Mentoring High-Risk Intimate Partner Violence
Perpetrators in the Community
Kate Walker
Background: Mentoring
•
•
Of all the criminal justice ‘interventions’ mentoring remains the least well developed
both in theoretical terms and the empirical base that supports its use (Brown & Ross,
2010)
Some consensus regarding defining features of mentoring:
– One-to-one relationships freely entered in to and based on trust;
– Typically involves a volunteer to act as a positive role model and to support another
individual over a period of time to achieve a goal; generally mentoring is underpinned by a
social deficit model (Hucklesby, 2008)
– Individuals are viewed as having significant problems or lacking the necessary skills and
knowledge to become law abiding citizens (Fletcher & Batty, 2012; Maruna, 2001).
•
Definitions of mentoring
–
Non-criminal Justice: ‘Off-line help by one person to another in making significant
transitions in knowledge, working or thinking’ (Megginson, Clutterbuck, Garvey, Stokes, &
Garrett-Harris, 2006)
– Criminal Justice: ‘Someone more experienced, guiding, coaching or encouraging someone
less experienced in the performance of a task (or a role)’ (Nellis, 2002)
Purpose mentoring?
• Lack of clarity
–
–
–
–
Reduce offending (DuBois et al., 2002).
Indirect Support (Jolliffe & Farrington, 2007)
Someone to talk to, support (Brown and Ross 2010)
Monitoring (Hucklesby & Wincupp, 2014)
• Evidence of Success
– Juveniles (e.g., Jolliffe and Farrington 2008) reviews have found
modest effects of mentoring on re-offending for youths and
positive improvements on outcome measures
– Adult evaluation sparse; Lewis et al. (2007) no effects on
reconviction but pre-release offenders reported benefits of
‘confidence and peace of mind’ and ‘someone to talk to’
Mentoring and IPV
Current study
– Examining innovative mentoring service for IPV perpetrators who
are:
• Presenting as high risk or are at high risk
• Difficult to engage
• In need of targeted guidance and support due to negative and
damaging lifestyle choices
Focus of evaluation:
– Process evaluation & Impact
• This presentation focus mainly on process: How facilitate
engagement and initiate change
The current study
• Qualitative analysis
• Participants Interviewed
– 6 mentees
– 2 mentors
– 4 members DVA Perpetrator Case Management
Forum
• File notes & narratives (16 Mentees)
• Thematic Analysis
Who Accessing mentoring?
Static Factors
Prolific
Offending
Histories
Psychological
and Mental
Instability
Chaotic
Existence
Dysfunctional
Relationships
Dynamic
Criminogenic Needs
Disordered
Lifestyles
Prolific
Psychological
Disordered
Dysfunctional
and Mental
Offending
Relationships
Lifestyles
Instability
Histories
66 Violence
Recordedagainst
Offences
Alcohol
Depression
and drug
partners(Assault,
ex-partners,
Violent
ABH,
Autism
abuse
familyGBH)
members
Poor
Anxiety
health
Multiple children
Non-violent
(Drug
Employment
Suicide attempts
issues
across multiple
possession,
theft,
Housing
Anger issues
issues
partners
burglary)
Effective
Communication
One to One
Children
Building
Relationships
Tools and
Techniques to
Facilitate
Engagement
Tenacity of
Mentor
Persistence
Involving
Family
Criminal
Sanctions
Employment
Hooks
Engagement
Catalysts to
Facilitate Change
Focus on the
Future
Clear Action
Points
Quid Pro Quo
Adjunctive
Treatment
Mentor 1:The process and the nuts
and bolts of it which is about
building a working
relationship……the job of
mentoring is to build rapport and
to get in to somebody’s psychic a
bit
Mentee 6: Yes yes...I was
comfortable talking to them [The
Mentors] like....they made me
comfortable sort of thing you know
....Just by I suppose being
themselves being open and
friendly.
