (Igbo, 2007).

components of rehabilitation mostly offered opportunity in juvenile confinement facilities

future lives of prisoners (Cullen, 2013).

The study of Wilson et al (2000),wherein the reduction of re-offending was

although the indicators were described as ‘positive’.

contribute to the inmates’ creativity, productivity, and a healthy mind. Developing

them the feeling of and pride in one's work (Quinones, 2009).

Release Program permitted inmates to be paroled to make visits to their home

offered inmates the opportunities to receive a form of vocational training. These

similar jobs in the free society.

Part of the rehabilitation of inmates Recreational Program provided a wide range

awareness, self-fulfillment, and personal motivation toward positive actions and

avoidance of idleness (Beard, 2007). Other programs including education, sports,

Psychological well-being is defined as a systemic personal quality acquired in the

process of life on the base of psychophysiological function preservation. It is manifested

achieving of internal, socially oriented goals and is a condition for implementation of

potential abilities (Voronina, 2002).

A number of researchers concluded that imprisonment had negative psychological

included emotional withdrawal, depression, suicidal thoughts or actions and increasing

rather than the actual regime or conditions of imprisonment (MacKenzie &Mitchell,

2005, Yang, et al.,2009).

relationship in psychological well-being among inmates. This is what this research

functioning person, to self-actualize and accomplish goals. To achieve peak

A purpose in life refers to the perceived significance of one’s existence and

part of striving for success (Ryff, 2013).

outlook or beliefs to give life meaning.

Positive Relations with Others

To Ryff (2013), having positive relations with others was an essential

component in the development of trusting and lasting relationships as well as belonging

to a network of communication and support. A calm and relaxed approach gave a

reflection of maturity leading to improvement of interactions and better consideration for

cause frustration where communication was an important part of team interactions. In

knowledge, empowerment and improved sporting performance. In this dimension, when

Self-acceptance to Ryff (2013) was the most recurring aspect of psychological

well-being. To them, it was a key component of self-actualization, enhanced

psychological functioning, and development. Healthy levels of self-acceptance had

contentment derived from individual performance. Unlike to Kotler (2009), he defined

satisfaction as ‘a person’s feeling of pleasure as a result of comparing a product’s

perceived performance or outcome to their expectation’. This means that if the

their educational and livelihood program.

The study investigated the relationship between self-esteem, needs satisfaction

significant positive correlation between psychological well-being and self-esteem; (2)

satisfaction; (4) to determine the influence of duration of sentence on prisoners

Camp Prison. Using a standardized questionnaire, scales were aimed at measuring

information on self-esteem, needs satisfaction and psychological well-being. Findings in

existed between self-esteem, needs satisfaction and psychological well-being (Larweh,

The satisfaction level on the different domains of life of selected inmates of

satisfied in all domains of life - health, functioning, psychological, spiritual, social,