̽��ֱ�� of Cambridge - Ruth Armstrong

Justice of the East: research on crime and rehabilitation in our region

fpjl2 — Tue, 12 Mar 2019 11:02:00 +0000

Every day, on the streets of cities, towns and even villages across the East of England, young people take decisions that can – in a moment – alter the course of their life and the lives of others.

These events do not occur in a vacuum: the wrong combinations of environment, timing, people and experience can result in decades lost to crime and addiction – damaging communities and draining the resources of criminal justice services under increasing pressure.

This year, the ̽��ֱ��’s Institute of Criminology celebrates its 60th anniversary. Researchers from the Institute have spent years in the local region engaging with people at different points of these adverse cycles – from police and prison officers to kids on street corners – to build an evidence base for effective ways to reduce harm caused by criminality.

While providing prevention lessons for the UK and indeed the world, research that was kick-started and, in many cases, continues to run in the eastern region means that local policymakers have an opportunity to build on projects and findings uniquely relevant to their patch.

Perhaps none more so than the Peterborough Adolescent and Young Adult Development Study (PADS+): a large longitudinal study that has followed more than 700 young residents of Peterborough from the age of 12 to now over 24, as they navigate school, work, family and the law.

Streets of Peterborough

Led by Professor Per-Olof Wikström, Director of the Centre for Analytic Criminology, the study uses waves of surveys conducted across 13 years that take a singular approach to data gathering. For a given day, the participants are asked to give hour-by-hour detail of where, when, how and with whom they have spent their time. This has been combined with psychological and genetic data, plus two huge surveys each of around 7,000 city residents, to create an extraordinary cross-section of young lives and communities in early 21st-century Britain.

“There is nothing else like this study,” says Wikström. “We have the kind of detail other studies simply don’t have. We can demonstrate not just where ‘hot spots’ of crime occur, but why – which can help us predict future crime-prone areas.”

In a major book, Breaking Rules, the research team showed how certain environments trigger crime, the central importance of personal morality and self-control in “crime-averse” youngsters, and how a third of teens never even consider breaking the law while just 16% commit more than 60% of all adolescent crime.

̽��ֱ��researchers are currently finishing off their next book, which will take the study findings up to the present day. “We still have a huge retention rate of 91% for our cohort, many of whom are now back in Peterborough after university and some are now becoming parents themselves,” says senior PADS+ researcher Dr Kyle Treiber. “This data has the potential to reach far beyond criminological contexts. There’s so much information on everything from education and lifestyle to social mobility,” she says.

For Wikström, Peterborough is an ideal city to research the role of people and environment in crime causation. “It’s a diverse place of manageable size, with neighbourhoods at both ends of the socioeconomic spectrum. Itʼs big enough but not too big, so we could cover the whole urban area – and the surrounding Fenland means people tend to live their lives within the city.”

He suggests that the research, now being replicated (and its findings supported) in countries from Sweden to China, could prove useful for city planners in the eastern region, as well as police and social services. “Peterborough is an expanding city, and our data could help developers understand what creates crime-prone people and criminogenic situations.”

Cops and 'hot spots'

Like all cities, Peterborough has its hot spots: streets or intersections where there is a concentration of theft, violence and criminal damage. These are the areas that some of Wikström’s young people know all too well – and policing them is a challenge for a force that works with tightening budgets. To find the most effective ways of reducing crime in neighbourhoods across Peterborough, ̽��ֱ�� criminologists partnered with Cambridgeshire Constabulary to conduct major experimental trials of police deployment.

By randomly allocating 21 extra minutes of daily foot patrol by Police Community Support Officers to some of the cities hottest hot spots, researchers showed an average drop in reported crime of 39%. They worked out that every £10 spent on patrols would ultimately save £56 in prison costs.

“In working with us to conduct experiments, Cambridgeshire Constabulary has set the standard for cost-effectiveness in policing,” says Professor Lawrence Sherman, Director of the Jerry Lee Centre for Experimental Criminology. “ ̽��ֱ��results from Peterborough provide an important benchmark for evaluating police time – challenging those who would rather see patrols in safer neighbourhoods or high traffic areas.”

Fen life

Outside Peterborough, those brought up in the fens can feel their opportunities are limited, and rural life presents its own challenges to those working in the justice system.

A new project led by Cambridge criminologist Dr Caroline Lanskey and King’s College London psychologist Dr Joel Harvey is exploring how the unique Fenland environment stretching east from Peterborough contributes to youth offending. “There are pockets of the fens where isolation, poor transport links and often high levels of deprivation feed into the types of crime young people commit,” she says.

Lanskey and Harvey, with the support of PhD student Hannah Marshall, are working to develop an “explanatory framework” for rural rule-breaking. They are currently conducting interviews, as well as analysing risk assessment data for hundreds of young people from across Cambridgeshire.

