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Article

Safety at Work  

Gudela Grote

Psychological research on safety at work aims at understanding people’s attitudes and behaviors in relation to hazards for their own and others’ health and well-being. Important safety-related behaviors are safety compliance and safety participation, which address rule-following and proactive safety improvements. These behaviors are influenced by individual cognitive and motivational processes as well as team processes, such as coordination and communication. Relevant antecedents of these processes are characteristics of the job (e.g., job demands), the individual (e.g., risk propensity), the team (e.g., leadership), and the organization (e.g., organizational culture). How individuals and teams are supported in adequately handling hazards also depends on the safety management systems set up in their organizations. Important components of such management systems are, for instance, safety training and incident reporting and investigation. Interventions aimed at improving safety always have to consider cultural factors in the organization, which impact attitudes toward risk and uncertainty.

Article

Assessing Contemporary Crises: Aligning Safety Science and Security Studies  

Bibi van den Berg, Ruth Prins, and Sanneke Kuipers

Security and safety are key topics of concern in the globalized and interconnected world. While the terms “safety” and “security” are often used interchangeably in everyday life, in academia, security is mostly studied in the social sciences, while safety is predominantly studied in the natural sciences, engineering, and medicine. However, developments and incidents that negatively affect society increasingly contain both safety and security aspects. Therefore, an integrated perspective on security and safety is beneficial. Such a perspective studies hazardous and harmful events and phenomena in the full breadth of their complexity—including the cause of the event, the target that is harmed, and whether the harm is direct or indirect. This leads to a richer understanding of the nature of incidents and the effects they may have on individuals, collectives, societies, nation-states, and the world at large.

Article

Worker Health and Safety  

Steven Tombs and David Whyte

From the best estimates we have, workers die as a result of health and safety crimes at perhaps 70 times the rate of people who are murdered and perhaps 15 times the rate of people killed in car accidents. Yet health and safety crimes are not the typical subject matter for criminology simply because they are not interpersonal crimes. Yes, individuals are involved, but health and safety crime always requires us to look beyond individual actors playing out a criminal event in a self-contained crime “scene.” This chapter provides a detailed overview of how safety crimes might be regarded as crimes of violence, and explores in detail the way scholars have characterized the regulation of those crimes. It closes by providing a theoretical and empirical description of the “political economy” approach to understanding safety crimes with reference to the case of a young English worker, Simon Jones, who was killed at the hands of his employer.

Article

Disaster Preparedness for Organizations  

Becky S. Corbett

Social workers are well trained to respond to natural and human-caused disasters. They use their strength-based perspectives to assist individuals, families, organizations, and communities after a disaster. They are called on to assess the situation, provide counseling and support, and link affected individuals to resources. However, they may not think about preparing for disasters in their own organization or practice, including workplace safety. Social workers need to create organizational disaster preparedness plans that follow workplace safety guidelines and patient and client safety standards, address business continuity and self-care during and after a disaster, and are ethically responsible.

Article

Adult Safeguarding  

Nigel Hall

Safeguarding is an area of social work activity concerned with the care and protection of children or adults who have care and support needs and who may be at risk of abuse or neglect. This is a major concern for social workers who usually have prime responsibility for ensuring as far as possible that the vulnerable clients they work with are protected. People’s ability to keep themselves safe is partly determined by their individual circumstances, and this may change at different stages in their life, so it is important that safeguarding is always considered in relation to the wishes of the person concerned. Effective safeguarding depends on a careful consideration of the factors involved and will almost always involve a multi-agency partnership approach. This article will primarily examine the situation regarding safeguarding vulnerable adults in the United Kingdom.

Article

School Climate  

Laura M. Hopson

School climate has received increasing attention from researchers and policy makers during the past two decades, as research points to its impact on student behavior and academic performance. This chapter presents definitions of school climate in the literature and provides a brief historical context for school climate research. In addition, it presents methods for assessing and intervening to improve school climate.

Article

Client Violence  

Christina E. Newhill

Client violence and workplace safety are relevant issues for all social workers across practice settings. This entry addresses why and how social workers may be targets for a client's violent behavior, and what we know about who is at risk of encountering violence. Understanding violence from a biopsychosocial perspective, identifying risk markers associated with violent behavior, and an introduction to guidelines for conducting a risk assessment will be discussed. The entry concludes by identifying and describing some general strategies for the prevention of client violence.

