1. Class Name, Instructor Name
SEITER, CORRECTIONS: AN INTRODUCTION, 4E
Chapter 1
The History of Crime and Corrections
Class Name, Instructor Name
Date, Semester

2. CHAPTER OBJECTIVES
Summarize the definition, mission, and role of corrections.
1.1
Identify how corrections can affect the crime rate by understanding the concept of the correctional funnel.
1.2
Outline the growth of corrections over the past two
decades and describe why the scope of correctional
budgets, staffing, and clients makes it important for
students to study corrections.
1.3
Contrast the Classical School with the Positive School of
criminology.
1.4
Summarize early responses to crime prior to the
development of prisons.
1.5

3. CHAPTER OBJECTIVES
Outline the development of the prison.
1.6
Describe the operations of the Walnut Street Jail, the
first American prison.
1.7
Compare the Pennsylvania system with the Auburn
system of imprisonment.
1.8
1.9
Describe prison development from the Reformatory Era
to the Modern Era.
List the acts of Congress regarding the sale of prison made products and describe their impact on the end of
the Industrial Era of prison operations.
1.10

4. CHAPTER OBJECTIVES
Describe the Rehabilitative Era and the medical model
of corrections, and explain how this era evolved into the
Reintegrative Era.
1.11
Summarize sentencing goals and primary punishment
philosophies.
1.12
1.13
Define the theories of specific and general deterrence.

5. Summarize the definition, mission, and role of corrections.
Learning Objectives
After this lecture, you should be able to complete the following Learning Outcomes
1.1
Summarize the definition, mission, and role of corrections.

6. 1.1 Defining Corrections What is corrections?
The range of community and institutional sanctions, treatment programs, and services for managing criminal offenders.

7. The Mission of Corrections
1.1
The Mission of Corrections
Protection of Society
Surveillance and Control
Treatment and Rehabilitation
Incarceration

8. Corrections as Part of the Criminal Justice System
1.1
Corrections as Part of the Criminal Justice System
Police
Inter-section
Corrections
Courts

9. Learning Objectives
After this lecture, you should be able to complete the following Learning Outcomes
1.2
Identify how corrections can affect the crime rate by understanding the concept of the correctional funnel.

10. Figure 1.2 Correctional Funnel

11. Learning Objectives
After this lecture, you should be able to complete the following Learning Outcomes
1.3
Outline the growth of corrections over the past two decades and describe why the scope of correctional budgets, staffing, and clients makes it important for students to study corrections.

12. Figure 1.3 Incarceration Rate of State Prisoners
Who Is in Prison?
Figure 1.3 Incarceration Rate of State Prisoners

13. Figure 1.5 Adult Correctional Populations
1.3
Who Is in Prison?
Figure 1.5 Adult Correctional Populations

14. Figure 1.6 Direct Expenditures by Criminal Justice Function
1.3
Expenditures
Figure 1.6 Direct Expenditures by Criminal Justice Function

15. 1.3 Who Is in Prison? Males White men ages 18 or older—1 in 106
All men ages 18 or older—1 in 54
Hispanic men 18 or older—1 in 36
Black men 18 or older—1 in 15
Black men ages 20 to 34—1 in 9
Females
White women ages 35 to 39—1 in 355
Hispanic women ages 35 to 39—1 in 297
All women ages 35 to 39—1 in 265
Black women ages 35 to 39—1 in 100
Source: Pew Center on the States(2008), One in 100: Behind Bars in America 2008, p. 6.

16. 1.3 Correctional Jobs Budget administrator Chaplain
Computer specialist
Correctional officer
Employee development specialist
Facility manager
Financial manager
Food service manager
Health system administrator
Industrial specialist
Institution administrator
Juvenile caseworker
Medical officer
Ombudsman
Personnel manager
Probation/parole officer
Psychologist
Recreation specialist
Safety manager
Teacher
Training instructor

17. Contrast the Classical School with the Positive School of Criminology.
Learning Objectives
After this lecture, you should be able to complete the following Learning Outcomes
1.4
Contrast the Classical School with the Positive School of Criminology.

18. Two Schools of Criminology
1.4
Two Schools of Criminology
Classical School
Cesare Beccaria
Positive School
Cesare Lombroso
vs.