Mentee 5: Just talking to me like a
proper person......the way they
bring themselves over to
you......They way they speak to you
they treat you like an individual
rather than like treating you like a
bit of scum or the like...they are
there to help you not ridicule you
Effective
Communication
One to One
Building
Relationships
Tools and
Techniques to
Facilitate
Engagement
Tenacity of
Mentor
Persistence
Involving
Family
Mentee 1: I’ve done a lot of time
obviously like in prison and the
courses in there I’ve tried but cos
its always like group sessions I just
can’t do it So a one to one basis is
fine I find works for me I don’t like
groups
Mentee 6: I don’t like speaking in a
group. I prefer speaking one-toone. In one-to-one you are more
able to put your point across and
they [The Mentor] are more able to
put their point across to you rather
than being in a group.
File Notes:
Mentor
1:The
[The
process
Mentee]
anddidn’t
the nuts
and bolts
show
on the
of it28th
which
even
is about
though I
building
spoke
to ahim
working
on the phone the day
relationship……the
before
to confirm times.
job ofI called his
mentoring
phone
several
is totimes
buildand
rapport
we and
to get in to
attended
hissomebody’s
mum’s address
psychic
at the
a
bit agreed. I have text [The
time
Mentee] since and will follow up
again
Mentee
next6:week.
Yes yes...I was
comfortable talking to them [The
Mentors]1:like....they
Mentor
We never made
give up
me
I mean
comfortable
that’s
the point
sortuntil..
of thing
unless
youwe
know
....Just
are
toldbyerrm
I suppose
or there
being
is a risk that
themselves
stops
us …then
being
weopen
will keep
and
friendly.up, be very polite err but
turning
very persistent and it works it really
Mentee
does
work.
5: Just talking to me like a
proper person......the way they
bring themselves
Mentee
6: They keep
overcoming
to
back
you......They
and
it gives me
waya they
focusspeak
and to you
they treat you
something
to do.
likeItan
is the
individual
routine it
rather
is
also about
than like
knowing
treating
that
youthey
likeare
a
bit of scum
coming
every
or week.
the like...they are
there to help you not ridicule you
Effective
Communication
One to One
Building
Relationships
Tools and
Techniques to
Facilitate
Engagement
Tenacity of
Mentor
Persistence
Involving
Family
Mentee
1: I’ve
a lot met
of time
File Notes:
We done
have now
with
obviously
like
in
prison
and
the
[The Mentee] twice and engaged
courses
in there
I’ve tried
cosof
briefly with
his mother
andbut
one
its always
likeThe
group
sessions had
I just
his
brothers.
discussions
can’t
do mother
it So a one
to one basis
is
with his
*****were
on the
fine
I findon
works
me
I don’t like
doorstep
the for
11th
October;
she
groups
presented as polite and once aware
of our potential role, keen to
Mentee [The
6: I don’t
like speaking in a
support
Mentee’s]
group.
I prefer speaking one-toengagement.
one. In one-to-one you are more
able
to put
your
point*******
across and
Mentor
1: His
Uncle
has
they
[The
Mentor]
are
more
able
been useful in terms of keeping into
put their
across
to you
touch
andpoint
we will
persist
nextrather
than
week.being in a group.
Mentee 6: They [Mentors] keep
coming to my sister’s to see me
they have involved my sister as well
in with the stuff because I don’t...I
keep forgetting stuff so they have
involved my sister to keep an eye
on me. I find this helpful
Children
File Notes: He just wanted to not have any future
children taken off him and he wanted to see [his
son] in some way. He was clear also that he would
never again commit DV and simply wanted to get on
with his life, see his kids and enjoy himself.
Mentee 4: Cos I want to see my child.
Mentee 1: So it made me realise it is not really
about me it is about my kids.
Criminal
Sanctions
Employment
Hooks
Catalysts to
Facilitate Change
Focus on the
Future
Clear Action
Points
Quid Pro Quo
Adjunctive
Treatment
Mentee 2: Helping me look for work...and stuff so
obviously like it was like quite good like that I liked
what they were offering.
Mentee 5: He [The Mentor] just basically offered
you know opportunities that I can’t get from
anywhere else such as obviously my forklift licences
and work things like that.
