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Arad Penitentiary, Arad Police Department and the local School Inspectorate choose to support the community by providing a program in which the high-school students can benefit from the encounter with real inmates. This opportunity allows inmates to pass on their own negative experience on life choices, while students can directly learn and be aware of risk real-life-situations, beyond their subjective interpretation.
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1
The Effectiveness of Negative Role Models in Prevention Programs
Liliana Anca Hurezan, Cristina Burcă, Paul Popa1
Arad Penitentiary
Adolescence is a psychosocial transition period in which the physical,
cognitive, emotional and attitudinal components are being developed. Some of
the most important factors involved are: the home environment, the peer group
and the learning life models. The absence and disruptive environmental
upbringing patterns usually generate behavioral and attitudinal misconducts
which imply long term negative consequences on individual and group
wellbeing.
Romania has a lack of positive models and effective social protection
and prevention services, while demanding the adoption of pro-social behavior
and sanctioning the same disruptive conducts they offer.
In this context, Arad Penitentiary, Arad Police Department and the
local School Inspectorate choose to support the community by providing a
program in which the high-school students can benefit from the encounter with
real inmates. This opportunity allows inmates to pass on their own negative
experience on life choices, while students can directly learn and be aware of
risk real-life-situations, beyond their subjective interpretation.
Using content analysis, this study examines the effectiveness of the
prevention program and the impact it has on the pupils’ reported subjective
perception. Effects on both pupils and inmates are analyzed and the
implication for future youth delinquency prevention programs is discussed.
Keywords: youth delinquency, prevention programs, inmates, community involvement, role
models.
1 The views expressed in this report are those of the authors and are not necessarily those of the National
Penitentiary Administration or of the Police Department.
2
Motto:
“…the judgments which generate deviant behaviour are reactions to acts which can
victimize another person, which seriously disturb the deviant’s close group or which strongly
affect the deviant himself” (Boudon, 1997, p.448)
The practices within restorative justice concept became central figures in
criminology, especially in North-America. The current crime prevention activities in
Romanian governmental and community institutions are scientifically lacking support, to say
the least, regarding their methodological aspects or their effectiveness assessment. Arad
Penitentiary and the Police Department’s initiative offered the participants the chance to
become useful for their own community, on one hand, and an opportunity to learn about and
to become aware of risk real-life-situations, on the other hand. Providing the teenagers with
live negative role models could generate subjective mechanisms which, hopefully, will guide
them in taking pro-social decisions.
Sociological juvenile delinquency theories approached the causes of the
phenomenon, arguing that it is mainly based upon the poor connection between the
youngster and the society. It seems that social des-insertion of young people is closely tied to
some issues of the family system, the school situation, individual psychological and
axiological factors. The conceptualization became useful for the understanding of the
delinquency sense, but lost ground regarding its specificity. (Boudon, 1997, p.457-459)
Nevertheless, restorative justice has made active steps. Similar to this project (“The
Power of An Example” n.a.), juvenile delinquency prevention programs are found up to the
1970s in the US and European North-Western countries (eg. 1972, la Rahway (NJ) Prison,
cf. Choices And Consequences - Offenders as a Resource for Crime Prevention APC 22 CA
(2002), p. 2) and most of them concluded that the prevention of crime can be correlated to
the certainty of sanctions rather than to its severity. Some authors believe that this type of
programs is not efficient as it primarily addresses youngsters outside a risk zone. All this
being said, the prevention programs continued – the inmates were continuously regarded as
deviant behaviour prevention resources – moreover, the programs were extended in several
states. In other approaches, (e.g. Navajo Peacekeeping model) the teenagers’ families were
involved, as a balance factor. Some (including Romanians) experimented and organized
meetings between offenders and their victims’ extended families, as a recuperative process
for all parties. Even if this is ethically arguable, spectacular results were recorded.
Meta-analysis research in this field (The Effectiveness of Restorative Justice
Practices: A Meta-Analysis, Jeff Latimer, Craig Dowden, Danielle Muise, The Prison
Journal, Vol. 85 No. 2, June 2005, p.127-144) underlined the importance of selecting the
participants voluntarily, opening up and having face-to-face meetings – as the entire process
in based on the principle that crime is more a violation of a person and a human relation than
it is of a law. Studies have proven that the efficient programs are the ones who: 1/ allow
offenders to take responsibility for their crimes and 2/ participants can meet in a secure
environment (Llewellyn and Howse (1998), apud Latimer, Dowden, Muise, 2005).
