1. © 2014 by Pearson Higher Education, Inc Upper Saddle River, New Jersey 07458 All Rights Reserved SEITER, CORRECTIONS: AN INTRODUCTION, 4E Chapter 1 The History of Crime and Corrections 1

2. © 2014 by Pearson Higher Education, Inc Upper Saddle River, New Jersey 07458 All Rights Reserved Summarize the definition, mission, and role of corrections. Identify how corrections can affect the crime rate by understanding the concept of the correctional funnel. Outline the growth of corrections over the past two decades and describe why the scope of correctional budgets, staffing, and clients makes it important for students to study corrections. Contrast the Classical School with the Positive School of criminology. Summarize early responses to crime prior to the development of prisons. CHAPTER OBJECTIVES 1.1 1.2 1.3 1.4 1.5

3. © 2014 by Pearson Higher Education, Inc Upper Saddle River, New Jersey 07458 All Rights Reserved Outline the development of the prison. Describe the operations of the Walnut Street Jail, the first American prison. Compare the Pennsylvania system with the Auburn system of imprisonment. Describe prison development from the Reformatory Era to the Modern Era. List the acts of Congress regarding the sale of prison made products and describe their impact on the end of the Industrial Era of prison operations. CHAPTER OBJECTIVES 1.6 1.7 1.8 1.9 1.10

4. © 2014 by Pearson Higher Education, Inc Upper Saddle River, New Jersey 07458 All Rights Reserved 1.11 1.12 1.13 Describe the Rehabilitative Era and the medical model of corrections, and explain how this era evolved into the Reintegrative Era. Summarize sentencing goals and primary punishment philosophies. Define the theories of specific and general deterrence. CHAPTER OBJECTIVES

5. Summarize the definition, mission, and role of corrections. Learning Objectives After this lecture, you should be able to complete the following Learning Outcomes 1.1

6. Defining Corrections 1.1 The range of community and institutional sanctions, treatment programs, and services for managing criminal offenders. What is corrections?

7. Incarceration Treatment and Rehabilitation Surveillance and Control Protection of Society The Mission of Corrections 1.1

8. Corrections as Part of the Criminal Justice System 1.1 Inter- section Police CourtsCorrections

9. Identify how corrections can affect the crime rate by understanding the concept of the correctional funnel. Learning Objectives After this lecture, you should be able to complete the following Learning Outcomes 1.2

10. © 2014 by Pearson Higher Education, Inc Upper Saddle River, New Jersey 07458 All Rights Reserved 1.2 Figure 1.2 Correctional Funnel

11. Outline the growth of corrections over the past two decades and describe why the scope of correctional budgets, staffing, and clients makes it important for students to study corrections. Learning Objectives After this lecture, you should be able to complete the following Learning Outcomes 1.3

12. © 2014 by Pearson Higher Education, Inc Upper Saddle River, New Jersey 07458 All Rights Reserved 1.3 Figure 1.3 Incarceration Rate of State Prisoners Who Is in Prison?

13. © 2014 by Pearson Higher Education, Inc Upper Saddle River, New Jersey 07458 All Rights Reserved 1.3 Figure 1.5 Adult Correctional Populations Who Is in Prison?

14. © 2014 by Pearson Higher Education, Inc Upper Saddle River, New Jersey 07458 All Rights Reserved 1.3 Figure 1.6 Direct Expenditures by Criminal Justice Function Expenditures

15. Who Is in Prison? 1.3 Males White men ages 18 or older—1 in 106 All men ages 18 or older—1 in 54 Hispanic men 18 or older—1 in 36 Black men 18 or older—1 in 15 Black men ages 20 to 34—1 in 9 Females White women ages 35 to 39—1 in 355 Hispanic women ages 35 to 39—1 in 297 All women ages 35 to 39—1 in 265 Black women ages 35 to 39—1 in 100 Source: Pew Center on the States(2008), One in 100: Behind Bars in America 2008, p. 6.

16. Correctional Jobs 1.3 Budget administrator Chaplain Computer specialist Correctional officer Employee development specialist Facility manager Financial manager Food service manager Health system administrator Industrial specialist Institution administrator Juvenile caseworker Medical officer Ombudsman Personnel manager Probation/parole officer Psychologist Recreation specialist Safety manager Teacher Training instructor

17. Contrast the Classical School with the Positive School of Criminology. Learning Objectives After this lecture, you should be able to complete the following Learning Outcomes 1.4

18. Two Schools of Criminology 1.4 Classical School Cesare Beccaria Positive School Cesare Lombroso vs.

19. Comparison of Schools of Criminology 1.4 Classical Positive Free Will Deterrence Non-Free Will Biological Causes of Crime HedonismPunishment Should Fit the Criminal

20. Schools of Criminology 1.4 Neo-Classical School of Criminology

21. Summarize early responses to crime prior to the development of prisons. Learning Objectives After this lecture, you should be able to complete the following Learning Outcomes 1.5

22. Early Responses to Crime 1.5 Early Punishments in the English system

23. Outline the development of the prison. Learning Objectives After this lecture, you should be able to complete the following Learning Outcomes 1.6

24. Development of the American Prison 1.6 Quick Historical Perspective

25. Describe the operations of the Walnut Street Jail. Learning Objectives After this lecture, you should be able to complete the following Learning Outcomes 1.7

26. Operations of the Walnut Street Jail 1.7 Walnut Street Jail

27. Compare the Pennsylvania and Auburn prison systems. Learning Objectives After this lecture, you should be able to complete the following Learning Outcomes 1.8

28. Pennsylvania and Auburn Systems 1.8 Pennsylvania System Separate and silent Solitary confinement Hard labor within the cells Repentance Used at Western and Eastern State Penitentiaries Caused mental problems Short-lived Auburn System Congregate and silent Work in groups Repentance and hard labor Used at Auburn and other New York prisons (Sing Sing) Adopted by other states Fewer mental problems vs.

