OFFENDER REINTEGRATION
COURSE INTRODUCTION
GOAL
- Know and describe theoretical insights regarding the re-integration into society of persons who committed criminal
offences
- Autonomously identify and discuss the various individual, contextual and societal aspects and their interaction which
may influence the re-integration into society of persons who committed criminal offences
- Autonomously identify and discuss barriers and leverages regarding the re-integration into society of persons who
committed criminal offences
- Have attention for the diversity among persons who committed criminal offences
- Autonomously analyze, evaluate and synthesize literature – from various science domains - about the re-integration
into society of persons who committed offences
- Report comprehensively about research findings in written and oral communication
- Have a respectful and critical-scientific attitude towards persons who committed criminal offences and their re-
integration into society
- Give attention to the critical and social role and relevance of criminolog(y)(ists).
➔ Overall goal: recognize and understand the importance and complexity of ‘offender reintegration’
LECTURES SCHEDULE
“The here after” → the goal is to apply the conceptual
issues from the first lecture on the movie “the here after”.
Write observations down, the different processes (on the
level of the CJS, individual, justice, family…) afterwards
we’ll have a discussion.
COSA = circles of support and accountability (for people
who committed sex offenses) → this class will be in Dutch
Microteaching = defend our group paper in this
microteaching classes, the other students and lecturers
will ask questions.
,TEACHING & EVALUATION METHODS
PAPER
- Group paper on any topic of relevance to ‘offender reintegration’ (+/- 5000 words)
o You and your group members must be interested in this topic (internal motivation!)
o You use scientific literature to underpin your findings
o You add new knowledge to the lectures series
- Structure of a scientific article (abstract - introduction – methodology – results – discussion – references)
- Scoring (/8)
o Abstract (/1)
o Problem statement (/2)
▪ = relevance of the topic. Everything is interesting, but what is the urgence? What is “need to know”? +
we need to formulate clear research questions!
▪ We must be critical of out own work and the concepts we use, you need to provide a definition about
what you are talking about (not just “sex offenders” → very big group)
o Scientific elaboration of paper (/2)
o Use of scientific literature (/1)
o Methodology (/1)
o Structure of paper (/1)
- Procedure
o Groups (students) → subscribe on Ufora (deadline 1/3 5 pm)
o Group topic → submit in collaboration room Ufora (deadline 15/3 5 pm)
o Paper → submit via Groups Ufora AND collaboration room Ufora (deadline 26/4 5pm)
- Discussion sessions (/2) = microteaching
o Mandatory attendance!!
o 3 sessions on 9/5 (group 1 – 12, 4 groups per sessions)
o 3 sessions on 16/5 (group 13 – 24, 4 groups per sessions)
o Before session: each group prepares 2-3 questions for the three other groups → submit via email (deadline 3/5
5pm)
o During session: each student groups answers the questions posed by the other groups → structured, clear, to
the point, fluent
Paper = literature review! → English will not be quoted but it must be “readable” and have the right structure. Not more than
5500 words!! Min. Of 20 scientific articles!! Our questions for the discussion sessions will also be quoted, must be of quality!!!
,EXAM
- Handouts + e-reader + film + guest lectures (not: microteaching)
- Written examen, closed book, open questions
- On campus
- Questions which primarily assess critical reflection and insight
o 1 – 2 questions assessing critical reflection and insight
▪ F.i. apply a theory or theoretical knowledge to a case
▪ F.I. reflect/comment on policy decisions, news paper articles
o 1 reproduction question (on less points)
OVERVIEW OF DEADLINES
, LECTURE 1: WHAT’S IN A NAME?
READER
- Gideon, L., & Sung, H. E. (2011). Integrative triple R theory: Rehabilitation, Reentry, and Reintegration. In: L. Gideon, & H. E. Sung (eds.),
Rethinking corrections: Rehabilitation, reentry, and reintegration (399-407). US: Sage publications.