Program assessment research took into consideration the imperious need to define all
the concepts in a unitary manner. Taking into consideration the satisfaction of participating
in prevention programs, the victims of the crimes reported a high scores, indicating a positive
outcome, as the offenders only reported moderate and low scores on this aspect. When
assessing the level of responsibility acknowledgment for the committed crime, results
indicate a high level of compliance on the offenders’ side, compared to other reinsertion used
methods. (Latimer, Dowden, Muise, 2005)
3
Actually, many studies proved that restorative justice programs have been more
efficient than classic approaches, but also limited the findings on a selection bias of the
method: volunteering excludes different important categories on both sides from the start.
On the „civil” participants’ perspective, some specialists (Young Men and Violence
Prevention, Margaret Cameron, Alcohol, Young Persons and Violence, Paul Williams,
Australian Institute of Criminology, Research and Public Policy Series, No. 35, 2001) argued
that pluri-disciplinary alternatives are offered, the usage of different methods and scopes in
approaching delinquency can be useful (school prevention programs, multi-systemic family
therapy, modification of police perspectives in tackling crime, informal interventions) and
that complementary methods can be used along side the classic ones.
Considering the actual issues in Romania, the local Police Department studied
juvenile deliquency in Arad county. The results indicated an increasing number of underaged
people (14 to 18 years old) which commited crimes durring 2008-2009. Among those
crimes, the most frequent ones were theft, burglary and other missdeminors.
Based on these results and on international reasearch regarding restorative justice, the
need for juvenile delinquency prevention programs for pupils became obvious and using
inmates as negative models was one of the identified solutions. Thus, Arad Penitentiary and
the local Police Department developed such a project in order to answer the identified needs.
The purpose of the project Power of An Example is informing and raising the
awareness of the pupils in Arad county in the matter of the consequences of criminal
behavior, by directly using the inmates in the prevention process. Also, another objective is
to reduce the prison population stigma and marginalization.
Weakly, groups of 10 to 12 pupils, acompanied into the prison by psychologists, met
with 5 selected inmates and discussed criminal behaviour, decisional factors and the social
and individual cousequences of this type of conduct. The inmate selection process included:
volunteering, acknowledgment and personal responsibility of their crimes, willingness for
openly and authentically sharing their criminal experience, as well as the age they had at the
time the crime was committed (minor or young adult). At the end of each meeting
questionnaires were applied, in order to asses the efficiency of the project.
This study used content analysis to investigate the pupils’ evaluations reported at the
end of every session, as a measure for testing the programs’ utility.
Based on the observation during the sessions, the following hypotheses were drawn
up: 1./ The expected results of the project are found in the conclusions presented by pupils.
2./ The pupils’ representations of the prison environment include negative evaluations
regarding the detention facilities, without the brutalizing effect on inmates’ disposition. 3./
The pupils’ representations of the prison environment are mainly emotional, rather than
rational.
Methodology
Sample
The content of 75 questionnaires, representing evaluations of the project The Power
of An Example, completed at the end of every session between November 2010 – March
2011, was analysed.
The questionnaire contains 6 questions. Three of them are closed questions which
inquire about sex and age of the participants, as well as the utility of the meeting. The other
three are open questions, and they refer to the acquired data the inmates transmited, as well
as the pupil’s representations of inmates and prison environment.
4
Coding procedure
At the end of each session, the questionnaires were transcribed. The coding unit
chosen to capture the data was the item, because the variations within analyzed items were
small and unimportant.
Specific coding categories were developed for each hypothesis: H1 – 4 coding
categories – awarness, informing, reducing stigma, meaningless; H2 - 5 coding categories –
physical characteristics of the prison environment, general characteristics of the prison
environment, negative psychological consequences of imprisonment, positive psychological
consequences of imprisonment, inmates’ characteristics and abstract representations; H3 – 2
coding categories – emotional representations and rational representations. Each category
has been defined and relevant words or phrases were given as examples.
The coding process included three independent coders, which analysed the content,
based on the previous categories. Proportional reduction in loss (PRL) reliability measure
was used in order to establish the interrater agreement (Rust & Cooil, 1995). All three
calculated values scored over 0.94, indicating a high level of agreement between the
interraters. Regarding the debatable items, the decision criteria was given by two raters
consenting.
