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Rehabilitating Offenders > Rehabilitating Offenders > Flashcards

Rehabilitating Offenders Flashcards

1
Q

Adolescent-Limited Offender

A

A person who commits crimes during adolescence but stops during adulthood

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2
Q

Four Correctional Goals

A

1) Retribution
2) Deterrence
3) Rehabilitation
4) Incapacitation

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3
Q

Retribution

A

Revenge; Eye for an eye
Non-utilitarian
Aims to restore moral balance; degree of punishment based on degree of moral outage

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4
Q

Deterrence

A

Punishment to outweigh rewards of crime.
General and specific deterrence.
Utilitarian - Aims to prevent crime by deterring both offenders and others

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5
Q

Incapacitation

A

Removal of restraint of offender; Imprisonment.
Utilitarian - Aims to prevent further crime by restraining offenders.
Does not involve punishment - based on risk rather than deservedness.

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6
Q

Rehabilitation

A

Identifying and re-mediating causes of criminal behaviour.

Utilitarian

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7
Q

General Deterrence

A

Aims to deter the wider community from committing crime; instills fear into community that they will receive same/similar punishment if they commit same/similar crime as offender

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8
Q

Specific Deterrence

A

Aims to deter individual offenders from recidivism.

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9
Q

Jeremy Bentham

A

English rationalist, penal reformer, and designer of the Panopticon

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10
Q

Panopticon

A

A hexagonal prison; Jeremy Bentham.

Aims to ensure that prisoners can be watched from all angles of the prison

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11
Q

Hollin (1999)

A

Principles of effective rehabilitation:

1) Indiscriminate targeting is counterproductive - - Select medium/high-risk offenders - - Target criminologenic needs
2) Program type = important
3) Most successful programs behavioural - - but should include cognitive component
4) Programs should engage high level of responsivity
5) Community-based programs more effective than prison-based
6) Effective programs have high treatment integrity

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12
Q

Andrews & Bonta (2003)

A

Principles of effective rehabilitation:

1) Risk principle
2) Needs principle - - Rehab should target criminogenic needs
3) Responsivity principle - - programs should march offender characteristics (intelligence, readiness etc)

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13
Q

Risk Principle

A

Priority given to high-risk offenders.

Highest risk offenders should receive highest intensity program - - intensity vary according to risk

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14
Q

How is risk measured?

A
  • Clinical risk assessment
  • Actuarial risk assessment
  • Empirically-guided assessment
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15
Q

Clinical Risk Assessment

A

Assessor considers information from range of sources, and estimates risk according to their professional experiences and knowledge of field.
Tends to over-estimate risk.
Structured or unstructured.

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16
Q

Actuarial Risk Assessment

A

Based only factors known to be statistically related to recidivism

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17
Q

Three types of risk factors - Actuarial

A

1) Static
2) Dynamic
3) Situational

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18
Q

Static Risk Factors

A

Historical (ie, age, criminal history etc).

Most reliable, but don’t tell whole story

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19
Q

Dynamic Risk Factors

A

Changeable individual characteristics (ie, attitudes, psychological etc).
Less reliable

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20
Q

Situational Risk Factors

A

Less empirical attention.
Dispositional bias? Controversies about moral agency?
Critical for risk management

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21
Q

Strengths of Actuarial Assessment

A
  • Reduces subjective biases
  • Risk factors empirically derived
  • Risk scales can be tested for reliability and predictive validity
  • Generally more accurate than clinical prediction
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22
Q

Limitations of Actuarial Assessment

A
  • Current risk models concentrate on probability
  • Lack of theoretical attention
  • Problems extrapolating from group-based data to make individual-level predictions
  • 4 possible outcomes (true positive, false positive, true negative, false negative)
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23
Q

Sensitivity (Limitation Actuarial Assessment)

A

The accuracy of the measure in predicting who will reoffend

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24
Q

Specificity (Limitation Actuarial Assessment)

A

Accuracy of the measure in predicting who will not reoffend

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25
Q

Static 99

A

A risk assessment tool designed to assist in the prediction of sexual and violent recidivism among adult male sex offenders.

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26
Q

Risk Management Involves…

A
  • Understanding the circs in which risk is increased or decreased
  • Investing resources to maximise chances of offender’s success
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27
Q

The Needs Principle

A
  • Treatment should target criminogenic needs
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28
Q

Criminogenic Needs

A

Factors known to be statistically or theoretically related to recidivism

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29
Q

Non-Criminogenic Needs

A

Factors which may be commonly observed in offenders but which are not associated with recidivism - - some are targeted in treatment programs

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30
Q

The Responsitivity Principle

A

Treatment programs and processed should aim to engage high levels of offender responsiveness

  • Matching interventions with offender characteristics
  • Consider cognitive abilities, literacy, cultural differences, readiness.
  • Programs highly structured
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31
Q

