Week 1b:  History of Penology (Continued)

 

Reading:

• Blomberg & Lucken, Chapters 6, 7, and 8
• Latessa et al., Chapters 4 and 5
• Rothman, Chapters 10 and 11
• Johnson, Chapter 2

 

Chapter 2 of the Johnson text provides the reader with an in-depth sociological analysis of the penitentiary movement in the United States during the early 1800s.  This focused treatment of the birth and proliferation of the penitentiary expands the discussion of this reform effort in Chapter 5 of Blomberg & Lucken.  Detailed descriptions are given of both the physical plants and regimes of the Walnut Street Jail (Philadelphia) penitentiary wing (1790), the Pennsylvania/Separate System and the Auburn/Congregate System.  At the end of the chapter, Johnson provides the readers with an in-depth discussion of the realities of this 19^th century reform.

Chapter 6 of the Blomberg & Lucken text provides the reader with an overview of punishment and reform during the progressive era (1830-1880).  During this time, recidivism was acknowledged as a problem; thus, the one-dimensional reform approach (i.e., penitence) of the penitentiary was questioned.  Furthermore, criminology began to develop as a social science during the mid-1800s.  At this time, theory within the field addressed biological, psychological, and social factors that could lead to crime and delinquency.  Aside from questioning the value of the penitentiary (i.e., the realities discussed in Chapter 2 of Johnson) and acknowledging the contribution of theoretical criminology, society continued to experience vast changes, as America experienced the peak of the industrial revolution.  Monopoly capitalism dominated the economic scene, and urbanization and immigration continued at a rapid pace.

Progressive era reforms include indeterminate sentencing, the reformatory, parole, and probation.  As with the reforms implemented in the previous historical eras discussed in American Penology, the reality of implementation often never matched the goals and ideals originally outlined by the reformers.  The selection by Gill in Latessa et al. gives the reader an extensive overview of the principles outlined at the 1870 National Prison Association conference in Cincinnati.  This declaration of principles guided the development and implementation of the reformatory plan, parole, and probation.  However, corporal punishments were often utilized in the reformatories of the late 19^th century, and many parole and probation officers operated with large caseloads, which did not facilitate adequate supervision and assistance for offenders.

Below are some guiding questions to aid in understanding Chapter 6 in Blomberg & Lucken as well as relevant ancillary readings:

 

• Was the penitentiary a failure?

o       Concerning recidivism:

§         What influences/causes recidivism?

§         When a released offender “stumbles,” is such as situation viewed as a total failure?

§         What about undetected recidivism?

·        Was direction did the body of theory in criminology take during the progressive period?

o       How did theory influence treatment?

• What was the emphasis of reform efforts that were developed and implemented during the progressive period?

 

Penologists such as Rafter (Chapter 4 in Latessa et al.) have documented the use of prisons in the reform of female offenders at the turn of the 20^th century.  Rafter’s selection documents the special regimes employed in female institutions.  Women were often trained in domestic tasks/functions.  It is clear that the economic model can be used to understand the implementation and development of such regimes.

Chapter 7 and 8 (1900-1960) of the Blomberg & Lucken text addresses the 20^th century rehabilitative ideal, criminological theories that were developed during this time, and the respective reforms that attempted to embody the prescriptions of such theories.  Theories discussed include social disorganization/culture conflict, differential association/social learning, and anomie/strain.  Reforms discussed include the juvenile court, the professionalization of the correctional enterprise, the development of the Federal Bureau of Prisons, and the individualized treatment ideal driven by psychology and classification principles.

Below are some guiding questions to aid in understanding Chapter 7 and 8 in Blomberg & Lucken:

Chapter 7:

• Why examine the development of the juvenile court?

·        How were children handled/treated prior to the development of the juvenile court?

·        Why did the juvenile court come into existence?

·        The first juvenile courts:

o       Goal(s)?

o       Dispositions?

o       Role(s) of juvenile justice professionals?

·        Which children fell under jurisdiction of the juvenile court in the early 1900s?

·        What is the reality concerning the creation of the juvenile court?

 

Chapter 8:

• What assumptions comprise the rehabilitative ideal?