Recidivism refers to a person's tendency to
return to criminal behavior. A community's recidivism rate refers to the
number of parolees who return to prison. Someone who has returned to
prison one or more times is referred to as a recidivist. The number of
recidivists is expressed as a percentage.
For example:
A 2002 article in the Honolulu Advertiser reported
that a study of recidivism in Hawaii revealed that approximately 42% of
a test group of parolees returned to prison within two years, mostly for
parole violations. The results for the most
recent (2010) study are confusing—between 48.2% and 56.4%
recidivism rate. Also read:
Hawaii Free Press Report.
It reads—"Recidivism is
defined as any new arrest [incorrect, it should read any re-arrest], or the revocation of probation or parole,
within three years of the start of supervision [This is incorrect, it should
read, "any re-arrest ever."]. The data reveal a 47.4%
recidivism rate for probationers; a 47.1% recidivism rate for parolees;
and a 61.9% recidivism rate for maximum-term released prisoners."
A state's recidivism rate mirrors
the leadership-relationship communication-skills of its university Speech-Communication Professors;
their
communication model (referred to as the
Adversarial
Communication Model) is emulated by most students, including
education and health-care majors. 47%
perfectly mirrors our correction staff, specifically, our Parole
Board Members, those who consistently fail to catch the lies
during an applicant's parole interview.
Prisoners have no choice other than to
mirror the integrity of its prison's staff. For
example: If a warden is hiding one or more signifcant
thoughts from a family member he/she causes (yes causes) a
parole applicant to withhold an equally significant thought.
There are no exceptions to the phenomenon.
A measure of the success or
failure of a community's rehabilitation program is its recidivism rate.
Read:
Parole—The First 24-hrs—a story.
Virtually all recidivists have one or more illegal
perpetrations for which they have yet to be caught; they were paroled
without having acknowledged all of life's perpetrations, especially the
illegal one(s) they committed prior to the one for which they were
incarcerated (or for the perpetrations they committed while
incarcerated—for which they have yet to be acknowledged).
Prisoners know that there is no amnesty or pardon
for admitting to prior crimes during counseling/therapy and so they
deceitfully hide life's other
unacknowledged perpetrations for fear of having more time added to their
imprisonment. In other words, there is no motivational support for
telling the truth so as to be completely acknowledged for all of life's
perpetrations.
Just as there is a way to
communicate that inspires integrity so too is there a way that enables
and empowers unethical behaviors. The communication skills used
throughout the community, the ones taught to us by our parents, teachers,
and clergy, also support recidivism and college freshman that require
remedial composition and comprehension classes to learn what their high
school educators failed to teach [to communicate].*
Time and
again we've seen what happens when we release a parolee back into
his/her community of social and familial relationships—most parolees resume
relating with the people that supported, however unconsciously, the
parolee's incarceration.
Parolees who engage in conversations with
parents, loved ones, friends, and community members, people who
have not concurrently participated in their own rehabilitation program,
are at great risk. How we communicate effects all with whom we relate.
As of a 2016, during a HPR-1 radio interview,
one of the mothers of the 1999 Columbine
incident still has yet to acknowledge what she did to drive her son out
of her life and to kills others. Once a parent is willing to accept
responsibility (cause for) a result they
produced, using their leadership-communication skills, they are able to
recall (and verbally share) the very incident (the specific
communication) that was the turning point in their relationship with
their child. Until both parents and their
prisoner-child accept responsibility no true rehabilitation can take
place. BTW: Most prisoners were never habilitated.
* An educator
that has passed a student, knowing full well that he/she did not
demonstrate average comprehension, is unethical; the educator is not yet a
"teacher." The educator has made something (avoiding confrontation,
fear, the illusion of harmony, or, financial survival (having a job) more
important than teaching); as with recidivists an unethical
educator has his/her programmed litany of reasons.
Important note: It's not a teacher's
fault. Education majors are only "introduced" to the principles and
fundamentals of communication; mastery is not offered nor required; none
have completed a Leadership Training Program (classes, seminars,
workshops, study groups, advanced studies, yes! Training, no. I'm
unaware of any BA or MA program that offers or provides Leadership
Training. A Leadership Training Program is four-years long (3-hours per
week each semester). No military academy offers or provides Leadership
Training—evidenced by the consistent cheating and sex scandals (Military
Academy Scandals—a story). More accurately: The leadership training
at our academies trains one to non-verbally support perpetrations—evidenced
by West Point graduate General Petraeus's infidelity while serving as
Commander of the US forces in Afghanistan and later while serving as
Director of the CIA.
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