- McNeill, F., & Graham, H. (2020). Conceptualising Rehabilitation: Four forms, two models, one process and a plethora of challenges. In: P.
Ugwudike, H. Graham, F. McNeill, P. Raynor, F. Taxman, & C. Trotter (eds.), The Routledge Companion to Rehabilitative Work in Criminal
Justice (pp. 10-19). London: Routledge.
GOALS
- Know and have insight into
o The narrow and broad perspective on reintegration
o The meaning of different words used to refer to reintegration and related aspects, and critical considerations
about the use of these (re-)words
o The different aims/forms of rehabilitation/reintegration
o The stakeholders involved in reintegration
BACKGROUND OF THE SELECTED ISSUES
- Corrections → crime control and punishment
o A lot of efforts are put in thinking about and doing crime control and punishment, but reintegration is also
essential (and a part of prevention)
- “reintegration” is also an essential topic in criminal justice and criminology
- Although this is recognized by many scholars, this recognition is not reflected in criminal justice and criminology curricula
(see Gideon, 2010)
o The recognition of reintegration is not reflected in universities and the CJS (criminal justice system)
o Gideon looked trough the courses in criminology and concluded that < 10% of the courses directly addressed
reintegration: lack in the curricula!
- As reintegration entails more than criminal justice interventions and is connected to different policy domains (Travis,
2005), other curricula should also have attention for this subject…
o F.i. elective course “Pedagogical acting in judicial and forensic contexts” (FPPW)
- Courses focusing on offender reintegration = good practice…
Conclusion: offender reintegration should not only be discussed in criminology, but also in other policies! Also other curricula
should have attention for this subject.
GROUP DISCUSSION
Discuss about and formulate (an) answer(s) to the following questions:
- What do you think of when you hear the word (offender) reintegration or what are the first things that pop into your
mind?
- Who is involved in or responsible for (offender) reintegration?
- What are the aims of reintegration or when is a person who committed crime reintegrated?
COURSE INTRODUCTION
GOAL
- Know and describe theoretical insights regarding the re-integration into society of persons who committed criminal
offences
- Autonomously identify and discuss the various individual, contextual and societal aspects and their interaction which
may influence the re-integration into society of persons who committed criminal offences
- Autonomously identify and discuss barriers and leverages regarding the re-integration into society of persons who
committed criminal offences
- Have attention for the diversity among persons who committed criminal offences
- Autonomously analyze, evaluate and synthesize literature – from various science domains - about the re-integration
into society of persons who committed offences
- Report comprehensively about research findings in written and oral communication
- Have a respectful and critical-scientific attitude towards persons who committed criminal offences and their re-
integration into society
- Give attention to the critical and social role and relevance of criminolog(y)(ists).
➔ Overall goal: recognize and understand the importance and complexity of ‘offender reintegration’
LECTURES SCHEDULE
“The here after” → the goal is to apply the conceptual
issues from the first lecture on the movie “the here after”.
Write observations down, the different processes (on the
level of the CJS, individual, justice, family…) afterwards
we’ll have a discussion.
COSA = circles of support and accountability (for people
who committed sex offenses) → this class will be in Dutch
Microteaching = defend our group paper in this
microteaching classes, the other students and lecturers
will ask questions.
,TEACHING & EVALUATION METHODS
PAPER
- Group paper on any topic of relevance to ‘offender reintegration’ (+/- 5000 words)
o You and your group members must be interested in this topic (internal motivation!)
o You use scientific literature to underpin your findings
o You add new knowledge to the lectures series
- Structure of a scientific article (abstract - introduction – methodology – results – discussion – references)
- Scoring (/8)
o Abstract (/1)
o Problem statement (/2)
▪ = relevance of the topic. Everything is interesting, but what is the urgence? What is “need to know”? +
we need to formulate clear research questions!