Mentee 2: Saying like how serious like it was and
once they said like going on about going to jail and
stuff and it wakes you up like makes you think like
wow its quite far innit and so obviously you think
like wow so obviously I’ve got to start changing so
obviously I think that’s what works once they
explain how serious it is obviously like you wake up
and like you think wow like I’ve gotta start changing
Children
Criminal
Sanctions
Employment
Hooks
Catalysts to
Facilitate Change
Focus on the
Future
Clear Action
Points
Quid Pro Quo
Adjunctive
Treatment
File Notes: Identify
areas oftofocus
for [The
He just wanted
not have
anyMentee]
future
to
put some
‘energy’
relationships
children
taken
off himinto
andbeyond
he wanted
to see [hisand
work.
son] in some way. He was clear also that he would
File
Notes:
forward
discussions
with [The
never
againDrive
commit
DV and
simply wanted
to get on
Mentee]
about
and his focus
with his life,
seehis
hispast
kidsrelationships
and enjoy himself.
for
the future.
Mentee
4: Cos I want to see my child.
File
Notes:
Seek
work me
placement
Mentee
1: So
it made
realise itopportunities.
is not really
Mentee
5:
I
mean
mentoring
ain’t
it
is not going to
about me it is about my kids.
help with my problems that I have had. It’s going to
help
with2:rebuilding
mylook
life for
to how
I want itstuff
through
Mentee
Helping me
work...and
so
work
through
confidence
you know
through
obviously
like it
was like quite
good like
that I liked
meeting
people you know from being able
what theydifferent
were offering.
to
talk to5:different
Mentee
He [Thepeople.
Mentor] just basically offered
you know opportunities that I can’t get from
Mentor
1: else
the balancing
act is that
hadlicences
to be
anywhere
such as obviously
mythere
forklift
an
of I don’t
know what you call it...quid
andelement
work things
like that.
pro quo or scratching each other’s backs at times
you
have2:toSaying
give alike
bit to
getserious
a bit.....like
butit there
are
Mentee
how
was and
certain
non-negotiables
has to
be. to
And
once they
said like goingthere
on about
going
jailone
andis
about
desistance.
stuff and
it wakes you up like makes you think like
Mentee
6: Justfar
ermm
keep
going on the
wow its quite
innit to
and
so obviously
youstraight
think
and
narrow.
So not useI’ve
offending
behaviours
and
like wow
so obviously
got to start
changing
soso
in
return they
willthat’s
help what
with the
housing.....
I am like
obviously
I think
works
once they
not
going
outserious
lookingit for
earners anymore
.you up
explain
how
is obviously
like you wake
know......somebody
is helping
to
and like you think wow
like I’veme...I
gottahave
startgot
changing
understand that I am worth to help now.
Children
Criminal
Sanctions
Employment
Hooks
Catalysts to
Facilitate Change
Focus on the
Future
Clear Action
Points
Quid Pro Quo
Adjunctive
Treatment
File Notes: Identify
areas oftofocus
for [The
He just wanted
not have
anyMentee]
future
to
put some
‘energy’
relationships
children
taken
off himinto
andbeyond
he wanted
to see [hisand
work.
son] in some way. He was clear also that he would
File
Notes:
forward
discussions
with [The
never
againDrive
commit
DV and
simply wanted
to get on
Mentee]
about
and his focus
with his life,
seehis
hispast
kidsrelationships
and enjoy himself.
for
the future.
Mentee
4: Cos I want to see my child.
File
Notes:
Seek
work me
placement
Mentee
1: So
it made
realise itopportunities.
is not really
Mentee
5:
I
mean
mentoring
ain’t
it
is not going
about me
it is
aboutI informed
my kids. [The Mentee]
File
Notes:
that to
I
help with
my
problems
that
I
have
had.
It’s
going
had been contacted by [Probation Officer]to
help
with
myme
lifeabout
to how
I want itstuff
through
Mentee
2:rebuilding
Helping
me
look
for
work...and
so
who
informed
a domestic
work
through
confidence
you know
through
obviously
like it
was
like called
quite
good
I liked
violence
course
SIADAlike
to that
address
meeting
different
people you know from being able
what they
were offering.
domestic
abuse
to
talk to5:different
Mentee
He [Thepeople.