Article

Food Safety in a Global Economy: Policies and Social Issues  

Tomiko Yamaguchi and Shun-Nan Chiang

Food safety has been a critical issue from the beginning of human existence, but more recently the nature of concerns over food safety has changed. Further, in terms of both scale and impact, the modern problems of food safety are very different from the issues that confronted the past. For example, especially since the late 1990s, society has faced food safety crises and scares arising from threats as diverse as bovine spongiform encephalitis (BSE), dioxin contamination, melamine-tainted infant milk formula, and so forth. These phenomena show that an ever-increasing variety of contaminants such as chemical and microbial agents can potentially find their way into the food supply, while novel foods such as GM foods and cultured meat add new challenges when it comes to certifying food safety. Food safety has become a particularly complex issue in the context of the global economy because the governance of food safety is entangled with several larger trends at the global scale, including (a) trade liberalization in the 1980s; (b) the adoption of a risk analysis framework by global and national food safety administrations; and (c) the spread of food quality management regimes throughout the entire food industry, from food production to processing and retail. Furthermore, there are vast differences between developed and developing countries with respect to both food safety regulations and prominent food safety issues. These facts, combined with the borderless nature of sociotechnical food systems, contribute to a situation in which it is extremely challenging for any individual country to manage food safety issues within its jurisdiction. This observation underscores the importance of global food safety governance, a goal which is in itself difficult to achieve. Two especially significant dilemmas have emerged within the existing situation vis-à-vis global food safety governance. The first is the challenges arising from the tensions inherent in a “modern” food safety governance approach, a model that combines a science-based strategy of dealing with food safety problems, on one hand, and the ideal of participatory democracy, on the other hand, in trying to deal with food safety issues. Problems arise from the contradictions between the science-based risked management approach, focused narrowly on monitoring and mitigation of hazards, and the wide-ranging complexity of the social, political, and interpersonal factors that shape people’s real-world concerns about food safety. The second is cross-border application of risk management to food imports in the Global North and its implications for exporting countries in the Global South. Problems arise from disparities in approaches and expectations regarding food safety between the Global North and the South. These two dilemmas have one thing in common: Each inherently contains challenges arising from internal contractions, as when the goal of achieving sound and consistent solutions to food safety issues is pursued alongside the goal of building a broad consensus across varying actors whose values, norms, needs, and interests differ and who are situated in differing socioeconomic and political contexts. Drawing insights from the sociology of agriculture and food and from social studies of science, an attempt is made to unpack the societal and policy challenges of food safety governance in a globalized economy.

Article

Minority Employees’ Ethnic Identity in the Workplace  

Nasima M. H. Carrim

With an increase in the number of diverse groups of individuals (including ethnic minorities) entering organizations, managing diversity in the 21st-century workplace has become imperative. The workplace provides employees with opportunities to work interactively with others in diverse situations and to express their identities, including ethnic identity. Despite Western-based organizations’ adoption of strategies such as affirmative action in an effort to integrate diverse employees into their workplaces, members of ethnic minority groups may still experience great difficulties in obtaining instrumental and social support in these organizations. While some minorities may not outwardly manifest their ethnicity, in the majority of cases, ethnic identity forms a core identity of many individuals and employees do not leave this identity at the doorstep of the organization. In some countries, ethnic minorities have refused to assimilate into the majority workplace culture, and have maintained strong ethnic identities. By outwardly expressing their identities, ethnic minority employees face discrimination, stereotyping and micro-aggressive behaviors within the workplace, and in the majority of cases are relegated to dead-end lower level posts and face barriers to their career advancement. Also, having strong ethnic identities results in a conflict between minorities ethnic identities and the workplace culture. This is especially apparent in terms of religious beliefs and values. Embracing ethnic identity of migrants into organizational cultures is especially challenging for organizations these days, as many immigrants are highly skilled professionals that enter western corporations. They experience discrimination and not receiving support in order to advance their careers.