19. Comparison of Schools of Criminology
1.4
Comparison of Schools of Criminology
Classical
Positive
Free Will
Non-Free Will
Deterrence
Biological Causes of Crime
Hedonism
Punishment Should Fit the Criminal

20. Schools of Criminology
1.4
Schools of Criminology
Neo-Classical School of Criminology
Founded by Gabriel Tarde
Similar with Classical School
Considers mitigating and aggravating circumstances
Partially in use today
Has not supplanted the use of the Classical School

21. Learning Objectives
After this lecture, you should be able to complete the following Learning Outcomes
1.5
Summarize early responses to crime prior to the development of prisons.

22. Early Responses to Crime
1.5
Early Responses to Crime
Early Punishments in the English system
Transportation
Use of the stocks and pillories
Whipping
Branding
Torture
Gaols (jails)

23. Outline the development of the prison.
Learning Objectives
After this lecture, you should be able to complete the following Learning Outcomes
1.6
Outline the development of the prison.

24. Development of the American Prison
1.6
Development of the American Prison
Quick Historical Perspective
Walnut Street Jail – first penitentiary
Pennsylvania System – separate and silent system
Auburn System – congregate labor and silent
Irish System – emphasis on job training
Reformatory Era – emphasis on education and vocational programs
Industrial Era – prison industries
Period of Transition – 1935–1960
Rehabilitative Era – adoption of the medical model of criminality
Reintegration – emphasis on rehabilitation
Retributive Era – tough on crime, longer sentences

25. Describe the operations of the Walnut Street Jail.
Learning Objectives
After this lecture, you should be able to complete the following Learning Outcomes
1.7
Describe the operations of the Walnut Street Jail.

26. Operations of the Walnut Street Jail
1.7
Operations of the Walnut Street Jail
Walnut Street Jail
The Walnut Street Jail created a regimen of hard work and reflection in order to do penance for criminal offenses. The operations of the jail focused on these points:
Inmates were kept in individual cells
Inmates were not permitted to talk to each other
Inmates often wore masks as they were moved through the prison to hide their identity
Inmates were provided work such as handicrafts during the day
During the evening hours, inmates were encouraged to read the Bible and repent for their crimes
In summary: hard labor, strict discipline, solitary confinement, and religious study

27. Compare the Pennsylvania and Auburn prison systems.
Learning Objectives
After this lecture, you should be able to complete the following Learning Outcomes
1.8
Compare the Pennsylvania and Auburn prison systems.

28. Pennsylvania and Auburn Systems
1.8
Pennsylvania and Auburn Systems
Pennsylvania System
Separate and silent
Solitary confinement
Hard labor within the cells
Repentance
Used at Western and Eastern State Penitentiaries
Caused mental problems
Short-lived
Auburn System
Congregate and silent
Work in groups
Repentance and hard labor
Used at Auburn and other New York prisons (Sing Sing)
Adopted by other states
Fewer mental problems
vs.

29. Describe prison development from Reform Era to the Modern Era.
Learning Objectives
After this lecture, you should be able to complete the following Learning Outcomes
1.9
Describe prison development from Reform Era to the Modern Era.

30. Prison Development from the Reform Era to the Modern Era
1.9
Prison Development from the Reform Era to the Modern Era
Prison Development
Reformatory Era ( ) – Replaced the Auburn System with emphasis on education and vocational programs
Industrial Era ( ) – Emphasis on work and producing products for sale
Period of Transition ( ) – Lack of programs, much idleness, prisoner discontent, the “Hands-off Doctrine”
Rehabilitative Era ( ) – Adoption of the Medical Model of criminality, emphasis on treatment programs
Retributive Era (1980s – Modern times) – Emphasis on incapacitation and tough on crime laws, mass imprisonment

31. List acts of Congress regarding prison industries.
Learning Objectives
After this lecture, you should be able to complete the following Learning Outcomes
1.10
List acts of Congress regarding prison industries.

32. 1.10 Hawes-Cooper Act Ashurst-Sumners Act 1929 1935 & 1940
Acts of Congress
Hawes-Cooper Act
1929
Ashurst-Sumners Act
1935 & 1940
and
These acts severely limited the sale of prison-made products on the open market.
They idled thousands of inmates and forced administrators to find other means to operate prisons.

