By Charlotte Knight (auth.)
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Extra resources for Emotional Literacy in Criminal Justice: Professional Practice with Offenders
The revival of ‘rehabilitation’ The ‘What Works’ movement placed a strong emphasis on the use of accredited programmes aimed at tackling offending behaviour based on a cognitive behavioural approach. The adherence to a prescriptive programme manual for a time shifted the emphasis away from the significance of the relationship in promoting engagement and change. More recently, Andrews and Bonta have argued that the ‘get tough’ approach to offenders and increasingly punitive measures have failed to reduce criminal recidivism and that a better option for dealing with crime is to place more emphasis on rehabilitation and on approaches that adhere to the Offender Management model (OMM) (Andrews and Bonta 2010).
Found that women understand sentences about sad events with greater facility than men and men understand sentences about angry events with greater facility than women (Glenberg, Webster et al. 2009). It is suggested that women have a greater tendency than men to have the personal and interpersonal skills to engage in relational learning and that collaborative and nurturing behaviour is also more often reinforced by women (Cherniss and Goleman 2001). However, Cherniss and Goleman, in their work on emotional intelligence in the workplace, devote only two pages to the implications of gender in developing emotional competence and emotional intelligence through relationships at work.
Whilst emotions are the foundations of social life she suggests it is nearly impossible to communicate them, and instead we refer to physical dimensions such as brightness, auditory pitch and size, for example, ‘light and dark’, to represent happiness and sadness, respectively, and 28 Emotional Literacy in Criminal Justice positive feelings as ‘up’ and negative feelings as ‘down’ (Crawford 2009:138). The idea of emotion as part of a hydraulic system (Descartes’ theory) continues to be represented in such metaphors as ‘she was filled with sadness’, ‘he was overflowing with joy’, ‘she was swept off her feet’, ‘he was engulfed by anger’, ‘letting off steam’ and ‘blood boiling’ (Crawford 2009:130).
Emotional Literacy in Criminal Justice: Professional Practice with Offenders by Charlotte Knight (auth.)
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