Article

Collective Knowledge for Industrial Disaster Prevention  

Sarah Maslen

Since the 1990s there has been an increasing interest in knowledge, knowledge management, and the knowledge economy due to recognition of its economic value. Processes of globalization and developments in information and communications technologies have triggered transformations in the ways in which knowledge is shared, produced, and used to the extent that the 21st century was forecasted to be the knowledge century. Organizational learning has also been accepted as critical for organizational performance. A key question that has emerged is how knowledge can be “captured” by organizations. This focus on knowledge and learning demands an engagement with what knowledge means, where it comes from, and how it is affected by and used in different contexts. An inclusive definition is to say that knowledge is acquired theoretical, practical, embodied, and intuitive understandings of a situation. Knowledge is also located socially, geographically, organizationally, and it is specialized; so it is important to examine knowledge in less abstract terms. The specific case engaged with in this article is knowledge in hazardous industry and its role in industrial disaster prevention. In hazardous industries such as oil and gas production, learning and expertise are identified as critical ingredients for disaster prevention. Conversely, a lack of expertise or failure to learn has been implicated in disaster causation. The knowledge needs for major accident risk management are unique. Trial-and-error learning is dangerously inefficient because disasters must be prevented before they occur. The temporal, geographical, and social scale of decisions in complex sociotechnical systems means that this cannot only be a question of an individual’s expertise, but major accident risk management requires that knowledge is shared across a much larger group of people. Put another way, in this context knowledge needs to be collective. Incident reporting systems are a common solution, and organizations and industries as a whole put substantial effort into gathering information about past small failures and their causes in an attempt to learn how to prevent more serious events. However, these systems often fall short of their stated goals. This is because knowledge is not collective by virtue of being collected and stored. Rather, collective knowing is done in the context of social groups and it relies on processes of sensemaking.

Article

Health-Related Warning Message Processing  

Christopher B. Mayhorn and Michael S. Wogalter

Warnings are risk communication messages that can appear in a variety of situations within the healthcare context. Potential target audiences for warnings can be very diverse and may include health professionals such as physicians or nurses as well as members of the public. In general, warnings serve three distinct purposes. First, warnings are used to improve health and safety by reducing the likelihood of events that might result in personal injury, disease, death, or property damage. Second, they are used to communicate important safety-related information. In general, warnings likely to be effective should include a description of the hazard, instructions on how to avoid the hazard, and an indication of the severity of consequences that might occur as a result of not complying with the warning. Third, warnings are used to promote safe behavior and reduce unsafe behavior. Various regulatory agencies within the United States and around the globe may take an active role in determining the content and formatting of warnings. The Communication-Human Information Processing (C-HIP) model was developed to describe the processes involved in how people interact with warnings and other information. This framework employs the basic stages of a simple communication model such that a warning message is sent from one entity (source) through some channel(s) to another (receiver). Once warning information is delivered to the receiver, processing may be initiated, and if not impeded, will continue through several stages including attention switch, attention maintenance, comprehension and memory, beliefs and attitudes, and motivation, possibly ending in compliance behavior. Examples of health-related warnings are presented to illustrate concepts. Methods for developing and evaluating warnings such as heuristic evaluation, iterative design and testing, comprehension, and response times are described.

Article

Crisis Development: Normal Accidents and Beyond  

Jean-Christophe Le Coze

Our current era is one of profound changes and uncertainties, and one issue is to understand their implications for high-risk systems and critical infrastructures (e.g., nuclear power plants, ships, hospitals, trains, chemical plants). Normal Accidents (NA), Perrow’s classic published in 1984, is a useful guide to explore the contemporary epoch, in the third decade of the 21st century. One reason is that this landmark book has triggered a sustained interest by scholars who have debated, challenged, rejected, refined, or expanded its core thesis over almost now 40 years. With La Porte’s, Sagan’s, Vaughan’s, and Hopkins’s contributions into what can be described as the “standard NA debate” in the late 20th century and the more recent “new controversies and debates” by Downer, Pritchard, or Le Coze in the early 21st century, the book can still resonate with current changes in the 2020s. These changes include phenomena as large, massive, intertwined, consequential, and diverse as the advent of internet and of digital societies, the increase of transnational flows of diverse nature (people, data, capital, images, goods) and the ecological crisis captured by a notion such as the Anthropocene. Taking stock, historicizing, and revisiting NA with such debates and changes in mind leads to characterize a post-NA narrative.

