THE HUMANISTIC APPROACH, AN ATTITUDE OF HELPING AND SHOWING CONCERN, AND THE TREATMENT PHILOSOPHY, FUNDAMENTAL TO THE WORK OF COUNSELORS, PSYCHOLOGISTS, SOCIAL WORKERS, AND OTHER PERSONS DIRECTLY INVOLVED IN CHANGING INMATES' NEGATIVE PROPENSITIES, ARE THE BASES OF THE INMATE PROGRAMS RECOMMENDED IN THIS STUDY. EDUCATION IS CONCEPTUALIZED HERE NOT AS TRADITIONAL LITERACY INSTRUCTION AND/OR VOCATIONAL TRAINING FOR PRISON INMATES, BUT AS A CLUSTER OF IMPRESSIONAL AND EXPRESSIONAL ACTIVITIES WITH EMPHASIS ON INDIVIDUAL AND TREATMENT NEEDS. THESE PROGRAMS ARE AIMED AT COUNTERACTING THE DESTRUCTIVE EFFECTS OF IMPRISONMENT, AND THEY REQUIRE THE ESTABLISHMENT OF A HELPING RELATIONSHIP BETWEEN THE CORRECTIONAL EXPERTS AND THE INMATES IN ORDERTO CHANGE THE LATTER'S CRIMINAL VALUE SYSTEM. MUTUAL AGREEMENT PROGRAMMING IS CITED HERE AS A MODEL PROGRAM DONE BY THE COUNSELOR AND THE INMATE TOGETHER. INDIVIDUALIZED TREATMENT PROGRAMS THUS ARRIVED AT ARE AIMED AT PREPARING INMATES FOR PAROLE RELEASE AND INCLUDE GROUP THERAPY AND GROUP PROCESSES (E.G., CAREER EXPLORATION, OR TASK PROCESS; TRANSACTIONAL ANALYSIS, OR SOCIO-PROCESS; PSYCHO-PROCESS). AN INNOVATIVE CORRECTIONAL EDUCATION EXPERIMENT CONDUCTED BY THE MARYLAND DIVISION OF CORRECTIONS, INVOLVING INTENSIVE COUNSELING, PROGRAM PLANNING, AND CUSTODY OF A SMALL GROUP OF INMATES ASSIGNED TO CORRECTIONAL OFFICERS WITH AN APPROXIMATELYSEVEN TO ONE RATIO, ARE DESCRIBED. INCENTIVES AND REWARDS MUST MOTIVATE INMATES TO UNDERTAKE THE REQUIRED PERSONAL STRUGGLES AND EFFORTS IN ORDER FOR SUCH EDUCATIONAL PROGRAMS TO SUCCEED. A 22-ITEM BIBLIOGRAPHY IS APPENDED.