ALDENHAM PSYCHOLOGY
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Crime Prevention (Social)
Picture
PicturePhil Zimbardo
 Background: Punishment and reform as responses to criminal behaviour
Key Study: Haney et al. (1973) Study of prisoners and guards in a simulated prison.
Strategy: Reducing reoffending

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The Bromley Briefings: Prison the Facts
The file on the right is published each year. The data is drawn largely from government sources. The report charts the extraordinary rise in prison numbers over the last twenty years, inflation in sentencing and the social and economic consequences of overuse of custody. It reveals the state of our overcrowded prisons and the state of people in them, the impact of deep budget cuts, the pace and scale of change in the justice system and the scope for community solutions to crime.
prison_the_facts_summer_2019.pdf
File Size: 1104 kb
File Type: pdf
Download File

Background: Two approaches to punishment, reform and prison
1. criminality can be seen as a disorder which requires treatment and reform, the aims of which being to prevent reoffending;
2. or criminal behaviour is seen as an action which needs punishing to deter both the criminal themselves, and others from committing the same offence.
 
Background: Purposes of Punishment
  1. Deterrence - This experience is unpleasant enough (or the threat of one), so it serves to prevent the behaviour in the future
  2. Reform - The experience of punishment leads the offender to becoming a changed individual, such that they do not repeat the behaviour in the future, because they have no need to commit crime.
  3. Protection - the punishment serves to (temporarily) prevent the individual from committing further crimes by, for example, removing them from society (prison) or removing the means to reoffend (driving disqualification)
  4. Retribution - the punishment is designed to fit the crime. Here society exacts a kind of revenge upon the offender that is considered proportional to the crime; a very serious crime merits a severe punishment.
 
Background: Prison as Punishment
Sykes outlined five deprivations suffered by becoming an inmate’.
  • Deprivation of Liberty - The prisoner is not trusted to live in the free world. Prisoners use numbers and wear uniforms. Prisoners have to ask before they eat, sleep, shower and interact.
  • Deprivation of Autonomy - Prisoners have no power and few choices to make. This can often lead to feelings of almost total helplessness.
  • Deprivation of Goods - Inmates don't have the 'stuff' that we expect in the free world. This deprivation can bring a sense of failure to those inside.
  • Deprivation of Heterosexual relationships - Many straight men find female companionship to be a part of their self-identity. Being denied this reduces many men's sense of self-worth.
  • Deprivation of Security - Some prisoners report fears for their safety. Many inmates describe other prisoners as violent and aggressive.
 
Background: Prison as Reform
Some prison programmes have been created to help prisoners train and prepare for life outside of prison. These include:
  • Classes to increase skills such as literacy and numeracy.
  • Training for employment upon release.
  • Training criminals for jobs as it gives them the income they need to secure accommodation, be independent and increase their self-esteem.
Gillis and Nafekh conclude that a planned programme that allows prisoners to work is one way of reducing reoffending rates.
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Haney, Banks and Zimbardo (1973) A study of prisoners and guards in a simulated prison
Aim = To look at the processes which motivate aggressive and submissive behaviour within a ‘total institution’ (e.g. a prison)
 
Participants
  • 24 male college students selected from a pool of 75 respondents
  • Self-selecting sampling method – advert placed in a newspaper asking for ‘Male college students for psychological study of prison life’ in return for $15 per day
  • Completed a range of self-report measures about family background, physical and mental health, prior experience, attitudes and propensity towards psychopathology
  • 22 students participated (two were on ‘stand-by’).
 
Method/Design
  • Ps randomly allocated to role of ‘guard’ or ‘prisoner’
  • Mock prison created in the basement of the psychology building at Stanford University with a cot as the only furniture for the prisoners’ cells and several rooms used as ‘guards’ quarters’
  • ‘Prisoners’ remained in the mock prison for 24 hours per day
  • ‘Guard’ subjects worked three-man eight-hour shifts
  • The assigned task was to “maintain the reasonable degree of order within the prison necessary for its effective functioning”
  • Subjects in each group were administered uniforms.
 
Results
  • Planned for 2 weeks but stopped after 6 days
  • Deindividuation: loss of sense of self–identity due to ‘roles’
  • Pathological prisoner syndrome – initial rebellion followed by passivity and obedience. A range of negative emotions e.g. crying, depression, rage and acute anxiety
  • Pathology of power – the guards used their power and authority to control the prisoners e.g. use of sanctions, punishments etc. They redefined the basic prisoners’ rights as rewards to be earned. The guards were distressed that the experiment was stopped early.
 