Article

Maintaining Resilience in Times of Crisis: Insights From High-Reliability Organizations  

Tiffany M. Bisbey, Molly P. Kilcullen, and Eduardo Salas

In the tumultuous and unprecedented times of the 21st century, resilience is more important than ever for organizational success. High-reliability organizations (HROs) are known for their ability to operate effectively in high-risk contexts by preventing avoidable crises and maintaining resilience when challenges arise. In the psychology literature, resilience is the phenomenon of overcoming adversity with minimal negative impact to performance and well-being. Although the study of psychological resilience began at the individual level, researchers are beginning to adopt a multilevel perspective of the construct that accounts for resilience at the team and organizational levels. While the science of HROs has been studied for several decades, research on psychological resilience in the workplace has only just begun to flourish by comparison. There are many lessons for creating and maintaining resilience that can be learned from the successful practice of HROs. HROs have systems of layered defenses in place that allow the organization to prevent precluded events and overcome the potential negative impact of adverse conditions and near misses. Organizations that conduct work in high-risk contexts may be able to model the success of HROs by keeping learning foremost, investing time and resources into team training, supporting a climate of psychological safety, coaching employees to keep performance objectives in focus, and practicing systems thinking and accounting for complexity in resource allocation. Maintaining resilience is not a duty outlined in a formal job description, yet it is undoubtedly important for enabling effective high-risk work. Going above and beyond the formal definition of roles may be the only route to effectiveness in these organizations.

Article

Gender and Bullying  

Elizabeth J. Meyer

The field of bullying research initially paid minimal attention to the influences of gender role expectations (masculinity, femininity, and gender role conformity), as well as heteronormativity, cisnormativity, homophobia, and transphobia in understanding the phenomenon. This has shifted since the late 2000s, when more research emerged that analyzes gender as an influential factor for understanding bullying dynamics in schools. More recent studies have focused on LGBTQ youth, issues of disability, and racialized identities, as well as the impacts of online interactions. When examining gender and bullying, it is important to also examine related forms of gender-based violence, including sexual harassment, dating violence, and other forms of sexual and violent assault such as transphobic violence and murder. In order to more effectively support schools and professionals working to reduce bullying, there must be a deeper understanding of what is currently known about gender and bullying, what works to reduce it in schools, and what still needs more attention in the research literature.

Article

Assessing the Impact of Gender Identity Nondiscrimination Policies  

Russell B. Toomey and Zhenqiang Zhao

The United States prohibits discrimination on the basis of sex in education via federal law. Case law in the United States also applies the prohibition of sex discrimination to incidents that were motivated by a person’s sex or gender, including gender identity and expression. Enumerated nondiscrimination, school-based policies that include gender identity and expression are among the foundational policies advocated for by researchers and practitioners that aim to make schools safer for transgender and gender nonconforming students. These policies serve as a foundation for all other interventions or policies that may be implemented in a school to increase safety for transgender and gender nonconforming students. Further, enumerated nondiscrimination policies provide students with a clear understanding of their rights at school, and they provide school personnel with grounding to prevent and intervene in gender-based discrimination. Research has found that transgender and gender nonconforming students experience high levels of stigma (e.g., manifested as discrimination, stigma-based bullying) in schools, and that these school-based experiences are associated with compromised educational outcomes in addition to disparities in behavioral, physical, and psychological health. Students in schools that have enumerated nondiscrimination policies report less bias stigma-based bullying attributed to gender identity and expression compared to students in schools with non-enumerated policies. Further, students are more likely to report that teachers intervene in stigma-based bullying attributed to gender identity and expression in schools that have enumerated nondiscrimination policies compared to those that do not. Finally, studies have found that nondiscrimination policies that include gender identity and expression attenuate the negative consequences of stigma for students.

Article

School Crisis Prevention and Intervention  

Mary Margaret Kerr

A school crisis unexpectedly disrupts the school, causes emotional and physical distress, and requires extraordinary decisions and resources to restore stability. During a crisis, teachers and administrators are the first decision-makers. Yet, their training may not prepare them for this responsibility. The first school crisis framework published in educational psychology appeared in 1994, following a U.S. symposium of school psychologists to discuss a recent school massacre. In addition, cross-country communications forums and seminars recognized cultural considerations while fostering the exchange of school crisis research findings and their implications for practice. These efforts have led educational psychologists worldwide to adopt a temporal framework of recommended practices to guide educators’ decisions before, during, and after crises. Pre-crisis work includes assessment, prevention, planning, and training. Pre-crisis planning calls on expertise in multidisciplinary collaboration with other emergency responders and risk assessments that require one to choose measures and interpret data. Once a school staff identifies impending risks, educational psychologists collaborate with responder agencies to communicate some of this information. Planning for a crisis includes procedures for young children, as well as those with special needs, which calls on the psychologist to consider how best to assess their needs and accommodate these groups. Practices and drills call for behavioral observation skills and an understanding of stress reactions that impede compliance with directives. Here, the educational psychologist contributes technical expertise in behavioral observations and performance assessment. The crisis response phase thrusts educators into rapid collaborations with emergency responders to prevent casualties and reduce exposure to trauma. During a crisis, psychologists work alongside others to safeguard, reassure, and empower those affected, taking into account the assistance that older students may offer. Post-crisis efforts seek to restore psychological safety through the restoration of social supports, then address acute mental health needs. Educational psychologists impart clinical expertise to restore social supports, arrange for psychological first aid, minimize continued exposure, and triage mental health needs. Academic recovery requires decisions about how and when to resume instruction. A return to schooling, ongoing supports for victims and responders, and evaluations to improve school crisis responses comprise the final goals. Some view this post-crisis mental health work as the psychologist’s primary contribution; however, the aforementioned examples reveal a greater agenda of opportunities during all school crisis phases.

