In penal institutions, guidance for reform and guidance in school courses which mainly constitute correctional treatment are provided, while making inmates engage in work. Guidance for reform and guidance in school courses can be made compulsory for the sentenced inmates. In addition to these forms of guidance, guidance upon commencement of execution of sentence and guidance prior to release are provided, and the four forms of guidance, namely guidance for reform, guidance in school courses, guidance upon commencement of execution of sentence and guidance prior to release are collectively called correctional guidance.

(1) Guidance for reform

  Guidance for reform is guidance aiming to make sentenced inmates aware of their responsibility for offenses they committed, foster their sound mind and body, and train them to acquire knowledge and attitudes necessary to adapt to social life. There are general rehabilitation guidance and special rehabilitation guidance.
  General rehabilitation guidance is provided by way of lectures, gymnastics, events, interviews, consultation and advice, and other methods, aiming to (1) prompt them to understand victims' feelings and have a sense of guilt, (2) prompt them to keep regular hours and have a sound way of thinking, and thereby promote their mental and physical good health, and (3) prompt them to be prepared for designing their own life and returning to society and to acquire skills necessary to adapt to society, and do others.
  Special rehabilitation guidance is provided for sentenced inmates who are considered to have difficulties in the course of reform and rehabilitation or smooth reintegration into society due to certain circumstances, such as drug dependency or being a Boryokudan member. Special rehabilitation guidance, which aims to improve such circumstances, consists of guidance for withdrawing from drug dependency, guidance for breaking away from Boryokudan, guidance for preventing a repeat sexual offense, education from victims' viewpoints, guidance for traffic safety, and guidance supporting employment (see this Chapter, Section 4, 3).

(2) Guidance in school courses

  Guidance in school courses is guidance equivalent to school education and is provided for sentenced inmates who are considered to have difficulties in the course of reform and rehabilitation or smooth reintegration into society due to lack of academic ability necessary as a basis of social life, and for inmates for whom the enhancement of academic ability is particularly considered to contribute to their smooth reintegration into society.
  At Matsumoto Juvenile Prison, a branch of a local junior high school is set up for those eligible sentenced inmates from all over the country who have not completed compulsory education. In March 2007, ten sentenced inmates completed these courses and were given certificates of graduation. At Morioka, Matsumoto, and Nara Juvenile Prisons, correspondence courses of senior high schools are provided with the cooperation of local prefectural high schools. Further, since 2007, it has become possible for inmates to take the High School Equivalency Examinations at penal institutions with the cooperation of the Ministry of Education, Culture, Sports, Science and Technology, and its expansion is being promoted. (Source: The Correction Bureau, Ministry of Justice).

(3) Guidance upon commencement of execution of sentence

  Guidance upon commencement of execution of sentence is provided for newly admitted inmates to prompt them to understand the meaning of serving a sentence, individual treatment goals to be specified in the treatment guideline and how to achieve those goals, and rules for life in penal institutions. The term for the guidance is two weeks in principle.

(4) Guidance prior to release

  The sentenced inmates who are about to be released are provided with guidance for two weeks in principle, concerning knowledge that becomes necessary immediately in social life after release. They are given knowledge on employment after release and rehabilitation services, such as the probationary supervision system by way of lectures, personal interviews, and other methods. In addition, they may be granted, as needed, a chance to experience daily life quite similar to ordinary social life, or actually experience life, labor, and social service activities in the ordinary society.