Prof . Dr. PETER RUZSONYI

BÜNTETÉSVÉGREHAJTÁS

Prof. Dr. PETER RUZSONYI

HUNGARIAN PRISON ADMINISTRATION

NATIONAL UNIVERSITY OF PUBLIC SERVICE

Faculty of Law Enforcement

Training Teachers and Instructors to Teach in Prisons/Detention Centres

- Criminal-pedagogical approach -

Malta, 2012

Part № 1

National University of Public Service(NUPS)

In Service of the Nation

New university with significant traditions

Historic traditions of training public service professionals:

•Zrínyi Miklós National Defence University,

•Police College

•Faculty of Public Administration at Corvinus University, Budapest.

Three merging faculties:

•Faculty of Military Science and Officer Training (FMS)

•Faculty of Public Administration (FPA)

•Faculty of Law Enforcement (FLA)

THE STRUCTURE OF MY LECTURES

A: 25th September 2012 (09:00– 10:30)

Dr. Ruzsonyi ‘12 Training course - Malta

Europe and Beyond: An Analysis of the treatment of Offenders.

B: 28 th September 2012 (09:00 – 10:30)

- The possibility of criminal-pedagogy and the reintegration of inmates (Criminal-pedagogical approach of the personality of the offenders);

- New education/treatment methods of young offenders.

General target-system of the punishment (Ruzsonyi, 2011)

Reprisal/retaliation/ retribution/revenge

Deterrence

RESOCIALISATION - REINTEGRATION

Punishment is not the only goal any more, but an important device!

GeneralCRIMINAL

IndividualIsolation

SOCIETY

Restorative element

VICTIM

Training course - Malta

Dr. Ruzsonyi ‘12

A világ országai

32 countries

USA (5)

Brasilia

South Africa

Australia (NSW)

AustriaFinlandGermany (4)ItalyIsrael

JapanHong KongPhilippinesIndonesia

Canada (NS)

Egypt

Slovakia

PolandNorwayMaltaDenmark

39 states 150 < institutions

HungaryThe Scenes of the Research

BulgariaFo.YugoslaviaPortugalIreland Cyprus

Czech rep.KosovoEstonia

SwitzerlandSwedenSpain

CRIMINAL-POLICY CATEGORIES OF THE CORRECTIONS (DÜNKEL, 1990)

JUSTICE MODEL YOUTH-PROTECTION MODEL

TREATMENT ? STRATEGIES


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EXECUTIVE FORMS OF DIFFERENT TREATMENT STRATEGIES

(RUZSONYI, 2002)

REPRESSIVE TYPE OF PUNITIVE SANCTIONS

NEO-TREATMENTINTERVENTIONAL TYPE

OF IMPRISONMENT


Dr. Ruzsonyi ‘12


» New York, N.Y. - USA;

» Hong Kong;

» Bryan, Tx. - USA

- The most characteristic feature of this type of punitive sanctions is BOOT CAMPS -


Dr. Ruzsonyi ‘12

THE MAIN GOALS OF BOOT CAMPS• Deterrence (special

and general) is a key-issue;

• rehabilitation;

• reprisal;

• reduction of overcrowding and custodial expenses.


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CHARACTERISTICS OF BOOT CAMPSI.

• The life is strict and rigid;

• privileges are rare;

• 90-180 days concentrated efforts instead years to be spent in prison .


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CHARACTERISTICS OF BOOT CAMPSII.

• The programme is based on:

- exhausting physical work;


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- marching drill;


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- marching drill;

- gymnastics.


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CHARACTERISTICS OF BOOT CAMPSIII.

• The verbal confrontation is an often used method.


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CHARACTERISTICS OF BOOT CAMPSIV.

• During the whole programme maximum efforts are expected.


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CHARACTERISTICS OF BOOT CAMPSV.

• The communication among the inmates is generally prohibited.


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THE NEW GENERATION OF BOOT CAMPSIntensive Confinement Centre Bryan, Texas


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THE NEW GENERATION OF BOOT CAMPS

» The REHABILITATION

is the main objective;

» the participation is

VOLUNTARY.