Article

School Climate and Its Impact on School Development in Nigeria  

Habibat Abubakar Yusuf and Ismail Hussein Amzat

Climate is a multifaceted concept in an organization, with few distinctions in the context of school settings. Although research on school climate stems from the study of organizational climate, and became a central variable in the educational research with a comprehensive review of the literature, there are significant differences in the approaches to the study of school climate. Scholars have studied climate at various levels of education, for example, elementary schools, secondary schools, and higher level schools as well as among teachers and school leaders. There is some divergence and variations in school climate across those contexts; there are also substantial similarities as shown in many past studies. School climate as a key player in school development can be driven by internal factors like interactive behavior and external factors such as school location, school size, student population, educational policies and socio-economic changes. Studies of climate in the educational context is multidimensional and can be viewed in a variety of ways due to diverse social effects. Climate has been investigated in relation to the general working environment of school, quality of school experience, school values and norms, interpersonal relationships of individual school members, teaching and learning practices, structure of the school, and feelings toward school life. In this regard, school climate is explored in relation to school development in Nigeria and focuses on those factors that have a greater potential to support teaching and learning practices, including school plants, school leadership, school culture, collegiality, school safety, and academic achievement. Relating these constructs to school development in Nigeria will give more precise and sizeable understanding on the importance of school climate towards attainment of sustainable school success.

Article

Global Epidemiology of Induced Abortion  

Suzanne O. Bell, Mridula Shankar, and Caroline Moreau

Induced abortion is a common reproductive experience, with more than 73 million abortions occurring each year globally. Worldwide, the annual abortion incidence decreased in the 1990s and the early decades of the 21st century, but this decline has been driven by high-resource settings, whereas abortion rates in low- and middle-resource countries have remained stable. Induced abortion is a very safe procedure when performed according to World Health Organization guidelines; however, legal restrictions, stigma, cost, lack of resources, and poor health system accountability limit the availability, accessibility, and use of quality abortion care services. Even as women’s use of safer self-managed medication abortion options becomes more common in some parts of the world, 45% of all abortions annually are unsafe, nearly all of which occur in low- and middle-resource settings, where unsafe abortion remains a primary cause of maternal death. Beyond country-level legal and health care system factors, significant disparities exist in women’s reliance on unsafe abortion. Even among women who receive a safe abortion, quality of care is often poor. Yet abortion’s precarious status as a health care service and its clandestine practice have precluded a systematic focus on quality monitoring and evaluation of service inputs. Improving abortion and postabortion care quality is essential to meeting this reproductive health need, as are efforts to prevent abortion-related mortality and morbidity more broadly. This requires a three-tier approach: primary prevention to reduce unintended pregnancy, secondary prevention to make abortion procedures safer, and tertiary prevention to reduce the negative sequelae of unsafe abortion procedures. Strategies include two complementary approaches: vulnerability reduction and harm reduction, the first focusing on the root causes of unsafe abortion by addressing the determinants of unwanted pregnancy and clandestine abortion, while the latter addresses the harmful consequences of clandestine abortion. Political commitments to extend service coverage of abortion and postabortion care need to be implemented through actions that build the public health system’s capacity. Beyond the model of receiving care exclusively in clinical settings, models of guided self-managed abortion are expanding the capacity of individuals to take evidence-based actions to terminate their pregnancies safely and without the threat of judgment. Research has strived to keep up with the changes in the abortion care landscape, but there remains a continuing need to improve methodologies to generate robust evidence to identify and address inequities in abortion care and its health consequences in a diversified landscape. Doing so will provide information for stakeholders to take actions toward a new era of health care reforms that repositions abortion as an integral component of sexual and reproductive health care.