Treatment Integrity

A

Treatment as designed = treatment as delivered

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32
Q

Crime over Age Curve

A

The average age range of which people offend (ie, commit crimes during adolescence then dwindles towards adulthood)

33
Q

Life-Course Persistent Offenders: Cumulative Consequences

A
  • Antisocial behaviour
  • Longitudinal relationships among risk factors
  • Restricted behaviours
34
Q

Moffit

A

Serious and Violent Juvenile offenders are a subset of life-course persistent types

35
Q

Life-Course Persistent Offender

A

Offenders who commit crimes all throughout their life - Offending career

36
Q

Loeber & Farrington

A

Serious & violent juvenile offenders:
Violent - homicide, rape, robbery, aggravated assault, kidnapping
Serious - arson, drug trafficking, vehicle theft, theft over $100

37
Q

Average age at first contact with courts?

A

14.5 Yrs

38
Q

First serious delinquent offences?

A

11.9 Yrs

39
Q

First minor behaviour problems?

A

7 Yrs

40
Q

Youth courts…

A

Deal with youth over 14

41
Q

Predictors of SVJ

A

Persistent behavioural problems in primary school are a warning sign.
6-11 Yrs - non-serious delinquent conduct, aggression, substance use, low family socio-economic status, antisocial parents.
12-14 Yrs - Lack of strong social ties, antisocial peers, non-serious delinquent conduct, poor social attitude and performance, impulsive

42
Q

SVJ: Early Intervention can Reduce Risk

A
  • Developmental Transition Points
  • Multiple Targets
  • Public health approaches
  • Co-ordination and integration of services needed
43
Q

SVJ: Specific Prevention Programs

A
  • Home visitation of young, disadvantaged, pregnant women
  • Support for teenage parents
  • Parent training
  • Pre-school uptake and enrichment programs
  • Interpersonal skills training
44
Q

SVJ: Prevention Programs that DO NOT WORK

A
  • Vocational programs
  • Deterrence programs
  • Wilderness challenge
  • Drug abstinence program
45
Q

MST

A

Multisystemic Treatment: Intensive family and community based treatment targeting antisocial behaviour in high risk juvenile offenders.
Developed in US

46
Q

MST Goals

A

Empowerment of caregivers and change of everyday patterns within the child’s social ecology that contribute to sustaining the problem behaviour

47
Q

MST Assumptions

A
  • The youth’s behaviour is strongly influenced by the family, peers, and broader community
  • Families need initial support and empowerment and can then successfully address the identified problems independently
  • Families want to change child’s behaviour, and will participate in aiming for the best in child
  • Visible change can be achieved quickly when intensively supervised and the intervention is constantly re-evaluated
48
Q

MST Target Group

A
  • Persistent serious youth offenders
  • 12-17 years
  • Eligibility: Youth at risk of being placed out of home; or alternative to custody or detention
  • Participants: Offender, family, and key persons in offenders life
  • Juvenile antisocial behaviour is influenced and maintained by social ecology, so only interventions that take this into account will be effective in changing behaviour
  • Youth delinquency is normal, so most young people will deter from crime after a certain time without intervention, thus, intensive intervention should be reserved for potential life-course persistent offenders.
  • Most interventions in the CJS dont change crim behav
  • An effective intervention has to meet the individuals needs
  • Rather than focusing on problems, MST is a strengths-focused approach which is reflected in the interventions and therapeutic attitude
49
Q

MST Empirical Foundations

A
  • Individual level
  • Family level
  • Peer level
  • School level
  • Neighbourhood level
50
Q

MST Individual Level

A
  • Impulsivity/concentration problems
  • Antisocial attitudes
  • Low verbal and social skills
51
Q

MST Family Level

A
  • Low monitoring
  • High conflict/low warmth
  • Harsh/erratic/lax discipline
  • Parental problems
52
Q

MST Peer Level

A
  • Association with antisocial peers

- Weak associations with pro-social peers

53
Q

MST School Level

A
  • Low commitment/early drop out

- Chaotic environment

54
Q

MST Neighbourhood Level

A
  • High mobility
  • Low support
  • Criminal subcultures
55
Q

MST Conceptual Foundations: Traditional Theories

A
  • Assume binary, linear cause-and-effect relationships

- Therapeutic responses tend to identify and target singular root causes

56
Q

MST Conceptual Foundations: Systems Theory

A
  • Assumes multi-layered, multi-dimensional causal relationships
  • Theorists interested in the function of behaviour within context of family and social relationships
  • Therapeutic responses identify how problem behaviour fits within the context of the person’s close relationship
57
Q

MST Conceptual Foundations: Social Ecology Theory

A
  • Individual behaviour is influenced by the multiple ecological systems in which the person is embedded
  • Therapeutic responses:
    - Assess problem behaviour in the context of the social ecological systems in which the person is embedded
    - Target multiple aspects of the person’s social ecology
    - Emphasis as much on the interaction of systems than on the systems themselves
58
Q