▪ We must be critical of out own work and the concepts we use, you need to provide a definition about
what you are talking about (not just “sex offenders” → very big group)
o Scientific elaboration of paper (/2)
o Use of scientific literature (/1)
o Methodology (/1)
o Structure of paper (/1)
- Procedure
o Groups (students) → subscribe on Ufora (deadline 1/3 5 pm)
o Group topic → submit in collaboration room Ufora (deadline 15/3 5 pm)
o Paper → submit via Groups Ufora AND collaboration room Ufora (deadline 26/4 5pm)
- Discussion sessions (/2) = microteaching
o Mandatory attendance!!
o 3 sessions on 9/5 (group 1 – 12, 4 groups per sessions)
o 3 sessions on 16/5 (group 13 – 24, 4 groups per sessions)
o Before session: each group prepares 2-3 questions for the three other groups → submit via email (deadline 3/5
5pm)
o During session: each student groups answers the questions posed by the other groups → structured, clear, to
the point, fluent
Paper = literature review! → English will not be quoted but it must be “readable” and have the right structure. Not more than
5500 words!! Min. Of 20 scientific articles!! Our questions for the discussion sessions will also be quoted, must be of quality!!!
,EXAM
- Handouts + e-reader + film + guest lectures (not: microteaching)
- Written examen, closed book, open questions
- On campus
- Questions which primarily assess critical reflection and insight
o 1 – 2 questions assessing critical reflection and insight
▪ F.i. apply a theory or theoretical knowledge to a case
▪ F.I. reflect/comment on policy decisions, news paper articles
o 1 reproduction question (on less points)
OVERVIEW OF DEADLINES
, LECTURE 1: WHAT’S IN A NAME?
READER
- Gideon, L., & Sung, H. E. (2011). Integrative triple R theory: Rehabilitation, Reentry, and Reintegration. In: L. Gideon, & H. E. Sung (eds.),
Rethinking corrections: Rehabilitation, reentry, and reintegration (399-407). US: Sage publications.
- McNeill, F., & Graham, H. (2020). Conceptualising Rehabilitation: Four forms, two models, one process and a plethora of challenges. In: P.
Ugwudike, H. Graham, F. McNeill, P. Raynor, F. Taxman, & C. Trotter (eds.), The Routledge Companion to Rehabilitative Work in Criminal
Justice (pp. 10-19). London: Routledge.
GOALS
- Know and have insight into
o The narrow and broad perspective on reintegration
o The meaning of different words used to refer to reintegration and related aspects, and critical considerations
about the use of these (re-)words
o The different aims/forms of rehabilitation/reintegration
o The stakeholders involved in reintegration
BACKGROUND OF THE SELECTED ISSUES
- Corrections → crime control and punishment
o A lot of efforts are put in thinking about and doing crime control and punishment, but reintegration is also
essential (and a part of prevention)
- “reintegration” is also an essential topic in criminal justice and criminology
- Although this is recognized by many scholars, this recognition is not reflected in criminal justice and criminology curricula
(see Gideon, 2010)
o The recognition of reintegration is not reflected in universities and the CJS (criminal justice system)
o Gideon looked trough the courses in criminology and concluded that < 10% of the courses directly addressed
reintegration: lack in the curricula!
- As reintegration entails more than criminal justice interventions and is connected to different policy domains (Travis,
2005), other curricula should also have attention for this subject…
o F.i. elective course “Pedagogical acting in judicial and forensic contexts” (FPPW)
- Courses focusing on offender reintegration = good practice…
Conclusion: offender reintegration should not only be discussed in criminology, but also in other policies! Also other curricula
should have attention for this subject.
GROUP DISCUSSION
Discuss about and formulate (an) answer(s) to the following questions:
- What do you think of when you hear the word (offender) reintegration or what are the first things that pop into your
mind?
- Who is involved in or responsible for (offender) reintegration?
- What are the aims of reintegration or when is a person who committed crime reintegrated?