33. Learning Objectives
After this lecture, you should be able to complete the following Learning Outcomes
1.11
Describe the Rehabilitative Era and the Medical Model of Corrections, and explain how this era evolved into the Reintegrative Era.

34. Rehabilitative Era to Reintegration
1.11
Rehabilitative Era to Reintegration
Rehabilitative Era
Emphasized the professionalizing of staff through recruitment and training
Implementation of many self-improvement programs of prison management

35. Rehabilitative Era to Reintegration
1.11
Rehabilitative Era to Reintegration
Medical Model
Offenders are sick, inflicted with problems that caused their criminality, and need to be diagnosed and treated
Rehabilitative programs would resolve offenders’ problems and prepare them for release into the community able to be productive and crime-free

36. Rehabilitative Era to Reintegration
1.11
Rehabilitative Era to Reintegration
Reintegration
After offenders complete their treatment in prison they need transitional care, and the community must be involved in their successful return to society

37. Summarize sentencing goals and primary punishment philosophies.
Learning Objectives
After this lecture, you should be able to complete the following Learning Outcomes
1.12
Summarize sentencing goals and primary punishment philosophies.

38. Sentencing Goals of Corrections
1.12
Sentencing Goals of Corrections
Punishment – Infliction of pain and suffering
Deterrence – Specific and General
Incapacitation – Removing potential for criminality (jail or prison)
Rehabilitation – Programmed efforts to change the attitudes and behaviors of offenders
Restitution – Paying for harm to victims and society (restoration)

39. Define the theories of specific and general deterrence.
Learning Objectives
After this lecture, you should be able to complete the following Learning Outcomes
1.13
Define the theories of specific and general deterrence.

40. Deterrence as a Goal of Punishment
1.13
Deterrence as a Goal of Punishment
General
The recognition that criminal acts result in punishment, and the effect of that recognition
on society that prevents
future crimes
Specific
The effect of punishment on an individual offender that prevents that person from committing future crimes
vs.

41. CHAPTER SUMMARY
Corrections is the range of community and institutional sanctions, treatment programs, and services for managing criminal offenders. The primary mission is to protect the public through surveillance and control, treatment and rehabilitation, and incarceration.
1.1
The correctional funnel displays the disposition and number of cases that begin as being reported and end as incarceration. It is clear that only a small percentage of crimes reported end in arrest and incarceration.
1.2
The growth of corrections in terms of offender population and cost has dramatically increased over the past two decades.
1.3
Classical criminology focuses on the free will and hedonism of the offender while Positive criminology centers on biological and environmental causes of crime. Contemporary corrections continues to ascribe more toward the Classical School.
1.4

42. CHAPTER SUMMARY
Early responses to crime included many forms of corporeal punishments including torture of various types.
1.5
The American prison system started with a small penitentiary at the Walnut Street Jail in Philadelphia and advanced to larger penitentiaries in Pennsylvania and New York and then to reformatories in several states.
1.6
The Walnut Street Jail was a three-story jail in Philadelphia. A small segregated unit on the third floor was renovated so inmates could repent in their cells. This became the beginning of the penitentiary movement.
1.7
The Pennsylvania system operated as a silent and separate system in which inmates were confined in single cells with no contact with other offenders. The Auburn system permitted inmates to work in groups to have human contact, but silence remained a key feature.
1.8

43. CHAPTER SUMMARY
The development of the prison was a slow process of moving from a separate and silent system to reformatories to promote treatment and work skills, then to a system in which offenders were consider “ill.” This was followed by a movement toward rehabilitation and reintegration back to the community and a concern for victims’ rights.
1.9
The Hawes-Cooper Act (1929) and the Ashurst-Sumners Act (1935) restricted the sale of prison made goods on the open market.
1.10
The Rehabilitation Era evolved into the Medical Model in which offenders were “sick” and needed treatment. While this fell out of favor, more emphasis was placed on preparing offenders for their eventual release.
1.11
The sentencing goals of corrections remain punishment, deterrence, incapacitation, treatment, and restitution.
1.12
Specific deterrence refers to those punishments aimed at stopping the offender from committing further crimes. General deterrence are actions to persuade other persons from committing criminal acts.
1.13