| |
One frequently hears claims from
social and political commentators that 'giving youngsters values',
'regaining lost values', or 'returning to traditional/family values',
will partly alleviate youth crime. Some educationists in the United
Kingdom and abroad are also convinced that values education can help
alleviate youth crime. Before schoolteachers are lumbered with even more
responsibility for youngsters' behaviour, we should find out if values
education really can help.
In a recent study, I searched for a range of values education programmes
(VEPs) in the UK and USA to find out whether they had contributed to
prevention of some social problems. Here are some of the results
relating only to the social problem of youth crime.
A full description of what a VEP involves would entail another article.
However, for me, a preliminary definition of values education is:
| |
an activity which can take place
in any organisation during which people are assisted by others, who
may be older, in authority or more experienced, to make explicit those
values underlying their own behaviour, to assess the effectiveness of
these values and associated behaviour for their own and others' long
term well-being and to reflect on and acquire other values and
behaviour which they recognise as being more effective for long term
well-being of self and others. |
|
Of course, the various aspects of this
definition require extensive discussion, but the purpose of this article
is to examine approaches or programmes which incorporate this ethos and
their effect on youth crime.
Offending behaviour
McGuire and Priestley in their book, Offending behaviour: skills and
stratagems for going straight (1985), suggest a values education
approach to reducing offending behaviour. They refer to making values
explicit, eliciting values, changing values, values clarification,
contesting values, character building and treating young offenders as
adults. They talk of the value base of their work, mutual respect, a
non-judgmental approach, not imposing an alternative moral system and
giving offenders more responsibility.
McGuire and Priestley report on studies of eleven VEPs which achieved
substantial reductions in anti-social behaviour. Some of these showed
medium term results: a three-year follow-up revealed fewer re-offenders
amongst the experimental group. In another study, recidivism rates of
the experimental group were less than half that of the control group -
five years after the initial research. Other studies found reductions in
misbehaviour, tardiness, and police/court contact rates, which were
still significant after one year. Another study found significant
reductions in delinquent behaviour up to eighteen months after the VEP.
However, the evidence is not clear-cut: some studies showed the effect
of VEPs to be only short lived (six months).
Probation services
One aim of the UK probation service is to advise, assist and befriend.
This principle and the three distinctive probation schemes described by
Featherstone in his book "There is an alternative". The promotional work
of the probation service and social services departments. A review and
guide to better practice (1987), indicate a values education approach.
The New Careers Project (NCP) run by Avon Probation service since 1982;
the Erith Day centre established in 1986 by the South East London
Probation Service; and the Wiltshire Community Service Scheme
established in 1985 all require offenders to partake in group work and
counselling to examine their offending behaviour. The values education
approach is evident in offering opportunities for personal development,
and enhancement of self-respect by service to the community through
direct caring relationships between offender and an elderly, handicapped
or otherwise disadvantaged person. However, I could not find studies
evaluating the success or otherwise of these VEPs.
Community policing
Community policing involves consulting community members and inviting
them to contribute to policing their own community. The police become a
part of the community and they watch on behalf of the community rather
than watching the community. The discussion and debates, and mutual
respect for dignity, implies making values explicit and making choices
based on these values. The assumption is that involving people in
becoming aware of the necessity for 'rules' means there is less
likelihood of them being broken. I could not find studies showing that
community policing, despite its other admirable effects, has reduced
youth crime.
The Children's Hearing System in Scotland
The Children's Hearing System rather than the courts, has most of the
responsibility for children under sixteen who commit offences or who are
in need of care. Children are encouraged to contribute fully to
discussions about them and attempts are made to find ways to help them
overcome their difficulties. If deemed necessary the child must meet
with a social worker. During these meetings questions of values and
behaviour are bound to arise. The overall impression is one of respect
and caring for the individual child. Fox, in his Kilbrandon Child Care
Lecture in 1991 (Children's hearings and the international community)
finds the Hearings based on respecting the children's worth and dignity
as persons.
Although there have been many studies of the effects and operation of
the Hearing system, I found none that support the general belief that
the Hearings contribute to reducing criminal behaviour. I am aware of
only one longitudinal study and this does not examine adequately whether
youngsters were helped to avoid re-offending.
Some suggestions
Naturally, the interrelationship of values and crime s complex. However,
in an initial way, the following three suggestions ma prove helpful.
-
More research is needed on the long-term preventative
effects of VEPs. While there is some evidence that VEPs can help young
offenders (the curative effect) we do not know if values education in
schools prevents youngsters becoming involved in crime after they leave
school.
-
Even though evidence is a sparse, educator in schools,
community centres, youth organisations and churches, for example,
should be assisted to undertake VEPs. Since absolute answers about
being human will never be found, the need for further research is not
an excuse for not doing values education. There are very sound
theoretical reasons from psychology and philosophy why VEPs should
work. In addition, and there is evidence from the USA that VEPs can
help with other social problems such as truancy, substance abuse,
carrying of weapons, violence in schools, vandalism and racism, which
might lead to crime.
-
Values education is a complex matter and educators will
need support and encouragement to implement it, especially under
current conditions of financial hardship and curriculum overload. It is
important that committed educators and educationists throughout the UK
begin to document and share, even more actively, their excellent work
in values education.
Bill Robb is a management and education consultant based
in Aberdeen, Scotland. For more information and resources on values
education or to invite Dr Robb to speak at your event go to
www.valueseducation.co.uk. This article was originally published as
Crime and consequence in the TES, July 9 1993, page 14.
|
|