Measurement
Hypothesis 1
Four coding categories were developed to test this hypothesis, defined by the
overlapping of the expected results and pupils’ reports: awarness – pupils’ reports containing
emotional references to inmates’ personal experiences (I wish never to be here, inmates have
lost important things, prisoners suffer), informing – pupils’ reports regarding risk elements
for deviant behavior and items associated with prosocial conduct (to avoid doing the same
mistakes, changing peer group, take the right decision, it’s important to have positive role
models in our life), reducing stigma – realistic representations of inmates (they are onest and
opened to communication, they changed in prison, they are sorry for their actions),
meaningless – items which were very abstract and too general.
Hypothesis 2
In order to analyze pupils’ representations of the prison environment, five coding
categories were established:
- physical characteristics of the prison environment – four walls, closed, poor facilities,
bars
- general characteristics of the prison environment – generic and personal evaluations
(ugly and hard, a place where you are not allowed to do what you want, separations,
danger)
- negative psychological consequences of imprisonment – perceived negative impact on
inmates (torment, terror, loneliness, sadness, anxiety)
- positive psychological consequences of imprisonment - perceived positive impact on
inmates (open-minded, sincer, well-behaved)
- inmates’ characteristics – aspects regarding inmates’ personal traits (polite people,
devastated lives)
- abstract representations – items without specification or any reference to inmates ant
prison environment (everything, a lot of things, nothing)
5
Hypothesis 3
Data regarding the content of representation reported by pupils were coded into two
categories: 1./ Emotional representations – items regarding affective states (pity, terror, pain,
fear, sadness, loss). 2./ Rational representations – items regarding data with low emotional
references (inmates depend on others, they are open-minded, security, poor facilities).
Data analysis
After analysing the data form the 75 questionnaires, 187 items were considered
relevant for H1, 142 items for H2 and 139 items for H3.
The following data was recorded after testing the degree in which the program results
overlap pupils’ reports: relevant factors associated with antisocial behavior (40,1%), realistic
assessments of inmates (30,5%), reports containing emotional references to inmates’
personal experiences (19,8%) and unspecified items (9,6%).
19.8
40.130.5
9.6
0
20
40
60
80
100
1
Association between pupils' reports and expected results
Awarness
Informing
Reducing stigma
Unspecified
Image 1
The colected data for assessing the degree to which pupil’s representations of prison
settings include negative assessments of the carceral facilities, regardless of the physical
characteristics of the environment indicated that: most of them refer to the negative effect of
imprisonment on inmates (42, 25%), a large number refer to subjective traits of the
establishment (30,25%), 12% make a reference to the physical aspects of the prison, 5,63%
are about the positive impact detention has on inmates and only 4,93% are unspecific.
11.97
30.28
42.25
5.63 4.93 4.93
0
20
40
60
80
100
1
Reported representations of prison environment
Physical characteristics of
prison setting
General characteristics of
prison setting
Negative consequences of
imprisonment
Positive consequences of
imprisonmen
Inmates' characteristics
Unspecific items
Image 2
6
23% of the pupils’ representations of the prison environment have a rational content,
whereas 77% have an emotional one.
123%
277%
content of pupils' reported representations of prison environmnent
Image 3
Discussions and conclusion
After analysing the pupils’ assessments of this program, the obtained results
indicated that their experience during the sessions had an important impact, especially at an
informational level (40,1%) and on the way inmates are perceived (30,5%).
Moreover, pupils reported the assimilation of a large amount of information about
deviant behavior and also about the factors correlating with prosocial conduct. This indicates
that the current program, with the pupils-inmates interaction and the process of sharing
experiences between them, has a positive impact, thus confirming the usefulness of inmates
as role models.
The offenders’ life-stories underline the severe negative consequences an antisocial
behavior can have on the long run, fact which usually triggers an emotional alert state about
self involvment in something similar. Once triggered, this state also generates a rise in the
pupils’ awareness levels, making them realize the risk/protective factors associated with
delinquent/ prosocial conduct.
Furthermore, adolescents reported a relatively realistic perspective on the inmates
they encountered, and described them as normal human beings who became prisoners due to
their deviant behavior. As mentioned above, their conclusions seems to acknowledge a
difference between the person and his/her behavior, with real chances of being the premises
for reducing stigma regarding inmates issues, agenda which is presently only at a stated
level.
