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Professional literature I.
▪ Robert Martinson : “What Works?: Questions and Answers About Prison
Reform.” The Public Interest 1974/35; 22-54 p
▪ Ervin Goffman: Asylums. Pinguen, London, 1974
▪ Peter Ruzsonyi: The role of criminal pedagogy in promoting prison adaptation and
social reintegration. In: The implementation of prison sentences and aspects of
security. Peter J.P.Tak – Manon Jendly (Eds), Wolf Legal Publishers 2006 pp 39-48.
Criminal-pedagogy * Dr. Ruzsonyi '11
▪ Stephen Duguid: Can Prisons Work? The Prisoner as Object and Subject in
Modern Corrections. University of Toronto Press, 2000, 298 pp.
▪ Stephen Duguid (2000): Can Prison Work? University of Toronto Press,
Toronto
▪ Duguid, S. (1981): Rehabilitation Through Education: A Canadian Model.
T.L.Morin (ed.). On Prison Education. Ottawa: Ministry of Supply & Services
▪ Osler, M.W. (1991): Shock Incarceration: Hard Realities and Real
Possibilities. Federal Probation, March 1991, 34-42.p.
▪ Gaynor S. Hobbs & Greg E. Dear (2000) Prisoners' Perceptions of Prison
Officers as Sources of Support. Journal of Offender Rehabilitation Vol 31
Issue ½
▪ Ruzsonyi, Peter: Special Educational Needs of Minority Offenders.
Börtönügyi Szemle, BvOP, Budapest, 2005. 4. sz. 53-70. p.
Professional literature II.
Criminal-pedagogy * Dr. Ruzsonyi '11
BÜNTETÉSVÉGREHAJTÁS
Prof. Dr. PETER RUZSONYI
THE CRIMINAL-PEDAGOGICAL INTERPRETATION OF THE HUMAN PERSONALITY AND BEHAVIOR
HUNGARIAN PRISON
ADMINISTRATION
HUNGARIAN
POLICE COLLEGE
“Training-Learning-Teaching: behind the iron of prison”First Meeting in Catalonia – Barcelona, Catalonia
2011
THE STRUCTURE OF THE LECTURES
I. General target-system of punishment (the formation of the aim of
punishment)
II. Different directions and models of penal policy used in world
practice (World-wide analysis of imprisonment)
III. Criminal-pedagogical interpretation of the human personality
and behavior
Criminal-pedagogy * Dr. Ruzsonyi '11
IV. Theoretical construction of the „new generation” prisons for
juveniles
PEDAGOGICAL APPROACH OF THE HUMAN BEHAVIOUR
What is the GOAL of the Pedagogy?
TO CREATE „creative human being” - „constructive way of life”
What does PEDAGOGY mean?
The art of the development and modification of the human
BEHAVIOUR and ACTIVITY.
Criminal-pedagogy * Dr. Ruzsonyi '11
BASIC EXPLANATIONS OF HUMAN BEHAVIOUR (Williamson,1990)
Biological Sociological Psychological
Criminological theories
Classical school Positivist school
- Absolute and total responsibility for committing a crime
- Responsibility for behaviour to an extent + conditions and circumstances of life = predisposition to certain types of behaviour
New classicists
- Positivist explanation: responses containing both positive and classical elements
Criminal-pedagogical approach
Criminal-pedagogy * Dr. Ruzsonyi '11
NEW PHILOSOPHY – based on pedagogical/criminological approach:
“Education – teaching or the training of mind and character.” (Longman
Dictionary of Contemporary English. Longman Group Limited, Great Britain,
1978, 350.p.)
“Education – conscious control of physical, spiritual and moral
development” (Hungarian Explanatory Concise Dictionary, Academy
Publisher, Budapest, 2003., 978.p.).
„Education is behavior and activity forming.”(Criminal-pedagogical
approach, Bábosik – Ruzsonyi, 2000)
Meaning: to help and assist offenders to change their behavior towards
constructive way of life. At first we have to define what does „constructive way
of life” mean? It means that a human being‟s lifestyle is personally effective and
at the same time socially useful.