29. Describe prison development from Reform Era to the Modern Era. Learning Objectives After this lecture, you should be able to complete the following Learning Outcomes 1.9

30. Prison Development from the Reform Era to the Modern Era 1.9 Prison Development

31. List acts of Congress regarding prison industries. Learning Objectives After this lecture, you should be able to complete the following Learning Outcomes 1.10

32. Acts of Congress 1.10 Hawes- Cooper Act 1929 Ashurst- Sumners Act 1935 & 1940 and These acts severely limited the sale of prison-made products on the open market. They idled thousands of inmates and forced administrators to find other means to operate prisons.

33. Describe the Rehabilitative Era and the Medical Model of Corrections, and explain how this era evolved into the Reintegrative Era. Learning Objectives After this lecture, you should be able to complete the following Learning Outcomes 1.11

34. Rehabilitative Era to Reintegration 1.11 Rehabilitative Era Emphasized the professionalizing of staff through recruitment and training Implementation of many self-improvement programs of prison management

35. Rehabilitative Era to Reintegration 1.11 Medical Model Offenders are sick, inflicted with problems that caused their criminality, and need to be diagnosed and treated Rehabilitative programs would resolve offenders’ problems and prepare them for release into the community able to be productive and crime-free

36. Rehabilitative Era to Reintegration 1.11 Reintegration After offenders complete their treatment in prison they need transitional care, and the community must be involved in their successful return to society

37. Summarize sentencing goals and primary punishment philosophies. Learning Objectives After this lecture, you should be able to complete the following Learning Outcomes 1.12

38. Sentencing Goals of Corrections 1.12

39. Define the theories of specific and general deterrence. Learning Objectives After this lecture, you should be able to complete the following Learning Outcomes 1.13

40. Deterrence as a Goal of Punishment 1.13 General The recognition that criminal acts result in punishment, and the effect of that recognition on society that prevents future crimes Specific The effect of punishment on an individual offender that prevents that person from committing future crimes vs.

41. © 2014 by Pearson Higher Education, Inc Upper Saddle River, New Jersey 07458 All Rights Reserved Corrections is the range of community and institutional sanctions, treatment programs, and services for managing criminal offenders. The primary mission is to protect the public through surveillance and control, treatment and rehabilitation, and incarceration. The correctional funnel displays the disposition and number of cases that begin as being reported and end as incarceration. It is clear that only a small percentage of crimes reported end in arrest and incarceration. The growth of corrections in terms of offender population and cost has dramatically increased over the past two decades. Classical criminology focuses on the free will and hedonism of the offender while Positive criminology centers on biological and environmental causes of crime. Contemporary corrections continues to ascribe more toward the Classical School. CHAPTER SUMMARY 1.1 1.2 1.3 1.4

42. © 2014 by Pearson Higher Education, Inc Upper Saddle River, New Jersey 07458 All Rights Reserved Early responses to crime included many forms of corporeal punishments including torture of various types. The American prison system started with a small penitentiary at the Walnut Street Jail in Philadelphia and advanced to larger penitentiaries in Pennsylvania and New York and then to reformatories in several states. The Walnut Street Jail was a three-story jail in Philadelphia. A small segregated unit on the third floor was renovated so inmates could repent in their cells. This became the beginning of the penitentiary movement. The Pennsylvania system operated as a silent and separate system in which inmates were confined in single cells with no contact with other offenders. The Auburn system permitted inmates to work in groups to have human contact, but silence remained a key feature. CHAPTER SUMMARY 1.5 1.6 1.7 1.8

43. © 2014 by Pearson Higher Education, Inc Upper Saddle River, New Jersey 07458 All Rights Reserved The development of the prison was a slow process of moving from a separate and silent system to reformatories to promote treatment and work skills, then to a system in which offenders were consider “ill.” This was followed by a movement toward rehabilitation and reintegration back to the community and a concern for victims’ rights. The Hawes-Cooper Act (1929) and the Ashurst-Sumners Act (1935) restricted the sale of prison made goods on the open market. The Rehabilitation Era evolved into the Medical Model in which offenders were “sick” and needed treatment. While this fell out of favor, more emphasis was placed on preparing offenders for their eventual release. CHAPTER SUMMARY 1.9 1.10 1.11 1.12 1.13 The sentencing goals of corrections remain punishment, deterrence, incapacitation, treatment, and restitution. Specific deterrence refers to those punishments aimed at stopping the offender from committing further crimes. General deterrence are actions to persuade other persons from committing criminal acts.