CHARACTERISTICS I.

» the militarily type is

still in use;


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THE NEW GENERATION OF BOOT CAMPS

The program consists of a due process system of:

» discipline;

CHARACTERISTICS II.

» a strict regimen of physical conditioning;

» labour intensive work assignments;

» education courses;

» vocational training;

» drug abuse counselling;

» life skills training and community service. Training course - Malta

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THE NEW GENERATION OF BOOT CAMPSCHARACTERISTICS III.

The motto of theprogramme is:

„What cannot be done alone, that we shall manage

TOGETHER”

Tasks of challenge-type


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THE NEW GENERATION OF BOOT CAMPSCHARACTERISTICS IV.

WARNING! THE TARGET-GROUPS OF THE PROCEDURES DECLARED SUCCESSFUL CONCERN EXCLUSIVELY ADULTS,

AMONG JUVENILES NO POSITIVE EXPERIENCES OCCURED.


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Austria Finland Germany (2)

ItalyIsrael SlovakiaPolandNorwayMalta

Denmark HungaryBulgaria

External Influences

- Treatment ideology: 1950’

(psychology, social work,

analysis and evaluation)

- Crisis of the tre

atment:

1974 (strictness)

- New generation of the

treatment: 1990’ (cognitive

training, self-respect,

progressive system, self-

responsibility

Portugal

YugoslaviaIreland


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(RUZSONYI, 2002)



OF IMPRISONMENT


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NEO-TREATMENT

» Denmark

» Finland

» Norway


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NEO-TREATMENT

» They should bear the responsibility for what they do;

CHARACTERISTICS I.


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NEO-TREATMENT

» the young offenders have special needs and problems, which should separately be dealt with;

CHARACTERISTICS II.


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NEO-TREATMENT

» the society has to be protected from criminality;

CHARACTERISTICS III.


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NEO-TREATMENT

» young offenders are entitled to have the same rights, as the citizens of the society;

CHARACTERISTICS IV.


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NEO-TREATMENT

» permanent personal interaction there is between the offender and the tutor;

CHARACTERISTICS V.


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NEO-TREATMENTCHARACTERISTICS VI.

the Cognitive Skills Training Programme is the method to reach it.

» the REHABILITATION is the main objective

and


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(RUZSONYI, 2002)


OF IMPRISONMENT


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INTERVENTIONAL TYPE OF IMPRISONMENT

Drill-focused system Mediterranean

modelPrussian model

Former communist countries

Rehabilitation tendency

- Great Britain- France

- Italy- Malta- Portugal

- Germany- Austria

- Czech Republic- Hungary- Bulgaria

- Sweden- The Netherlands

CONSTRUCTIVE TENDENCYTraining course - Malta

Dr. Ruzsonyi ‘12


» there is no REAL partnership between juveniles and prison officers;

» The REHABILITATION

is the main objective;

» some types of COOPERATION are possible (drug-free units).

CHARACTERISTICS I.


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» the importance of the openness, the normalisation, the responsibility is accepted;

» Their targets declared are relatively homogenous, the re- socialization stands in the foreground;

» the individualisation and differentiation of the prisoners is of vital importance.

SUBSTANTIAL IDENTITIES I.


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» the consumption of drugs and its trading within the prison is a key-issue;

» their concept of jurisdiction is steadily changing;

» the overcrowdedness has become permanent;

SUBSTANTIAL IDENTITIES II.

» the high percentage of foreign inmates is dominant; Training course - Malta

Dr. Ruzsonyi ‘12


» the short-term leave is often applied;

» the relationship with the living-environment is satisfactory;

» it is obligatory for everyone to work respectively to study;

SUBSTANTIAL IDENTITIES III.

» the vocational training is of vital importance.Training course - Malta

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» Personal and material conditions;

SUBSTANTIAL DIFFERENCES

» the quality and quantity of the relations that can be maintained with the outside world;

» the quality and efficiency of the after-care system.


