‘A wee kick up the arse’: Mentoring, motivation and desistance from crime

Kirkwood, Steve

doi:10.1177/17488958211043691

Cited by 10 publications

(4 citation statements)

References 42 publications

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“…This was a point recently made by a leading desistance researcher in highlighting that people involved in offending are often “denied all of the usual tools of storytelling, and instead forced to rework their stories through the muzzle of responsibilisation” (Graebsch and Maruna, 2022 p. 251). Not having to rework stories in this way may explain why mentor to mentee relationships are “non-judgemental, available, caring, and trusting” (Kirkwood, 2021 para.7).…”

Section: Risk and Person-centred Practicementioning

confidence: 99%

“…This can be described as an advantage when explaining how to obtain social capital from such a challenging predisposition and doing so within authentic connections that provides hope (Brierley, 2021). This is an experiential tool which is a significant and effective instrument for promoting desistance as a “hook for change” (Giordano, 2002; Kirkwood, 2021; Nixon, 2020). Although having this experience can be helpful, it is just one tool and does not inadvertently mean those without this tool cannot be effective practitioners in a justice context.…”

Section: Experiential Peer Facilitated Desistancementioning

confidence: 99%

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Experiential peers cultivate a participation culture in youth justice

Brierley

2023

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Purpose The purpose of this viewpoint paper is to explore the concept of experiential peer support, which involves individuals who have lived experiences of using care and justice services. This paper discusses whether experiential peer support can contribute to developing a participatory culture in youth justice practice. Design/methodology/approach This viewpoint paper will critically evaluate the relational power of experiential peers. Particular attention will be paid to the key components of relational practices by reflecting on ways to enhance the voice of the child within participatory and child first approaches. The paper draws on a range of evidence and research to explore whether inclusion of a lived experience perspective can foster participatory cultures. Findings Experiential peers can create a participatory youth justice culture, which can positively impact on desistance for justice involved children. Research limitations/implications Further research needs to be undertaken to extrapolate the key characteristics of effective experiential peer support. This includes discussion on whether recruitment of wounded healers into professional youth justice roles can enhance participation in youth justice settings and construct conditions for social growth to develop in youth justice practice. Originality/value The author of this viewpoint paper has personal experience of care, youth incarceration and professional experience of youth justice participation practice, providing a unique vantage point and contribution to the desistance and rehabilitation literature.

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Section: Risk and Person-centred Practicementioning

confidence: 99%

Section: Experiential Peer Facilitated Desistancementioning

confidence: 99%

Experiential peers cultivate a participation culture in youth justice

Brierley

2023

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“…Recognizing the expertise of peers, acknowledging and compensating their contribution to professional development of their peers can go a long way toward ensuring the development of their pedagogical and professional competencies (Searby, 2010). Recognizing the important role played by peers in mentoring, some educationist have advocated for mentors as peer to be motivated (Kirkwood, 2023). This has become necessary owing to the daunting task and challenges faced by peer as mentors.…”

Section: Literature Reviewmentioning

confidence: 99%

The Effect of Peer to Peer Mentoring on Initial Teacher Professional Development at Holy Child College of Education

2023

JEP

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In order to equip pre-service teachers with the required professional teaching competences, the Colleges of Education in Ghana have structured their curricula such that subject content knowledge is taught during the preliminary years (1-3) at college. During the final year, the colleges have partner schools that engage the final year pre-service teachers on teaching practicum known as mentorship. That notwithstanding, research suggests that pre-service teachers are not fully adequately prepared for the mentorship programme while at college (Amankwah, Oti-Agyen & Sam, 2017). Very little is done by way of preparing the pre-service teachers for the final year mentorship programme while at college (Fletcher, 2012). To forestall this situation, the researchers instituted a peer to peer mentorship programme spanning one semester at Holy Child College of education in Takoradi, Western Region of Ghana in the 2019/2020 academic year. During the peer to peer mentorship programme, third year pre-service teachers preparing for final year mentorship practicum were assigned to second year pre-service teachers to be mentored. Each mentoring group forming a stratum, was assigned to a professional college of education Tutor for continuous coaching and monitoring. The researchers together with two other facilitators organised a five (5)-day orientation training for the pre-service teachers prior to the commencement of the mentorship programme. During the 5-day orientation training, the pre-service teachers were introduced to ethics of the teaching profession, the teaching practicum policy, collaborative lesson planning and delivery, teaching learning resource preparation and storage as well as innovative pedagogical approaches. Both peers were guided on how to keep a teaching practice journal and also how to develop teaching philosophies to guide their professional practice.The explorative case study design with multiple data source was used to conduct this study. The stratified purposive sampling technique was employed to collect data on 210 second year pre-service teachers who had been assigned to 10 different mentoring groups (strata) based on their subject specialty. The subject specialty of the pre-service teachers included: early childhood, primary education, junior high subject specialties as well as home economics and languages. Participant observation schedule, questionnaire and End of Mentorship Discussion Forum (EMDF) were used by the researcher to collect data for the study. The use of the multiple data source ensured triangulation, rigor and credibility of the information obtained. The different instruments used in collecting data from the same study enabled the researcher to describe the findings as authentic and trustworthy.Findings from the study revealed that, Peer mentoring has contributed immensely towards the development of efficient pre-service teachers. Peer to peer mentoring has equipped pre-service teachers with the skills involved in classroom organisation and management, increased their professional commi...

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“…Studies among formerly incarcerated persons returning to the community and receiving the support of non-peer as well as peer mentors (individuals with previous convictions) indicate this support is a significant factor in motivating behavioral change, shaping a more positive re-identity, and improving the capacity for desistance among previous offenders (Buck, 2018; Kenemore & Seungho, 2020; Kirkwood, 2021; Matthews et al, 2020; O’Connor & Bogue, 2010). Tietjen et al (2021) describe how formerly incarcerated academics—many of whom identify with Convict Criminology (Jones et al, 2009; Marlow et al, 2015; Newbold & Ross, 2013; Ross et al, 2014)—help formerly incarcerated students and academics overcome the social and structural barriers that severely limit their life chances.…”

Section: Introductionmentioning

confidence: 99%

Student Mentors of Incarcerated Persons: Contribution of a Mentoring Program for Incarcerated Persons

Timor

Peled-Laskov

Golan

2022

Criminal Justice Policy Review

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This study evaluates the impact of a student program for mentoring incarcerated persons. Mentoring has multiple goals for both incarcerated persons and mentors; this article focuses on its contributions to incarcerated persons. The program encourages incarcerated persons to think positively and constructively, apply anger management, and learn about the normative society they will enter. Twenty-one incarcerated persons participated in semi-structured in-depth interviews in this qualitative research. The findings show that the students eventually became significant others for the incarcerated persons, most of whom reported on forming excellent relations with the students, and learning to act more deliberately and less violently due to the students. They also described reducing their self-absorption, expanding their horizons, and better understanding their criminal choices. Some mentioned acquiring more structured worldviews and improving their behavior. The findings point to significant benefits gained from the incarcerated person–student interaction in the mentoring framework, and the importance of expanding the program.

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‘A wee kick up the arse’: Mentoring, motivation and desistance from crime

Cited by 10 publications

References 42 publications

Experiential peers cultivate a participation culture in youth justice

Experiential peers cultivate a participation culture in youth justice

The Effect of Peer to Peer Mentoring on Initial Teacher Professional Development at Holy Child College of Education

Student Mentors of Incarcerated Persons: Contribution of a Mentoring Program for Incarcerated Persons

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