“ ̽��ֱ��fens can feel defined by distance: geographically, but also socially and culturally,” says Lanskey. “Youth justice workers struggle to gain the trust of secluded communities – and struggle to reach them. It can take a whole day to see two or three people.” ̽��ֱ��project is aiming to report back findings later this year.

Prison and beyond

When the decisions young people make end badly, it can result in imprisonment. Life inside can be harsh – many of the region’s prisons have suffered extensive funding cuts, as in the rest of Britain – and, once a sentence is completed, opportunities on the outside can be scant.

For Drs Ruth Armstrong and Amy Ludlow (who, like Lanskey, are in the Centre for Community, Gender and Social Justice), the secure estate holds a vast amount of talent and potential that risks being wasted. Four years ago, they started an initiative called Learning Together: partnering universities with prisons and probation organisations to build “transformative communities”, in which students from both inside and out are taught at the same time by some of the best lecturers in the UK.

̽��ֱ��Learning Together team has worked in several prisons in the eastern region, including Peterborough and Warren Hill near the Suffolk coast. It is with Whitemoor, the high security prison that sits just outside the Fenland town of March, that the team has one of their longest-standing partnerships.

“We started courses in Whitemoor three years ago, and the prison has bought into this work in really exciting ways,” says Ludlow. Bespoke courses on everything from philosophy to creative writing have been taught in Whitemoor; in most cases university students were taken into the prison to learn alongside students currently serving sentences.

“When we move ideas from the learning environment into criminal justice, we show people in prison that they are not defined by their offending, but that there are avenues for them to progress,” says Armstrong.

Learning Together has now instigated over 20 university–prison partnerships nationally. “ ̽��ֱ��relationships of trust built with prisons such as Whitemoor have allowed us to create models of working for partnerships across the country. By engaging locally with research, you can end up pushing national agendas.”

From Fenland delinquency to policing Peterborough’s streets and the power of prison education, researchers from the Institute of Criminology are engaged in the region to help reduce the harm crime can cause.

By engaging locally with research, you can end up pushing national agendas

Ruth Armstrong

UK police officer

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Releasing a better version of me: the power of education in prison to change lives

amb206 — Mon, 16 Jan 2017 10:00:00 +0000

Handwritten letters, in a digital world, are increasingly rare. But, on 18 November 2016, John sat down to write to his friend Jakub. His message begins in capitals: “YES, JAKUB” and goes on to congratulate Jakub on the latest developments in his career. He writes: “I now consider myself your friend, who is so proud of you.”

John’s words are inscribed in biro on lined paper: the notepaper of Her Majesty’s Prison Service. Writer and recipient of this letter could hardly be more different. A former addict, John is serving a lengthy sentence at HM Prison Grendon in Buckinghamshire. Thousands of miles away, Jakub is starting a PhD in criminology in the Czech Republic while working for the Constitutional Court in Prague. With a Masters in criminology from Cambridge ̽��ֱ��, his future looks bright.

Jakub and John are just two of more than 100 people who have been brought together by an ambitious scheme run by academics at Cambridge’s Institute of Criminology. Taught in prisons, Learning Together gives university students and prisoners the chance to study alongside each other. They sit in the same classrooms, engage with the same topics, and carry out the same assignments.

Learning Together was piloted at HMP Grendon in 2015. An-eight week criminology course was taken by 24 learners, half of them graduate students and half of them prisoners. ̽��ֱ��programme is now expanding to other prisons and subject areas. Its remarkable success stems from the passionate belief of its creators – criminologists Drs Ruth Armstrong and Amy Ludlow – in the power of education to capacitate, unlock potential and transform society for the better.

This term, prisoners at Grendon have the opportunity to sign up for a course in literary criticism led by Dr Stacey McDowell from Cambridge’s Faculty of English. Meanwhile, prisoners at HM Prison Whitemoor in Cambridgeshire are offered a course on ‘ ̽��ֱ��Good Life and the Good Society’ run by Drs Ryan Williams (Centre of Islamic Studies) and Elizabeth Phillips (Divinity Faculty).

Religious, political and social differences are high on the public agenda, yet theological and religious education is often taught in a way that’s disconnected from the real world. Williams suggests that this gap between theoretic and real-life perspectives represents a valuable opportunity. “While carrying out my research, I observed that people are guided on a daily basis by ethical and theological questions of what constitutes the ‘good’,” he says.

“Our course finds a middle ground, and provides a chance for students to sharpen their own understanding of what is right and ‘good’ in their own life and in society by having meaningful contact with, and learning alongside, people from a diversity of backgrounds. Yes, we’re taking a risk in that we're exploring questions of difference often seen as sources of conflict, but we believe it’s a crucial one to take.”