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CONCEPTION OF MANAGING

REPRESSIVE SANCTIONS

INTERVENTIONAL TYPE

NEO-TREATMENT

CORRECTIONAL GOALS

LENGTH OF TIME

POSITIVE PEDAGOGICAL METHODS

NEGATIVE PROCESS-HANDLING

SUMMARY

Reprisal, deterrence

Rehabilitation, punishment

Rehabilitation

Indefinite/definite

Definite Definite

Progressive system, unambiguous rules, formation of habits, valuation, model

Demand for interference, vocational training, evaluation, assistance

Partnership cognitive training, „challenges”, needs, private sphere

Humiliation, suppression of individuality, complete standardization

Lack of cooperation, personality forming is pushed into the background

Double level system, lack of private objects

THREE VERY SPECIFIC PRISON SYSTEMS OR RATHER PRISONS


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- The smallest prison of the world

- The biggest prison of the world

- The most controversial type of imprisonment: boot camps

THE SMALLEST PRISON OF THE WORLD


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South Africa


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http://hu.wikipedia.org/w/index.php?title=F%C3%A1jl:LocationSouthAfrica.svg&filetimestamp=20091020162457

Robben Island


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.He spent here 6 years between 1963 and 1969.

The prison of Robert Sobukwe


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THE BIGGEST PRISON OF THE WORLD


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Filippin Islands


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http://hu.wiktionary.org/wiki/F%C3%A1jl:LocationPhilippines.png


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THE MOST CONTROVERSIAL TYPE OF IMPRISONMENT: BOOT CAMPS


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„Classical Boot Camps”Rykers Island, NY, USA – State prison for male adults I.


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„Classical Boot Camps”Rykers Island, NY, USA – State prison for male adults II.


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„Classical Boot Camps” Lantau Island, Hong Kong, State prison for juveniles and young adults I.


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„Classical Boot Camps” Lantau Island, Hong Kong, State prison for juveniles and young adults II.


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„Classical Boot Camps” Lantau Island, Hong Kong, State prison for juveniles and young adults III.


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„Classical Boot Camps” Lantau Island, Hong Kong, State prison for juveniles and young adults IV.


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„Classical Boot Camps” Lantau Island, Hong Kong, State prison for juveniles and young adults V.


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„New generation” Boot CampsBryan, Texas, USA – federal prison for females I.


Dr. Ruzsonyi ‘12

„New generation” Boot CampsBryan, Texas, USA – federal prison for females I.


Dr. Ruzsonyi ‘12

BÜNTETÉSVÉGREHAJTÁS

Prof. Dr. PETER RUZSONYI

HUNGARIAN PRISON ADMINISTRATION

NATIONAL UNIVERSITY OF PUBLIC SERVICE

Faculty of Law Enforcement

Training Teachers and Instructors to Teach in Prisons/Detention Centres

- Criminal-pedagogical approach -

Malta, 2012

Part № 2

THE STRUCTURE OF MY LECTURES

A: 25th September 2012 (09:00– 10:30)

Dr. Ruzsonyi ‘12 Training course - Malta

Europe and Beyond: An Analysis of the treatment of Offenders.

B: 28 th September 2012 (09:00 – 10:30)

- The possibility of criminal-pedagogy and the reintegration of inmates (Criminal-pedagogical approach of the personality of the offenders);

- New education/treatment methods of young offenders.

Riddle I.

One pregnant women, who is syphilitic patient is standing in front of you. She already has 8 children.

Three of them are deaf , two are blind and one is mentally handicapped. Would you recommend the

abortion to this pregnant women?

If your decision is abortion, you have just killed Beethoven.

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


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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.


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WHAT DOES CREATIVE HUMAN BEINGS MEAN?

problem-raising

problem-solving

self-realization

self- expression


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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;


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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, THEIR COOPERATION AND ACTIVITY.


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Formation of Constructivism

Constructive way of life:

when the lifestyle is personally effective and at the same time it is socially useful.


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PEDAGOGY

CRIMINOLOGY

SOCIAL WORK

PSYCHOLOGY

Social-psychology

General-pedagogy

Social-pedagogy

Education of the handicapped

CRIMINAL-PEDAGOGY

Criminal-psychology

Criminal-pedagogy as an interdisciplinary science-field


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„The mood and temper of the public with regard to the treatment of crime and criminals is one of the most unfailing tests of the civilization of any country.”

