Suchergebnisse

Parole and Beyond -- Contents -- List of Figures -- List of Tables -- 1 Parole and Beyond: International Experiences of Life After Prison -- A Note From the Editors -- References -- 2 Experiencing Supervision in England-On Licence and on Community Sentences -- Gathering the Views of Service Users -- The Questionnaire -- The In-Depth Interviews -- What Happens in a Supervision Session? -- What is Perceived as Good Supervision? -- Did SEED Training Help in Producing Good Supervision, From the Service User's Perspective? -- What About the Practical Aspects of Desistance? -- How do Service Users Perceive their Supervision? -- References -- 3 Released from Prison in Denmark: Experiences vs. Ambitions -- Background -- Materials and Methods -- Reentry from Prison into the Danish Society -- Chaotic Prison Release -- The Schedule of the Good Release -- Parolees' Experiences of their Release -- Supervision Without a Vision -- Parolees' Experience of their Supervision and Plans Without Action -- Informal Supervision and Punishment -- Dogged by the Police, Bailiffs and the Tax Authority -- Future Perspectives of the Indebted Parolee -- Discussion and Concluding Remarks -- References -- Reports -- 4 Walk the Line: Assessing Prison Conduct for Parole in the Netherlands -- Introduction -- Research Aim and Methodology -- Putting Parole and Prison Conduct in Perspective -- Legal Context -- The Assessment of Prison Behaviour in Practice -- Prisoners' Performances "as prisoners": An Overview of Behaviour Assessments in Parole Advice Reports -- Leisure, Labour and Social Life -- "Approachability" and "correctability": Expanding Compliance to a Broader Notion -- Prisoners' Perceptions of Behaviour Assessment -- The Experience of Panoptic Scrutiny -- The Slippery Notion of Good Custodial Behaviour -- The Perception of Behaviour Assessments as a "one-sided encounter

This book provides an assessment of contemporary international knowledge about the experiences of life after release from prison. For over 100 years people leaving prison have been supervised by probation services, but little has been written about how those who are supervised experience this process, or how this process influences experiences post-release. Research suggests that the success or failure of supervision in terms of reoffending may be related to how it is experienced, but little has been written about how supervision interacts with these experiences. Despite this lack of grounded knowledge, post-prison supervision continues to grow internationally. This book addresses issues relating to life after release through providing a vision of contemporary life after prison in different social and economic climates from those who are the subjects of this growing and changing form of penal power. An engaging and timely study, this book will be of particular interest to scholars of criminal justice and punishment.

This article tells the story of our movement towards using participatory approaches in an action research project aiming to understand the experiences and impacts of belonging to learning communities that span prison and university walls. We draw on our experiences over the past 5 years of building learning communities involving students from higher education and criminal justice organisations and describe some of our attempts to provide creative opportunities for participation and voice within research. We highlight some of the benefits that we have seen through adopting these approaches, as well as some of the discomforts that we, and our students, have experienced. We use these examples to question for whom we think participation 'works', whether participation is always good, or whether it can, rather, sometimes cause harm, and the extent to which participation addresses some of the ethical concerns levelled at more traditional approaches to social science research, including matters of power, purpose, positioning and personhood. Using the work of Cantillon and Lynch as an orienting framework, in the conclusions we return to their arguments to suggest that the benefits of participatory action research might not be in alleviating these ethical concerns, but rather in establishing affective links between people occupying different roles within research, thus imbuing the process with love. This has the potential to transform all of the actors, and the research itself.

This article tells the story of our movement towards using participatory approaches in an action research project aiming to understand the experiences and impacts of belonging to learning communities that span prison and university walls. We draw on our experiences over the past 5 years of building learning communities involving students from higher education and criminal justice organisations and describe some of our attempts to provide creative opportunities for participation and voice within research. We highlight some of the benefits that we have seen through adopting these approaches, as well as some of the discomforts that we, and our students, have experienced. We use these examples to question for whom we think participation 'works', whether participation is always good, or whether it can, rather, sometimes cause harm, and the extent to which participation addresses some of the ethical concerns levelled at more traditional approaches to social science research, including matters of power, purpose, positioning and personhood. Using the work of Cantillon and Lynch as an orienting framework, in the conclusions we return to their arguments to suggest that the benefits of participatory action research might not be in alleviating these ethical concerns, but rather in establishing affective links between people occupying different roles within research, thus imbuing the process with love. This has the potential to transform all of the actors, and the research itself.