Conclusions
Situational explanation of behaviour – the prisoners’ and guards’ behaviour changed due to the roles they were given.​
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Restorative Justice
1 strategy for reducing reoffending: Restorative Justice
The four key parts to an RJ programme is
  1. respect from both sides
  2. taking responsibility for their actions
  3. trying to repair the damage they caused
  4. and integration
 
  1. Both parties must voluntarily enter the process. 
WHY – distressing to both parties.
  1. Restorative justice focuses on the needs of the victim. WHY – this is under-represented in the UK Justice system.
  2. Victim and offender meet with trained officials and support (friends, family) for each side.
WHY – trained officials can determine level of empathy and regret an offender is showing (Baron-Cohen, Hancock)
  1. In this meeting the offender usually apologises for committing the crime, and offers to make amends for what has been done.
  2. Victim has a chance to speak about what impact the offence has had on them.
WHY – this is under-represented in the UK Justice system.
  1. Victim can ask questions about why they were chosen to be the target of a crime
WHY – this is under-represented in the UK Justice system. ​
CALM Anger Management
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CALM is a group programme which may form part of  a young person's sentence and/or prison licence (what has to be done when they are on probation).

​It is designed to help them control temper and avoid conflict. It consists of 24 group work sessions, each lasting 2 1/2 hrs (twice a week) .

The group work sessions look at:
  • Understanding anger and aggression.
  • How thinking affects behaviour.
  • Developing effective communication skills.
  • Managing anger and other emotions.
  • Practice skills to avoid re-offending.

What the CALM Anger Management programme is - from the Ministry of Justice
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Example of a CALM Anger Management workbook
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  • Everything else
    • Independent Learning
    • Transition >
      • UCAS >
        • Criminology
        • Year 13 Pre-U Programme
    • Revision
    • Exams >
      • Mock & Internal Exams
      • Past papers
    • Assessment Objectives
    • For Teachers
    • For Parents
    • Classrooms
    • Trips
    • Aldenham Attributes >
      • Aspiration
      • Co-operation
      • Courage
      • Curiosity
      • Independence
      • Respect
  • Paper 1: Research Methods
    • Paper 1: What the paper is like >
      • Research Methodology of the Core Studies
    • The 4 main research methods
    • Populations and Samples
    • Ethical Considerations
    • Self-reports
    • Observations
    • Correlations
    • Experiments
    • Reliability and Validity
    • Descriptive Statistics >
      • Distribution Curves
    • Inferential Statistics
    • Reporting, Referencing and Design your Own >
      • Sections of a Psychology Report
      • Harvard Referencing
      • Peer Review
  • Paper 2: Core Studies
    • Paper 2: What the paper is like
    • Areas and Perspectives >
      • Social Area >
        • Milgram
        • Bocchiaro
        • Piliavin
        • Levine
      • Cognitive Area >
        • Loftus
        • Grant
        • Moray
        • Simons & Chabris
      • Developmental Area >
        • Bandura
        • Chaney
        • Kohlberg
        • Lee
      • Biological Area >
        • Sperry
        • Casey
        • Blakemore and Cooper
        • Maguire
      • Individual Differences Area >
        • Freud
        • Baron Cohen
        • Gould
        • Hancock
      • Behaviourist Perspective
      • Psychodynamic Perspective
    • Debates >
      • Nature v Nurture
      • Free Will v Determinism
      • Reductionism v Holism
      • Individual v Situational
      • Usefulness
      • Ethical Considerations
      • Socially Sensitive Research
      • Psych as a Science
      • Methodological Issues
      • Ethnocentrism
  • Paper 3: Applied Psychology
    • Issues of Mental Health >
      • Historical Context of Mental Health
      • The Medical Model
      • Alternatives to the Medical Model
    • Paper 3: Options
    • Child Psychology >
      • Intelligence
      • Pre-adult brain development
      • Perception
      • Cognitive Development
      • Attachment
      • Impact of Advertising
    • Criminal Psychology >
      • What makes a criminal?
      • Forensic Evidence
      • Collection of Evidence
      • Psychology & the Courtroom
      • Crime Prevention
      • Effect of Imprisonment
    • Environmental Psychology
    • Sport and Exercise Psychology