The criminal pedagogical interpretation of the human personality and behaviour

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.


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


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.


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


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.


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


Consequence-pedagogy

Methodologycal approach

Constructive pedagogy

Holistic approach

Closed institutional correctional pedagogy


(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.


(1) Prison population rate (per 100,000 of national population)

(3) Prison population total (no. in penal institutions incl. pre-trial detainees)

http://www.prisonstudies.org/


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


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)


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.



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


WHAT DOES CREATIVE HUMAN BEINGS

MEAN?

problem-raising

problem-solving

self-realization

self- expression


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;


Formation of Constructivism

Constructive way of life:

when the lifestyle is personally effective and at the

same time it is socially useful.


THE STRUCTURE OF THE PERSONALITY

feelings, wishes, plans – NEEDS

morality + ethic

everyday life (happiness and conflicts)

knowledge + learning


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


Stimulative-

regulating

system

Organizer -

executive

system


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.


Stimulative-

regulating

system

Organizer -

executive

system


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


Stimulative-

regulating

system

Organizer -

executive

system


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)


Stimulative-

regulating

system

Need-layer of the

community-developing

activity (Character)

habit

model - ideal

conviction (harmony)


The way of character-forming:

Character: stimulative- regulating phenomenon

» rewarding and punishment;

» unconscious copying;

» consideration/understanding.

Component parts:

» habit;

» model - ideal;

» conviction (harmony).


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


Stimulative-

regulating

system

Organizer -

executive

system


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.



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



conflict handling/management

practical life-knowledge


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


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


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


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.


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.


The pedagogical system of the establishingof constructive life-style (Ruzsonyi, 2007)

Stimulative-regulating system

Organizer -executive system


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


Treatment for crime has lost its credibility.

Treatment has not.

Christie, N. 1981. Limits to Pain. Oxford: Martin Robertson.


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


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


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


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


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.


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


The criminal pedagogical interpretation of the human personality and behaviour

Education

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