A Dual Perspective on Experiential Learning and Psychological Intervention in Prison: Formative and Clinical Insights

Abstract

This article explores the psychological challenges encountered in a maximum-security prison setting and highlights psychological interventions through a dual-perspective analysis that combines the experiential learning of a psychology intern with the clinical expertise of a supervising psychologist. The study examines the dynamics of mental health in detention and underscores the role of psychological interventions in managing suicide risk, hunger strikes, and severe psychiatric disorders. While existing literature recognizes the importance of psychological assessment and intervention in carceral settings, few studies merge educational practice with clinical analysis. This paper addresses that gap by presenting a locally grounded, twofold perspective linking professional development with practical insights. The methodology included direct observation, case reflection, and structured supervisory discussions. Clinical situations were jointly analyzed to identify effective strategies and extract professional learning outcomes. Emphasis was placed on reflective practice, integrating field experiences with theoretical frameworks. The analysis revealed recurrent challenges such as heightened inmate stress, communication barriers, and a high incidence of suicidal behaviors. Interventions focused on emotional stabilization, treatment adherence, and adaptive functioning. For the intern, this practicum fostered professional empathy, ethical awareness, and critical thinking skills. Findings highlight the importance of integrating formative training with clinical supervision in preparing future psychologists and call for specialized training in crisis intervention and interdisciplinary collaboration in correctional facilities.