Sir Winston Churchill


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Reintegration

LIFE- DIRECTION

SOCIALISATION

BREAKING POINT

RESOCIALISATION

FORMED NEW LIFE-SITUATION

NEW LIFE-DIRECTION

» INTENTION

» AGE

» POSITIVE-NEGATIVE

» SPONTANEITY

» COOPERATION

» INSTITUTIONAL FRAMEWORK

PRISON

SOCIETY


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In our case the breaking point of the criminals can be the crime, the arrest, especially the imprisonment. And this is the available length of time when we have to offer different possibilities and programmes to them.

LIFE- DIRECTION

SOCIALISATION

RESOCIALISATION – REINTEGRATION


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THE STRUCTURE OF THE PERSONALITY

feelings, wishes, plans – NEEDS

morality + ethic

everyday life (happiness and conflicts)

knowledge + learning


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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 potentialities

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

Stimulative- regulating system

Organizer - executive system

Cognitive - social competence


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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.


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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.


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knowledgeskill

ability


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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.)


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Need-layer of the self-developing activity

Need-layer of the community-developing activity (Character)


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Need-layer of the community-developing activity (Character)

habit

model - ideal

conviction (harmony)


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The way of character-forming:

Character: stimulative- regulating phenomenon

» rewarding and punishment;

» unconscious copying;

» consideration/understanding.

Component parts:

» habit;

» model - ideal;

» conviction (harmony).


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Self-developing activity

intellectual - aesthetical needsneed for healthy life-styleneed for products and achievementspiritual – religious needsneed for safety and being accepted


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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.


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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.




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conflict handling/management

practical life-knowledge


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Cognitive training and conflict-management

Intrapersonal factors

Interpersonalfactors

Socialfactors

The conflict-type model of the responsible factors for the formation of the corrupting life-leading


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Factors that Influence Institutional Culture

Offender characteristicsand behaviors

Staff characteristicsand behaviors

Staff/Offender dynamics

Policy &procedure

Leadership & ethics

IstitutionalCulture

EDUCATION


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Inmates

Possible general solutions


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How can we create „new generation” prisons?

- prison environment;

- treatment and educational programs;

- philosophy;

- new type education and training for officers.

We have to develop new:


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- personal space;

- room for family visits;

- varied regime system (from the open regime to the high security regime);

- single cell system;

NEW PRISON ENVIRONMENT


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Consequence-pedagogy

Methodologycal approach

Constructive pedagogy

Holistic approach

Closed institutional correctional pedagogy


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The prison offers social support while it expects inmates to take part in the forming of their own life and solving of their problems. Both parties (society and prisoner) have to make effort.

The prisoners/students are seen as thinking individuals, who have a will and who are able to act according to their will.

Personality develops through interaction with other people, based on communication with them, and by considering consequences of our own acts.

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.


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Special compromise created by other-sided parties who are ready to cooperate. The parties are involving to the process because of their interest or/and confidence but their participation has to be strictly voluntary.

Definition of the Mediation

Mediation:


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Different types of Mediation and the Corrections

No demands for mediationOne-sided (impersonal)

„mediation”

Real mediation


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„mediation”

Real mediation


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„mediation”

Real mediation


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The MAXIMUM length of imprisonment is ONE year.

Introduction of relatively undetermined length of imprisonment for one well-defined juvenile

inmates’ category

LEVEL OF LEVEL OF RECEPTION RECEPTION

ADVANCED LEVELADVANCED LEVEL

LEVEL OF EARLIER LEVEL OF EARLIER RELEASERELEASE

The transition from one level to the next – hereby the chance of earlier release – depends on the behaviour, the effort and successfulness of

the juveniles.Training course - Malta

Dr. Ruzsonyi ‘12

Thank you for your kind attention!


Dr. Ruzsonyi ‘12


Professional literature I.


Obligatory readings ▪ 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.

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Suggested Readings

▪ 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.


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Documents

Prof . Dr. PETER RUZSONYI