Mentor] just basically offered
you know
opportunities
I can’t course
get from
Mentee
1: I donethat
a alcohol
as well to
Mentor
1:
the
balancing
act
is
that
there
had
to be
anywhere
else
such
as
obviously
my
forklift
get off the alcohol and stuff like thatlicences
worked
an
of I don’t
know what you call it...quid
andelement
work things
like that.
pro quo Mentee
or scratching
other’s
backs
at times
2: I’meach
starting
anger
management
you
havenow
give
alike
bit to
getserious
a bit.....
butit there
are
Mentee
2:toSaying
how
was and
so that’s
going
to
helplike
certain
non-negotiables
has to
be. to
And
once they
said like goingthere
on about
going
jailone
andis
about
desistance.
stuff and
it wakes you up like makes you think like
Mentee
6: Justfar
ermm
keep
going on the
wow its quite
innit to
and
so obviously
youstraight
think
and
narrow.
So not useI’ve
offending
behaviours
and
like wow
so obviously
got to start
changing
soso
in
return they
willthat’s
help what
with the
housing.....
I am like
obviously
I think
works
once they
not
going
outserious
lookingit for
earners anymore
.you up
explain
how
is obviously
like you wake
know......somebody
is helping
to
and like you think wow
like I’veme...I
gottahave
startgot
changing
understand that I am worth to help now.
Impact
• Positive successes:
– Majority (13 out of 16, 81%) Mentees engaging based on
attending regular appointments
– Majority (10 out of 13, 77%) no further offending
– Other positive outcomes observed: Anger management,
taking responsibility for actions, removal of chaos
• Areas of concern
– Minority (3 out of 13, 23%) reoffending (IPV behaviours)
– Fragile engagement; Of 16 offenders, two declined one
dropped out
– Pressure points; capacity, conflict with victim’s priorities
Implications
• Evidence that mentoring offers innovative approach when
working with high-risk perpetrators
• Evidence of engagement:
– Understand more why / why not work
• Examine role of characteristics, attitudes and behaviours in
relation to high-risk male IPV mentoring
• Greater understanding of theoretical framework
underpinning mentoring
– More about facilitating change to get individual to
position to start addressing criminogenic needs
References
Brown, M., & Ross, S. (2010). Mentoring, social capital and desistance: A study of women released from prison. Australian
& New Zealand Journal of Criminology, 43(1), 31-50. doi:10.1375/acri.43.1.31
DuBois, D. L., Holloway, B. E., Valentine, J. C., & Cooper, H. (2002). Effectiveness of mentoring programs for youth: A metaanalytic review. American Journal of Community Psychology, 30(2), 157-197.
DuBois, D. L., & Silverthorn, N. (2005). Natural mentoring relationships and adolescent health: Evidence from a national
study. American Journal of Public Health, 95(3), 518-524. doi:10.2105/AJPH.2003.031476
Fletcher, D. R., & Batty, E. (2012). Offender peer interventions: What do we know?. Sheffield Hallam: CRESR, Sheffield
Hallam University.
Hucklesby, A. (2008). Vehicles of desistance? The impact of electronically monitored curfew orders. Criminology & Criminal
Justice: An International Journal, 8(1), 51-71. doi:10.1177/1748895807085869
Hucklesby, A., & Wincupp, E. (2014). Assistance, support and monitoring? The paradoxes of mentoring adults in the
criminal justice system. Journal of Social Policy, 43, 373-390. doi:10.1017/S0047279413001013.
Jolliffe, D., & Farrington, D. P. (2007). A rapid evidence assessment of the impact of mentoring on re-offending: A summary.
London: Home Office. Retrieved from www.policypointers.org/Page/View/5357
Maruna, S. (2001). Making good: How ex-convicts reform and rebuild their lives. Washington DC: American Psychological
Association.
Megginson, D., Clutterbuck, D., Garvey, B., Stokes, P., & Garrett-Harris, R. (2006). Mentoring in action: A practical guide.
London: Kogan Page.
Nellis, M. (2002). The 'tracking controversy': The roots of mentoring and electronic monitoring. Youth Justice, 4, 77-99.
doi:10.1177/147322540400400202
Rhodes, J. E., & DuBois, D. L. (2008). Mentoring relationships and programs for youth. Current Directions in Psychological
Science, 17(4), 254-258. doi:10.1111/j.1467-8721.2008.00585.x