Turning points and returning points: Understanding the role of family ties in the process of desistance
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Citations
An Interpretative Phenomenological Analysis of the Educational Experiences of Three Young People, Detained or Placed in Custody, in a Secure Children’s Home.
Desistance in men who have previously committed sexual offences: An exploration of the early processes
The role of criminogenic needs and emotions in restorative justice: Offenders’ experiences in victim–offender mediation:
Assessing the deployment of informal support networks for mothers of incarcerated young men
Movilizar el cambio en menores con medidas judiciales: de la atribución al vínculo
References
Self-efficacy: toward a unifying theory of behavioral change.
Adolescence-limited and life-course-persistent antisocial behavior: A developmental taxonomy.
A general theory of crime.
Related Papers (5)
Frequently Asked Questions (13)
Q2. What did the participants with a narrative of persistence do after they were released?
After the motivation to change occurred, the participants with a narrative ofdesistance enrolled in programmes directed at facing their drug problems and, in some cases, their needs to control impulsivity.
Q3. What did the participants do during their prison sentences?
Some of the participants took part in programmes aimed at overcoming drugaddiction during their present prison sentence and were able to quit drugs, obtain early release, and finish their sentences with a narrative of desistance.
Q4. What is the role of the support in building a narrative of desistance?
in the profiles with an early-onset of offending, for the construction of a narrative of desistance a more intense number of factors and socials bonds as a catalyst of change seems needed.
Q5. What is the role of social bonds in the construction of a narrative of desistance?
It seems then that the job experience, at least for persons able to work, was a necessary element in the construction of a narrative of desistance, and in particular in the perception of selfefficacy.
Q6. What did the participants say about their efforts to change?
Ourparticipants with a narrative of desistance underlined that their families and partners were proud of their efforts to change.
Q7. What criteria were used to construct a typology with 4 profiles of offenders?
From a pre-analysis of these interviews, a typology with 4 profiles of offenders was constructed using two criteria: onset of offending and age at release.
Q8. Why did the authors choose to maintain the contrast among the three profiles?
the authors have decided to maintain the contrast among those three profiles for the following reasons: first, only in the profile of young offenders have the authors found the relevance of turning points and, second, in theIn the second stage, 20 additional interviews were done, focusing on thoseprofiles and narratives less present in the first stage, in order to obtain a sufficient variety of narratives (desistance and persistence) within each of the 4 profiles.
Q9. What was the purpose of the analysis?
A thematic content analysis of the interviews was conducted on the basis of pre-defined categories, which were enhanced while the work progressed.
Q10. What is the role of the support in building a narrative of change?
Similar to other resources that can be mobilized by participants, learning produced within the context of correctional intervention is not catalyst of change but it is a fundamental element in the building narratives of change.
Q11. What is the meaning of the term ‘turning points’?
For Laub and Sampson, these new events that occur in the course of life may imply that the person starts moving from an offending to a conventional life style and that is why they should be called ‘turning points’.
Q12. What did the authors think of the rehabilitation opportunities?
Although these persons considered that rehabilitation is something that they should be given credit for, not the correctional system, the narratives illustrate that the opportunities given by the correctional system increased their feelings of self-efficacy:
Q13. How did the authors analyze the life-history calendar?
In order to improve the timing of events in the life course (family, residence, education, job, drug abuse, time served in prison), participants completed an additional life-history calendar (Freedman et al.