NCJ Number
214914
Journal
Criminology & Criminal Justice Volume: 6 Issue: 2 Dated: May 2006 Pages: 239-257
Date Published
May 2006
Length
19 pages
Annotation
This article reviews and develops an integrated critique of two areas of research and practice: an examination of recent evaluations of theory and practice of learning styles and the relevance of these findings for accredited programs and the What Works agenda within probation in England and Wales.
Abstract
The implementation of the What Works agenda within probation has brought about the development and delivery of a collection of accredited programs in relation to work with offenders. Identified and described learning style models for offenders include the Kolb and Honey and Mumford models. Within Kolb’s model, the aspect that has been emphasized within probation is the model of experiential learning in the form of a learning cycle which includes concrete experience, reflective observation, abstract conceptualization, and active experimentation. The model is based on the theory of experiential learning which incorporates growth and development. This model can enable individual development and foster a sense of engagement within session between staff and offenders. Honey and Mumford’s learning style model identifies most offenders as activists, a learning style approach that lends itself to reacting positively to action learning, business game simulations, discussion in small groups, job rotations, outdoor activities, role playing, and training others. The most useful aspect of this model approach is the scope that it can offer to open up a dialogue about personal development and a starting point for discussion in learning situations. Overall, both models offer constructive ways of conducting instructive tasks and of fostering a sense of effective management in learning situations with offenders. Accreditation criteria emphasize the evidence-based nature of these interventions with relevant attention paid to offenders’ learning styles. References