Welcome to Criminal Psychology: The Effect of Imprisonment
In this chapter, we dive into a fascinating and often controversial question: What happens to people when we lock them away? We will explore why society uses prisons, look at one of the most famous (and shocking) studies in the history of psychology, and consider how we can help people stop committing crimes once they are released.
This topic is part of the Criminal Psychology option. It focuses on the social side of crime—specifically how environments and roles change human behavior.
1. Background: Punishment and Reform
When someone commits a crime, society has to decide how to respond. There are two main ways of thinking about this:
A. Punishment (Retribution and Deterrence)
This view focuses on the idea that the criminal "deserves" to suffer or lose their freedom because of what they did.
• Retribution: Getting "even." The punishment should fit the crime.
• Deterrence: Using prison as a threat to stop the person from doing it again (individual deterrence) or to stop others in society from committing crimes (general deterrence).
• Incapacitation: Simply keeping the public safe by removing the offender from the streets.
B. Reform (Rehabilitation)
This view is more optimistic. It suggests that prison should be a place where people change for the better.
• Instead of just "doing time," prisoners might learn new skills, get an education, or receive therapy.
• The goal is to address the reasons why they committed the crime so they can lead a law-abiding life after release.
Quick Summary: Punishment looks at the past (the crime), while reform looks at the future (preventing more crime).
2. Key Research: Haney, Banks, and Zimbardo (1973)
Commonly known as the Stanford Prison Experiment, this study is essential for understanding how the prison environment affects both those who are locked up and those who hold the keys.
The Aim
The researchers wanted to know: Is the brutality of prisons caused by the personalities of the people there (dispositional), or is it caused by the prison environment itself (situational)?
The Procedure
• Participants: 24 male college students from the US and Canada. They were chosen because they were physically and mentally stable, mature, and had no criminal record.
• The Set-up: A mock prison was built in the basement of Stanford University.
• Random Assignment: Participants were randomly assigned to be either a "Guard" or a "Prisoner." This is a vital detail because it means any behavior changes couldn't be blamed on their past personalities.
• Creating the "Roles":
- Prisoners were "arrested" at home by real police, blindfolded, searched, and given a uniform with a number (no names). They wore a heavy chain around one ankle.
- Guards wore khaki uniforms, carried whistles and nightsticks, and wore reflective sunglasses to prevent eye contact. They were told to maintain order but were not allowed to use physical violence.
The Results (The "Story" of the Study)
The study was meant to last two weeks, but it was stopped after only six days because things got out of control.
• The Guards: Almost immediately, the guards began to treat the prisoners cruelly. They used psychological tactics to humiliate them, such as making them clean toilets with their bare hands or doing push-ups while a guard stepped on their back. Some guards became "pathological"—they seemed to enjoy the power.
• The Prisoners: At first, they rebelled, but the guards crushed the rebellion. After that, the prisoners became passive, depressed, and anxious. One prisoner had to be released after 36 hours because of "extreme emotional depression, crying, and acute anxiety."
• Loss of Identity: Both groups forgot they were in a study. The prisoners started referring to themselves by their numbers rather than their names.
Conclusions
Haney et al. concluded that the situation (the prison environment and the roles assigned) was more powerful than individual personalities. Even "good" people can become abusive or submissive when placed in a toxic environment where they are deindividuated (lose their sense of self).
Memory Aid: "Roles, not Souls" — Remember that this study supports the situational explanation. It wasn't that the participants were "bad souls"; it was the "roles" they were given.
3. Evaluation: Thinking Like a Psychologist
When you discuss this study in an exam, you need to weigh its strengths and weaknesses.
Ethical Considerations:
This is a major issue. Participants suffered significant emotional distress. While they gave informed consent, they didn't know exactly how bad it would get. However, Haney argued the knowledge gained about the "evils" of the prison system was worth it.
Ecological Validity:
Was it like a real prison? The researchers tried hard (the arrest, the uniforms), but the participants knew it was a study and they were only there for a few days. Some critics argue the participants were just "acting" how they thought guards and prisoners should act (demand characteristics).
Individual vs. Situational:
The study strongly supports the situational side. However, not all guards were cruel. Some were "good guards" who did small favors for prisoners. This suggests that individual differences still play some role.
4. Application: Strategies for Reducing Reoffending
If prison environments can be so damaging, how do we stop people from going back? This is the "Application" part of the syllabus.
Strategy: Employment and Education Programs
One of the biggest reasons people reoffend (recidivism) is that they leave prison with no money, no job, and no skills.
• How it works: Prisons can partner with local businesses to provide vocational training (like carpentry, coding, or catering).
• Psychological Rationale: This addresses social learning and self-efficacy. If a person feels they have the skills to earn an honest living, they are less likely to turn back to crime. It also helps change their social identity from "criminal" to "employee."
Strategy: Restorative Justice
This involves a supervised meeting between the offender and the victim.
• How it works: The offender hears firsthand how their crime affected the victim. They have to take responsibility and, where possible, make amends.
• Psychological Rationale: This focuses on reform rather than just punishment. It encourages empathy and helps the offender realize the "human cost" of their actions, which can be a powerful motivator to stay out of trouble.
Quick Review: Key Points to Remember
1. Punishment vs. Reform: Prison can be about "paying a debt" (punishment) or "getting better" (reform).
2. Haney et al. (1973): A situational study where healthy students turned into brutal guards or broken prisoners within days.
3. Deindividuation: Losing your individual identity (e.g., being called by a number) makes it easier to be treated poorly or act cruelly.
4. Reducing Reoffending: We can use strategies like job training or restorative justice to help people successfully transition back into society.
Don't worry if the ethics of the Stanford study seem shocking—most psychologists agree! When writing your answers, focus on how the environment (the social context) changed the behavior, as that is the core "social" element of this chapter.