„ESTABLISHING CONSTRUCTIVE WAY OF LIFE”
THIS TYPE OF BEHAVIOUR MODIFICATION BASED ON THE PRISONERS’
NEED-SYSTEM.
Criminal-pedagogy * Dr. Ruzsonyi '11
PEDAGOGY
CRIMINOLOGYSOCIAL WORK
PSYCHOLOGY
Social-psychology
General-pedagogy
Social-pedagogy
Education of the handicapped
CRIMINAL-PEDAGOGY
Criminal-psychology
Criminal-pedagogy as an interdisciplinary science-field
Criminal-pedagogy * Dr. Ruzsonyi '11
Consequence-pedagogy
Methodologycal approach
Constructive pedagogy
Holistic approach
Closed institutional correctional pedagogy
Criminal-pedagogy * Dr. Ruzsonyi '11
(1) (2) (3)
Denmark 63 2008. 09. 04. 3,448
Finland 64 2008. 01. 01. 3,370
Norway 69 2008. 08. 01. 3,276
Sweden 74 2008. 01. 01. 6,770
Island 44 2008. 09. 01. 140
World - total population:
6.750.000.000158 2008. 01. 01. 10.650.000
Hungary 149 2008. 09. 02. 14.911
[1]Forrás: www.prisonstudies.org, the website of the International Centre for Prison Studies at King’s College, London, on 12.4.09.
Criminal-pedagogy * Dr. Ruzsonyi '11
(1) Prison population rate (per 100,000 of national population)
(3) Prison population total (no. in penal institutions incl. pre-trial detainees)
Criminal-pedagogy * Dr. Ruzsonyi '11
In Sweden: € 693.50 / day/ juvenile (2005)
© FedEE Services Ltd, 2011 Last updated: 17th January 2011
Minimum wage rates / month
Bulgaria 122,45 euros 01.01.2009
France 1,365.00 euros 01.01.2011
Greece 739.56 euros 15.07.2010
Hungary 293.00 euros 01.01.2011
Malta 664.95 euros 01.01.2011
Montenegro 55.00 euros 01.07.2007
Portugal 485.00 euros 01.01.2011
Spain 641.50 euros 01.01.2011
Turkey 288.65 euros 01.01.2011
Criminal-pedagogy * Dr. Ruzsonyi '11
COUNTRY (CITY) 2000 / USD / y 2003 / USD / y 2006 / USD / y 2010 / EU / m *
Luxembourg 44,780 58,000 62,200 -
Denmark (Copenhagen) 33,640 42,500 52,000 3150
Ireland (Dublin) 28,410 41,700 50,400 -
Germany (Berlin) 31,840 45,000 48,100 2500
Norway (Oslo) 29,370 35,700 47,300 -
Finland (Helsinki) 24,310 30,500 43,100 2250
England (London) 35,750 33,700 42,400 2150
Netherlands (Amsterdam) 26,300 34,300 41,900 2300
Belgium - - - 2100
Sweden (Stockholm) 26,750 32,300 37,600 2000
Austria (Vienna) 24,500 28,900 36,800 1900
Iceland - - - 1800
Cyprus (Nicosia) 26,720 - 33,600 1260
Spain (Madrid) 18,420 27,600 33,300 2050
France (Paris) 20,040 24,900 29,800 1600
Brussels 23,950 30,600 29,100 -
Portugal (Lisbon) 16,250 16,000 28,700 1350
Greece (Athens) 13,840 19,500 24,800 1500
Slovenia (Ljubljana) - 17,800 23,100 -
Italy (Rome) - 17,300 19,300 1700
Malta - - 1250
Czech Republic (Prague) - 5,700 11,300 1100
Turkey (Istanbul) 5,480 10,400 11,200 1000
Serbia 700
Hungary (Budapest) 2,350 6,200 9,000 500
Estonia (Tallinn) - 5,100 7,900 600
Poland (Warsaw) 3,730 5,300 7,000 400
Slovakia ( Bratislava) - 4,100 6,000 400
Lithuania (Vilnius) - 3,700 5,700 550
Latvia (Riga) - 5,300 4,800 350
Romania (Bucharest) - 1,800 4,400 -
Russia 250
Bulgaria (Sofia) - 2,100 2,100 230
JRC/European
Commission - EUR
22891 EN – 2008:
Teachers’ salaries in
comparison with other
occupational groups
Primary teacher’ salaries
in major cities in EU,
EEA and candidate
countries / USD / year
*Starting monthly
Salaries in Primary
Schools – 2010 / Euro /
month
The fact is that prisons themselves are „criminogenic‟. They are
major contributors to recidivism because they institutionalize
people and further inculcate them in a criminal culture. (Costello
and Warner, 2003)
Prisoners are people who have failed. Many will have had a long
history of failure at home, at school, at work and at establishing
human relationships. It is unrealistic to expect that prison can
achieve what better placed institutions in society have failed to
do. (Whitaker Report, Ireland, 1985)
Criminal-pedagogy * Dr. Ruzsonyi '11
The Consequential pedagogic is a humanistic educational theory,
and therefore a sharp contrast to behaviorism as well as
psychoanalytic-theory. Consequential pedagogic is a theory based
on humanist philosophy developed by the Danish philosopher
Jens Bay.