Universities and prisons might seem poles apart but both communities set out to transform lives for the benefit of society. “While teaching on access-to-university courses, aimed at students from less advantaged backgrounds, we realised that the students we were meeting had a lot in common with the prisoners we’d encountered in the course of our research,” say Armstrong and Ludlow.

“Many came from similar backgrounds and had been brought up on similar streets. ̽��ֱ��access students tended to have punitive views of people who commit crime – while many prisoners thought they had nothing in common with ‘clever’ people who were destined for university. We saw the same potential brimming in many of them.”

Teaching in prisons is nothing new. However, Learning Together has a broader objective. It sets out to create enduring ‘communities of learning’ in which students from universities and prisons realise how much they have to learn from, and with, each other.

̽��ֱ��shared endeavour of structured learning forges friendships and shatters stereotypes. As a prison-based Learning Together student called Adam put it in an article about his experiences “I had my fears about the course. Will I be judged? Will I be up to it socially? Can I really learn with Cambridge students without looking stupid?”

Adam found the learning environment to be “inclusive and enabling” and wrote that “my confidence has soared and I come out of each session buzzing with new knowledge, new friendships and knowing that I’ve contributed way more than I thought I could". Since completing the course he has won a scholarship that will enable him to take a Masters in English Literature. He has also trained as a mentor for Learning Together students.

Many prisoners have negative experiences of school and gain few formal qualifications. For their part, many university students have relatively narrow life experiences. “Going into a prison, I expected to find immaturity,” said one Cambridge student in a film made by prisoners at HMP Springhill, another prison involved in the project. “Instead, I discovered that I was the immature one.”

At the heart of Learning Together is an approach described by Armstrong and Ludlow as ‘dialogical learning’ – learning through dialogue with fellow students and teachers in an environment of trust. In a blog for an online magazine, a prisoner at Grendon called Anthony shares his thoughts about the liberating nature of this approach.

Anthony writes: “Every session … gave me the feeling that I had been free for a few hours, although not free in the sense that I had been outside the prison, but free in a deeper sense. I could be a better version of myself, which my incarceration, past and fears did not dictate to and smother. It was warmth, compassion and the exchange of ideas – alongside the acceptance of others – that created this released version of me.”

If you are interested in learning more about how your university or department could get involved in working in partnership with a local prison, please contact Ruth Armstrong and Amy Ludlow on justis@crim.cam.ac.uk

A pioneering project to teach university students alongside prisoners, so that they learn from each other, has proved remarkably successful. ̽��ֱ��creators of Learning Together, Drs Ruth Armstrong and Amy Ludlow, are now expanding the scheme and seeking to widen participation across university departments.

They are not studying us; they are studying with us.

Adam (a prisoner talking about the Learning Together course)

Kip Loades

Face to face

̽��ֱ��text in this work is licensed under a Creative Commons Attribution 4.0 International License. For image use please see separate credits above.

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Inside information: Students and prisoners study together in course that reveals the power of collaborative education

tdk25 — Tue, 26 Apr 2016 07:00:06 +0000

̽��ֱ��wealth of untapped academic talent inside the criminal justice system has been illuminated by a ground-breaking project in which people in prison studied in equal partnership with Cambridge students.

To date, 22 prisoners have participated in the Learning Together initiative at HMP Grendon in Buckinghamshire, which completed its second term last week. Many students have described it as a life-changing experience, and one student who is currently in prison has already had a paper accepted by an academic journal.

̽��ֱ��project was funded by the British Academy and consists of carefully-structured, eight-week courses involving both graduates studying for the MPhil in Criminology at the ̽��ֱ�� of Cambridge and students from the prison itself. All of the participants co-operate on equal terms, sharing exactly the same study materials, and working together in small group sessions.

In a report due to be published in the next edition of ̽��ֱ��Prison Service Journal, the organisers, Dr Ruth Armstrong and Dr Amy Ludlow, argue that the course has dismantled stereotypes and prejudice in both directions. While it overturns the assumptions of many prisoners that a university education is something that they will never be able to achieve, it does so by highlighting their ability to handle complex subject matter on an equal footing with their Cambridge peers.

̽��ֱ��forthcoming report argues that more should be done to develop models of prison education which, rather than teaching prisoners in isolation, are built around active collaborations with organisations beyond their walls. In particular, it presents powerful evidence – drawn from interviews with the students who took part – that the experience of studying with others profoundly affected the ways in which all students viewed themselves and thought about the future.

One participant, Gareth, has already written a review of an academic book that he will publish alongside Ludlow and Armstrong in a peer reviewed journal next month. In his graduation speech, Gareth said: “For a large part of my sentence, who I am has been entirely synonymous with the reasons I ended up in prison. Reflecting on the initiative, it seems that the overwhelming product was that I was reminded of being someone other than the person who committed these offences.