MST in Practice: Principle 1

A

–> The purpose of assessment is to understand the fit between the identified problems and their broader systemic context

59
Q

MST in Practice: Principle 2

A

–>Therapeutic contacts emphasise the positive and use systemic strengths as levers for change

60
Q

MST in Practice: Principle 3

A

–> Interventions are designed to promote responsible behaviour and decrease irresponsible behaviour among family members

61
Q

MST in Practice: Principle 4

A

–> Interventions are present-focused and action orientated, targeting specific and well-defined problems

62
Q

MST in Practice: Principle 5

A

–> Interventions target sequences of behaviour within and between multiple systems that maintain the identified problems

63
Q

MST in Practice: Principle 6

A

–> Interventions are developmentally appropriate and fit the developmental needs of the youth

64
Q

MST in Practice: Principle 7

A

–> Interventions are designed to require daily or weekly effort by family members

65
Q

MST in Practice: Principle 8

A

–> Intervention effectiveness is evaluated continuously from multiple perspectives, with providers assuming accountability for overcoming barriers to successful outcomes

66
Q

MST in Practice: Principle 9

A

–> Interventions are designed to promote treatment generalisation and long-term maintenance, by empowering caregivers to address family members’ empowering caregivers to address family members’ needs across multiple systemic contexts

67
Q

Vocational & Educational Training

A

Programs offered as part of prisoner rehabilitation to reduce disadvantage posed by below average education and skill levels.
Increases likelihood of successful reintegration into the community and reducing the risk of re offending.

68
Q

Voc & Ed Programs Include…

A 
Education
- Literacy
- Numeracy
- Secondary ed or equivalent
- Tertiary Ed
Prison Industries
- Laundry, textile, and ag
- Wood/metal work
- Assembling, packing, painting, and powder coating
- Mechanical
69
Q

Relationship between Unemployment & Crime

A
  • Unemployment doesn’t cause law-abiding youth to begin offending, but accelerates offending rates of delinquency-prone youth
  • The strength of the relationship between unemployment and crime may depend on mediating factors
70
Q

Relationship Between Income & Crime

A
  • Studies have found a positive association with low median income areas and crime
  • Studies have reported positive association between low income and burglary, robbery, aggravated assault, and rape
  • Rates of family violence may be increased by economic stress, but only in families where the male has already developed tendencies for violence
71
Q

Explanations for Links Between Economic Adversity and Crime

A

Cloward & Ohlin:
- Delinquent subcultures tend to emerge from disjunctions between learned aspirations and supply of legitimate opportunities for achieving them (strain theory)
Braithwaite:
- Relative deprivation tends to retard/dispute the development of social bonds (social control theory)
Loeber& Stouthamer-Loeber:
- Poverty tends to weaken parental supervision and control (social learning theory/control theory)

72
Q

Rationales for Educating and Training Offenders

A 
Philosophical Foundations:
- Work ethic
- Education as an inalienable right
Practical Considerations:
- Minimising boredom and idleness
- Contributing to maintenance and upkeep
- Cheap labour
- Increasing opportunities for employment and economic advantage
- Reducing recidivism
73
Q

Rationales for Educating & Training Offenders - Problems/Conflicts

A
  • Who gets the jobs
  • Training vs production
  • Education as a right or privilege
  • Transfers/continuity
  • Expectations
74
Q

VET in QLD Prisons

A
  • Callan and Gardener concluded there was a link between participation in VET and chances of returning to prison
  • VET programs include literacy, numeracy, higher level qualifications
  • VET completion rate of >80%
  • 32% of prisoners who did not participate in VET prior to initial release returned to custody in less than 2 yrs, whereas 23% who did VET returned within 2 yrs.
75
Q

Problems with Evaluating VET

A
  • How to define outcomes?
  • Length of follow-up?
  • How to control for other independent variables?
  • Matching and random assignment
  • Sufficient sample size
  • Process versus outcome evaluation
76
Q

VET General Findings

A
  • Gerber & Fritsch; Wilson et al
  • Basic & secondary ed: Associated with lower recidivism rates and more stable employment
  • Tertiary ed: Mixed results, but generally favourable outcomes
  • Voc training: Majority of studies identify positive outcomes
77
Q

Which VET Programs Work Best?

A
  • More extensive ones
  • Ones that are separated from the general prison
  • Ones that provide post-release follow-up
  • Ones that match participants with program design
  • Ones that provide skills relevant to the contemporary job market
78
Q

VET: Factors Related to Negative Outcomes

A
  • Prior convictions
  • Young at time of arrest
  • Young at time of release
  • History of drug/alcohol abuse
  • Raised by people other than natural parents
  • Other family members involved in crime
  • Member of criminal subculture/gang

Rehabilitating Offenders (1 decks)

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