The complexity of this process explains the reason for which the empathic references
to prisoners are lower (19,8%) than the other presented categories. Nevertheless, the
powerfull emotional content of these reports can be exploited in order to develop a realistic
image of the prison population and demystify the penitentiary space, aspect also supported
by the low number of abstract representations reported (9,6%).
Also, this fact shows that the emotional perspective has a semnificative impact on the
community, even surpassing a declarative level. In this manner, the described activities bring
7
forth double benefits, both for the community and the prison environment, offering the latter
the support it needs to truly become a community service.
If tackling the pupils’ representation of the prison environment, they include negative
assessments of the living conditions facilities in prison, but the hypothesis is partially
confirmed, as the adolescents reported a brutalizing effect of incarceration on inmates
wellbeing.
Thus, the youngsters refer generally and negatively to the prison setting, for instance
when speaking about the inner limitations, the hard life, communicational and relational
flows (30,28%), in comparison with the physical ones (11,97%). The finding proves that
direct experience with prison life generates strong emotional interpretations, undermining the
material aspects even if more obvious and easier to observe.
This type of content is extended on inmates as well, reflecting a powerfull impact on
the sentenced at a psychological level (42,25%), in comparison to the positive influence of
the environment (5,63%). If we think of the conclusions for the first hypothesis and of the
individual inmate characteristics’ data (4,93%), pupils’ representations do not necessarily
mean empathy, being primarely supported by the projections and the personal interpretations
of the environment.
In the line of the previous discussion, the representations of prison environment refer
to an emotional aspect (77%), whereas the rational content is much lower (23%). A possible
explanation of this phenomenon relies on the difference between paralel cultures: the
experience and inner culture in which the individual lives – presented by the media and an
exterior prison culture, vaguely perceived, poorly known.
The perception of poorly known experiences is emotionally sustained, being based on
the personal projections of the object and on the stereotypes promoted in the popular culture.
The direct contact with reality and its sudden character, without any transition, can cause
primarily emotional responses. Considering the construction of the received message, the
treatment and the achitecture of the prison setting, we can assume the filter mechanism of the
individual is mostly emotional and defence stimulating.
Our study is limited in that the pupils’ presence was based primarely on their will and
the teachers’ selection process, fact which can alter the relevance of the sample for the
general population. In addition, the data was colected in special circumstances (in a prison
setting, under the supervision of the Police representant and the teachers), possibly
influencing the outcome because of the desirability factor.
The results must be interpreted in the light of the negative first contact with a special
environment, thus being susceptible to significant change after repeted similar experiences.
Another bias may come from the lack of pre-test data, therefore making it difficult to observe
and analyse the possible modification in pupils’ representations, both at a declarative and
procedural level.
In summary, this analysis reveals and broadens the perspectives on prevention
programs and their effectiveness in our country. Future research can also consider the
motivation of the participants, as well as a multilevel analysis of representations for
clarifying the usefullness of this type of programs. From the perspective of the reintegration
system, investigating the effects on inmates can prove to be necessary in order to improve
the existing agenda.
8
References
Boudon, R (1989), A critical dictionary of sociology, Third ed., Routledge, Londra
Burcă, C. & Popa, P. (2010), Local Partnership Project for Juvenile Delinquency
Prevention “Power of the example”, Psychosocial Department of Arad Penitentiary
Cameron, M. (2001), Young Men and Violence Prevention, Research and Public Policy
Series, no. 35, Australian Institute of Criminology
Choices And Consequences - Offenders as a Resource For Crime Prevention, (2002),
APC 22 CA, p. 2
Cooil, B. & Rust, R. T. (1994), Reliability and expected los: a unifying principle,
Psychometrika, 60, 199 – 220
Cooil, B. & Rust, R. T. (1994), Reliability measures for qualitative data: Theory and
implication, Journal of Marketing Research, XXXI, 1 – 14
Finckenauer, J. O. & Gavin, P. W. (1999), Scared Straight: The Panacea Phenomenon
Revisited, Waveland Press (Prospect Heights, IL)
Latimer, J. , Dowden, C. & Muise, D. (2005), The Effectiveness of Restorative Justice
Practices: A Meta-analysis, The Prison Journal, vol. 85 no. 2, 127-144