“I am someone who has valid and useful opinions, I have an interest in how society works, and the connectedness we feel with the other people who we share this world with. I am developing a sense that not only do I want to help people – I am starting to believe I can.”

̽��ֱ��course organisers suggest that such experiences point to the capacity of projects like theirs to improve current prison-based learning and transform the learning cultures of both prisons and universities, in ways that help all students to realise and develop their skills and talents to support social progress.

They point out that a pathway out of crime relies on something called “Diachronic Self-Control” – the idea that a person can have ideas about what they want to achieve in life, but that these will remain unfulfilled unless they can also access the places and connections which make them achievable. “People have to be able to perceive a different future to be able to move towards that future,” the study observes.

̽��ֱ��Learning Together course involves weekly sessions, each lasting two and a half hours, and covers a series of topics such as the legitimacy of power, and the rebuilding of non-offending lives.

Each week’s reading list typically involves an academic paper and a more accessible piece of content. For example, for the session on Trust and Democratic Voice, students were also asked to read an article about how marginalised groups in Tunisia used hip-hop as a means of self-expression with which to confront state power during the Arab Spring.

Armstrong, who is a Research Associate in Criminology at St John’s College, Cambridge, said that much of the course drew on ideas from more general research into education. In particular, it applies the principles that students learn better when they absorb new information through dialogue and shape it in light of their experiences, rather than through instruction alone. When students realise they have potential, they adopt a “growth mindset” and are more able to capitalise on it.

“When we move some of those ideas from the learning environment into criminal justice, what we show people in prison is that they are not fixed and defined by their offending, but that there are avenues for them to progress,” she said. “That’s a very powerful message.”

Ludlow, a lecturer in Law and Criminology at Gonville and Caius College, Cambridge, added: “That message is just as powerful for the Cambridge students. Many of them talked to us about how, before Learning Together, their world views were small. Studying together, in dialogue, helped everyone to see how individual ideas and experiences interact with bigger institutions, histories and social forces.”

Their views are echoed by extensive feedback from the students themselves, much of which is reported in the forthcoming journal article. In one particularly moving graduation speech, a student called Zaheer reflected: “It gave me self-esteem and confidence in my own abilities… Being able to put our past behind us and do something positive like this has helped our confidence, transforming our lives.”

̽��ֱ��project has received praise from the Secretary of State for Justice, Michael Gove. “We must be more demanding of our prisons, and more demanding of offenders, which means giving prisoners new opportunities but expecting them to engage seriously and purposefully in education and work,” he said. “I have seen for myself that the Learning Together Initiative at HMP Grendon provides the chance for prisoners to work towards their full potential and gain qualifications as a result. It does great work and it is a testament to the scheme and the hard work of those involved that so many are able to attend the graduation ceremony.”

̽��ֱ��Governor of HMP Grendon, Jamie Bennett, said: “ ̽��ֱ��therapeutic work of Grendon helps to explore and manage some of the profound traumas and problems experienced by the men in our care. Whilst doing this, it is also important to offer opportunities in which they can discover and develop their talents. This course is an example of that.”

Rod Clark, Chief Executive of the Prisoners’ Education Trust, highlighted the value of Learning Together as an initiative with benefits both for the students within the prison and those at Cambridge.

“Problems within prisons – safety concerns, overcrowding, limited access to classes – can make creating a healthy learning environment incredibly difficult,” he added. “Projects like Learning Together help to achieve just that, offering tremendous benefits for people on both sides of the prison wall. They allow prisoners to recognise their ambitions and motivations, while giving the student population an understanding of prison life.”

Armstrong and Ludlow are supporting the creation of similar partnerships between other universities and prisons and other departments within the ̽��ֱ�� of Cambridge. They are also involved with further collaborative initiatives focused on different skills, such as cooking and making music.

Their report calls for the development of an approach to prison education that is “more porous” in terms of its creative engagement with the outside world, and its approach to prisoners as potential assets to society rather than people who merely require correction.

Further information about the Learning Together Programme can be found here.

Additional images reproduced by permission of the Ministry of Justice/Learning Together project.

A highly innovative project in which Cambridge students and prisoners studied together at a Category B prison in Buckinghamshire has broken down prejudices and created new possibilities for all of those who took part. ̽��ֱ��researchers behind it suggest that more such collaborative learning initiatives could help dismantle stereotypes and offer prisoners a meaningful vision for the future after release.

I am someone who has valid and useful opinions, I have an interest in how society works, and the connectedness we feel with the other people who we share this world with. I am developing a sense that not only do I want to help people - I am starting to believe I can.

Gareth, a student on the Learning Together course at HMP Grendon

Learning Together/Ministry of Justice

Prisoner and guard.

̽��ֱ��text in this work is licensed under a Creative Commons Attribution 4.0 International License. For image use please see separate credits above.

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