Recidivism

 

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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Last edited 11/26/18