One of the fundamental ideas is that we only can develop as
humans through other humans. When we act, the acting gives
consequences – good or bad. Both the action and consequences
causes reactions from other people, reactions that influence on my
self-image.
Criminal-pedagogy * Dr. Ruzsonyi '11
Criminal-pedagogy * Dr. Ruzsonyi '11
The Nordic prison systems recognized that there are detrimental
effects to imprisonment, that prisons damage people, so that a
central task is to seek to minimise that damage through using
prison as a last resort and modifying the impact if it is used.
Prisons are like surgery, necessary at times, but they really need
to be used sparingly; and then, when used, the negative side-
effects should be reduced as much as possible.
Consequence-pedagogy
Methodologycal approach
Constructive pedagogy
Holistic approach
Closed institutional correctional pedagogy
Criminal-pedagogy * Dr. Ruzsonyi '11
WHAT DOES CREATIVE HUMAN BEINGS
MEAN?
problem-raising
problem-solving
self-realization
self- expression
Criminal-pedagogy * Dr. Ruzsonyi '11
Which elements are NOT characteristics
of the criminal-pedagogy?
Pedagogy = behavior and activity forming / modification
» violent intervention;
» not panacea!
» forcing of behavior structure-change;
» not equal with training;
Criminal-pedagogy * Dr. Ruzsonyi '11
Formation of Constructivism
Constructive way of life:
when the lifestyle is personally effective and at the
same time it is socially useful.
Criminal-pedagogy * Dr. Ruzsonyi '11
THE STRUCTURE OF THE PERSONALITY
feelings, wishes, plans – NEEDS
morality + ethic
everyday life (happiness and conflicts)
knowledge + learning
Criminal-pedagogy * Dr. Ruzsonyi '11
THE STRUCTURE OF THE PERSONALITY
feelings, wishes, plans – NEEDS
morality + ethic
everyday life (happiness and conflicts)
knowledge + learning
EXTERNAL INFLUENCES
family -socialisation
religion
social expectations
individual potentialitiesCriminal-pedagogy * Dr. Ruzsonyi '11
The pedagogical system of the establishingof constructive life-style (Ruzsonyi, 2007)
Stimulative-regulating system
Organizer -executive system
Cognitive - social competence
Criminal-pedagogy * Dr. Ruzsonyi '11
Stimulative-
regulating
system
Organizer -
executive
system
Cognitive - social competence
The basis of this pedagogical personality-perception is the system elaborated by
the Hungarian professor Bábosik. To this structure were inserted the feature-groups
figuring in the Maslow-hierarchy of needs: be safe, be loved, belonging to
someone, be accepted, as well as the feature-group created by me, named
cognitive-social competence.