Article

Food Safety Policy: Transnational, Hybrid, Wicked  

Eva Thomann

According to the World Health Organization, between 2010 and 2015 there were an estimated 582 million cases of 22 different foodborne enteric diseases. Over 40% people suffering from enteric diseases caused by contaminated food were children aged under five years. Highly industrialized livestock production processes have brought along antibiotic resistances that could soon result in an era in which common infections and minor injuries that have been treatable for decades can once again kill. Unsafe food also poses major economic risks. For example, Germany’s E. coli outbreak in 2011 reportedly caused US$1.3 billion in losses for farmers and industries. Food safety policy ensures that food does not endanger human health—along the entire food chain through which food is produced, stored, transported, processed, and prepared. In an interdependent world of globalized trade and health risks, food safety is an extraordinarily complex policy issue situated at the intersection of trade, agricultural, and health policies. Although traditionally considered a domestic issue, bovine spongiform encephalopathy (BSE) and other major food safety crises before and around the turn of the millennium highlighted the need for transnational regulation and coordination to ensure food safety in regional and global markets. As a result, food safety has received ample scholarly attention as a critical case of the transboundary regulation of often uncertain risks. The global architecture of food production also gives food safety policy an international and interactive character. Some countries or regions, for example, the European Union, act as standard setters, whereas newly industrialized countries, such as China, struggle to “do their homework,” and the poorest regions of the world strive for market access. Although national regulatory approaches differ considerably in the degree to which they rely on self-regulation by the market, overall, the sheer extent of the underlying policy problem makes it impossible to tackle food safety solely through public regulation. Therefore, private regulation and co-regulation play an influential role in the standard setting, implementation, and enforcement of food safety policy. The entanglement of several interrelated policy sectors, the need for coordination and action at multiple—global, regional, national, local—levels, and the involvement of actors from the public and private, for-profit and nonprofit fields, are the reasons why the governance of food safety policy is characterized by considerable hybridity and also requires both vertical and horizontal policy integration. Scholarship has increasingly scrutinized how the resulting multiple, sometimes conflicting, actor rationalities and the overlap of several regulatory roles affect effectiveness and legitimacy in the decision-making and implementation of food safety policy. By highlighting issues such as regulatory capture and deficient enforcement systems, this research suggests another implication of the hybridization of food safety governance, namely, that the latter increasingly shares the characteristics of a wicked problem. Next to complexity and both high and notoriously uncertain risks, the multiple actors involved often diverge in their very definitions of the problem and strategic intentions. The major task ahead lies in designing recipes for integrated, context-sensitive, and resilient policy responses.

Article

Correctional Classification and Security  

Sarah Tahamont and Nicole E. Frisch

Correctional classification is at the core of the prison experience. Classification processes determine what, with whom, and how an inmate will spend his or her time while incarcerated. Classification designation influences virtually all dimensions of prison life, including the structure of inmate routines, ability to move about the facility premises, program eligibility, mandatory treatments, and housing location or style. Yet it is very challenging to speak about correctional classification in general terms, because there are 51 different classification schemes in the United States, one for each of the 50 states and the federal prison system. Correctional classification can be centralized or decentralized to varying degrees across institution, facility, and unit levels of prisons. Although often used interchangeably in correctional argot, the two predominant correctional classification types are security (referring to the characteristics of the prison) and custody (referring to the permissions of the inmate). Classification structures and processes shape much of the prison experience and, as such, are central to investigations of the effects of prison on inmate outcomes. Indeed, the extent of the deprivations inmates face during incarceration is largely determined by their institution, facility, unit, and custody levels. Discussing correctional classification across systems is challenging because classification designations take on a heterogeneous, nested structure, meaning that in some systems institution and facility are the same, in other systems facility and custody are the same, and in still other systems institution, facility, and custody are all distinct, with custody nested in facilities nested in institutions. In addition to classification structures, there are classification processes which are the set of procedures that correctional administrators use to determine security and custody levels. Classification criteria, processes, and timelines vary across departments of corrections. The general goals of classification procedures are to minimize the probability of escape and maximize the security of the department facilities, inmates, and staff, while housing the inmate at the least restrictive level possible and providing appropriate services. Correctional administrators must balance security and rehabilitative concerns in custody and security classification practices. In what is often described as a direct trade-off, most agencies prioritize the security and safety of inmates and staff over the treatment needs of inmates.