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In a recent study, I searched for a range of values
education programmes 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 values education programme involves would
entail another article. However, for me, a preliminary definition of
values education is:
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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. |
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The various aspects of this definition require
extensive discussion, but the purpose of this article is to examine
values education 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 values education
programmes that 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 values education took place. However, the
evidence is not clear-cut: some studies showed the effect of values
education 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), indicates 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 values education
programmes.
Community policing
Community policing is an attempt at values education because it 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 themselves and attempts are made to find ways to help them
overcome their difficulties. If deemed necessary the child must meet
with a social worker. This approach is values education because 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
The interrelationship of values and crime is complex. However, in an
initial way, the following three suggestions may prove helpful.
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Even
though evidence is sparse, educators in schools, community centres,
youth organisations and churches, for example, should be assisted to
undertake values education. 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 values education should
work. In addition, there is evidence from the USA that values
education 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.
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Values
education requires teachers to be skilled facilitators (not
instructors). This means that educators will need support and
encouragement to implement it, especially under 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.
The free
e-Report on the CAVE website gives a
detailed explanation of what values education is and how it is
conducted. Dr Bill would be delighted to speak at your next event
http://www.valueseducation.co.uk/speaker.html
Copyright © 2008 Values Education Ltd
Note to editors. Feel free to use this article as long as the
following details are retained. “A values education article from CAVE
http://www.valueseducation.co.uk ”
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