Criminal-pedagogy * Dr. Ruzsonyi '11
Stimulative-
regulating
system
Organizer -
executive
system
Cognitive - social competence
The organizer-executive components of the personality
are: knowledge, skill and ability. This phenomenon doesn‟t
determine the social basic-direction of the individual activity,
but the particulars of the execution. The whole development
of the organizer-executive phenomenon is essential in the
interests of the stimulative- regulating part will be able to
function. This level is the primary condition of the person‟s
self-control.Criminal-pedagogy * Dr. Ruzsonyi '11
Organizer -
executive
system
knowledgeskill
ability
Criminal-pedagogy * Dr. Ruzsonyi '11
Stimulative-
regulating
system
Organizer -
executive
system
Cognitive - social competence
The stimulative- regulating components of the personality are:
conviction (harmony), habit, model – ideal, intellectual - spiritual
needs, need for healthy life-style, aesthetics need, need for
products and achievement and need for safety and being
accepted.
This phenomenon is responsible for the moral quality of the
individual‟s activity and behaviour. (One group of the specialized
scientific literature says that one part of the stimulative- regulating
phenomenon is the same as character.)Criminal-pedagogy * Dr. Ruzsonyi '11
Stimulative-
regulating
system
Need-layer of the
self-developing
activity
Need-layer of the
community-developing
activity (Character)
Criminal-pedagogy * Dr. Ruzsonyi '11
Stimulative-
regulating
system
Need-layer of the
community-developing
activity (Character)
habit
model - ideal
conviction (harmony)
Criminal-pedagogy * Dr. Ruzsonyi '11
The way of character-forming:
Character: stimulative- regulating phenomenon
» rewarding and punishment;
» unconscious copying;
» consideration/understanding.
Component parts:
» habit;
» model - ideal;
» conviction (harmony).
Criminal-pedagogy * Dr. Ruzsonyi '11
Stimulative-
regulating
system
Self-developing activity
intellectual - aesthetical needs
need for healthy life-styleneed for products and achievement
spiritual – religious needsneed for safety and being accepted
Criminal-pedagogy * Dr. Ruzsonyi '11
Stimulative-
regulating
system
Organizer -
executive
system
Cognitive - social competence
The location of the Cognitive - social competence is between the Stimulative-
regulating components and the Organizer-executive components of the
personality, but it partially overlaps the border on fields. This type of overlapping
results in a peculiar interaction. The Organizer-executive components don‟t have
any moral disposition, however the Cognitive - social competence “colours” the
components of the Organizer-executive components.
In the course of the correctional education we have to create the primary
importance of the coordinated improvement of the cognitive and social abilities.
Criminal-pedagogy * Dr. Ruzsonyi '11
Cognitive - social competence
The cognitive - social competence is one of the three main personality-
phenomena. It means an appropriate personal and social preparedness for
putting forth of human functions. The function of the cognitive - social competence
generates the forming of human fundamentals, or rather the social-identity.
Cognitive - social competence contains conflict handling (intrapersonal,
interpersonal, social) and practical life-knowledge.
The moral quality of it: this phenomenon has some moral disposition but its
fulfilment can materialize only in the course of self- improvement and community-
improvement activity.
Stimulative-
regulating
system
Organizer -
executive
system
Criminal-pedagogy * Dr. Ruzsonyi '11
Cognitive - social competence
conflict handling/management
practical life-knowledge
Criminal-pedagogy * Dr. Ruzsonyi '11
Cognitive training and conflict-management
Intrapersonal
factors
Interpersonal
factors
Social
factors
The conflict-type model of the responsible factors for
the formation of the corrupting life-leading
Criminal-pedagogy * Dr. Ruzsonyi '11
Intrapersonal type of factors
» Frustration, increased emotions;
» Lack of internal self-description/self-image;
» Lack of problem-solving methods;
» Inflexible way of thinking;
» Unsettled value-system;
» They feel themselves defenceless, give up the demand on the control of
own life.
Intrapersonal
factors
Criminal-pedagogy * Dr. Ruzsonyi '11
Interpersonal type of factors
» They don’t understand of others emotions and point of view;
» Their reactions are habitual;
» Lock of the cautious analysis of achievement of aims;
» They don’t reckon with the possible consequences of their
actions;
» Egoist way of looking at the world;
» They are simple-minded and easy to manipulate them.
Interpersonal
factors
Criminal-pedagogy * Dr. Ruzsonyi '11
Social
factors
Social type of factors
» They don’t understand the essence of the social type behaviour, they are
extremely selfish;
» They are able to concentrate only on the short-range advantage;
» Lock of the model of pro-social adaptation;
» Deficient social- and adult relations;
» Young offenders’ social type decision making is not appropriate;
» They don’t accept different roles;
» Their conclusion making is extreme and their actions are impulsive.
Criminal-pedagogy * Dr. Ruzsonyi '11
COGNITIVE DEFICIT AND CRIMINALITY
The cognitive deficit is an important
characteristic of delinquents, but it
would be an essential mistake to
consider cognitive deficit as the
reason for crime.
Criminal-pedagogy * Dr. Ruzsonyi '11
The pedagogical system of the establishingof constructive life-style (Ruzsonyi, 2007)
Stimulative-regulating system
Organizer -executive system
Cognitive - social competence
habit
model - ideal
need for healthy life-style
knowledgeskill
ability
conflict handling
practical life-knowledge
conviction (harmony)
intellectual – aesthetical needs
spiritual – religious needsneed for safety and being accepted
need for products and achievement
Criminal-pedagogy * Dr. Ruzsonyi '11
Treatment for crime has lost its credibility.
Treatment has not.
Christie, N. 1981. Limits to Pain. Oxford: Martin Robertson.
Criminal-pedagogy * Dr. Ruzsonyi '11
THE STRUCTURE OF THE LECTURES
I. General target-system of punishment (the formation of the aim of
punishment)
II. Different directions and models of penal policy used in world
practice (World-wide analysis of imprisonment)
III. Criminal-pedagogical interpretation of the human personality
and behavior
Criminal-pedagogy * Dr. Ruzsonyi '11
IV. Theoretical construction of the „new generation” prisons for
juveniles
- formation of rule-respect - SPORT;
- self-identification;
- formation of self-responsibility;
- cooperation;
- anger-management;
- conflict-handling;
- decision making;
- it is obligatory for everyone to work, respectively to study;
- cooperation with the staff and other inmates.
- cognitive training;
NEW TREATMENT AND EDUCATIONAL PROGRAMS
Criminal-pedagogy * Dr. Ruzsonyi '11
An institution’s culture is the sum total of the
attitudes, beliefs, traditions, symbols, ceremonies and
prejudices of current and past staff, the character of
the surrounding community and work environment,
the history of the operations and the events in the
institution and the personalities and ethics of leaders,
formal and informal, both past and present.
Institutional Culture
Factors that Influence Institutional Culture
Offender
characteristics
and behaviors
Staff characteristics
and behaviors
Staff/Offender dynamics
Policy &
procedure
Leadership &
ethics
Istitutional
Culture
EDUCATION
- personal space;
- room for family visits;
- varied regime system (from the open
regime to the high security regime);
- single cell system;
NEW PRISON ENVIRONMENT
Criminal-pedagogy * Dr. Ruzsonyi '11
Special training for the inmates
Concentrate on the needs of the prisoners
Interest inmates in the prison condition
Accommodation of the inmates
Special training for the officers
Inmates
Possible general solutions
Criminal-pedagogy * Dr. Ruzsonyi '11
The MAXIMUM lenght of time of the imprisonment is one year.
Introduction of the relative indeterminated term
of imprisonment for defined category of
juveniles
INTAKE
LEVEL
ADVANCED LEVEL
POSSIBLE EARLY-
RELEASE LEVEL
The movement among the levels – and the chance of early release –
depend on the behaviour, effort and efficiency of the young offender.
Criminal-pedagogy * Dr. Ruzsonyi '11
Important developmental directions
from the viewpoint of pedagogy
The new institution is alternative; progressive and
concentrates on the charasteristics of the age of
youveniles. „TEST” (PROBA – PROgresszív
Büntetési Alternatíva)
Thank you for your kind attention!
„The mood and temper of the public with regard to thetreatment of crime and criminals is one of the mostunfailing tests of the civilization of any country.”
Sir Winston Churchill
Criminal-pedagogy * Dr. Ruzsonyi '11