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Meet the Team: Stephanie Richards, Student Success Mentor and Associate Lecturer in Criminology

A Warm Welcome

Hello all! I would like to introduce myself. My name is Stephanie Richards and I am your Student Success Mentor (SSM). Some of the criminology and criminal justice students would have already had the opportunity to meet me, as I was their Student Success Mentor previously. So, it will be great to touch base with you all and it would also be great for the new cohorts to say hi when you see me on campus.

It is that time of the year when we see new students and our existing students getting ready to tackle the trials of higher education. Being a SSM I am fully aware of the challenges that you will face, and I am here to support you throughout your time at UON. As a previous student I can testify that studying at university is incredibly challenging. The leap from school/ college can be daunting at first. A new building that seems like a maze or the idea of being  surrounded by strangers that you probably think you have nothing in common with can be enough to encourage you to run for the hills….stepping into a workshop for the first time can give you a stomach flip, but once you take that first seat in class you will come to realise it does get easier.

Upon reflection of my experience as a new undergraduate student I would have to be honest and express the difficulties that I suffered adjusting to my new way of life. I could  not keep my head above the masses of reading, and when I did manage to get some of the seminar prep completed, most of the time I struggled with the new questions and concepts that were posed to me. This will be the experience of most, if not all the new students starting out on their university education. This is part of the complex journey of academia. My advice would be to pace yourself, time management is key, if you struggle to understand the work that has been set, ask for clarity and develop positive relationships with your peers and the staff at UON…………..being part of a strong community will get you through a lot!

My role is not just about assisting the new students that have started their university journey, I am also here to help UONs existing students. Getting back into the swing of studying can be daunting after the summer break. Adjusting to face-to-face education can be an overwhelming process but one that should be embraced. We will all miss our pyjama bottoms and slippers but being back on campus and getting some normality back in your day is worth the sacrifice.  

The team of SSM’s are here to support you throughout your journey so please get in touch if you require our assistance. We never want you to feel alone in this journey and we want to assist you the best ways we can. We want you to progress and meet your full learning potential, and to get the most out of your university experience.

Meet the Team: Francine Bitalo, Student Success Mentor and Associate Lecturer in Criminology

Hi everyone! My name is Francine Bitalo and I will be your new Student Success Mentor for this year. I am looking forward to meeting and assisting you all in your academic journey. Feel free to contact me for any support.

Being a graduate from the University of Northampton I can relate to you all, I know how challenging student life can be especially when dealing with other external factors. You may go through stages where you doubt your creativity, abilities and maybe even doubt whether the student life is for you. When I look back at when I was a student, I definitely regret not contacting the Student Success Mentors that were available to me or simply utilising more of the university’s support system. It is important for you seek support people like myself are here to help and recommend you to the right people.

Besides everything, Criminology is such an interesting course to study if you are anything like me by the end of it all you won’t view the world the same. Many of you have probably already formed your views on life especially when it comes to understanding crime. Well by the end of it all your ways of viewing the world will enhance and become more complex, theoretical and constructive. The advice I give you all is to enjoy the journey, be open minded and most importantly prepare for exciting debates and conversations.

Look forward to meeting you all.

Criminology First Week Activity (2020)

Winning posters 2020, from L to R: Year 1, Year 2 and Year 3

As we prepare to start the new academic year, it is worth reflecting on the beginning of the last one. In 2020 we began the academic year with a whole cohort activity designed to explore visual criminology and inspire the criminological imagination. Students were placed into small (socially distanced) groups, provided with a very short prompt and limited guidance as to how best to tackle the project. The prompts were as follows:

Year 1: Knife Crime

Year 2: Policing Protest (e.g. Black Lives Matter, Extinction Rebellion and so on)

Year 3: Creating Criminals: the CJS during the Covid-19 pandemic

Many of the students had never physically met, yet managed to come together in the midst of a pandemic, negotiate a strategy, carry out the work and produce well designed and thoughtful, criminological posters.

As can be seen from the collage below, everyone involved embraced the challenge and created some remarkable posters. Some of these have been shared previously across social media but this is the first time they have all appeared together in one place.

I am sure everyone will agree our students demonstrated knowledge, understanding, resilience and stamina. We will be running a similar activity for the first week of the academic year 2021-2022, with different prompts to provoke thought and encourage dialogue and team work. Who knows what exciting ideas and posters will be demonstrated this time, but one thing is for sure Criminology students have the opportunity to campaign for social justice becoming real #Changemakers.

Organisational reputation: A euphemism for institutional corruption and violence

The Independent Inquiry into Child Sexual Abuse published a damming report regarding child protection in religious organisations and settings. One of the findings was that ‘In many cases, concerns about external involvement are connected to a desire to protect the reputation of a religious organisation’.  Of course, there are many other issues highlighted in the report, but I wanted to concentrate on this notion of protecting organisational reputation. When I hear the phrase ‘organisational reputation’ my blood generally runs cold because I know that behind these words lay a multitude of sins.

Companies and public sector bodies have policies that are designed, at least in part to protect organisational reputation. The rationale behind these policies often lacks transparency. It might be that the protection of the organisation’s reputation ensures it maintains its customer or client base, an enhanced reputation sees more customers or clients, a poor reputation might see this dwindle, to the detriment of the organisation and ultimately to the detriment of its employees and owners.  It is difficult to recover from a poor reputation and in the case of business, this is sometimes catastrophic.

However, behind the notions of organisational reputation and policies lays a multi-layer of complex organisational and human behaviours which ultimately lead to institutional corruption and violence. Things will go wrong in organisations, whether that be as a result of human behaviour such as poor decision making or illegal activity or as a result of system failure, such as the failure of software or hardware.  Any of these failures might harm the reputation of the organisation and herein lies the nub of the matter.  When there are failures, because of organisational culture, which often finds its basis in finding someone to blame, there is a propensity to try to keep the issues ‘in house’, to protect the organisation. By doing so, managers and those in charge ensure that they are not scrutinised regarding the failure, be that individual failures, failures of policies or failures of systems and processes.  So, the organisational reputation is not necessarily about protecting the organisation, it is more about avoiding scrutiny of those individuals in power. The mention of organisational reputation in policies and processes has another effect, it silences employees. Whistle blowing policies are subjugated to notions of organisational reputation and as a result silence is maintained for fear of some form of informal sanction.  The maintenance of silence ensures organisational reputation, but this corruption also ensures continued institutional violence and corrupt practices. The longer it continues the more those in power have a vested interest in ensuring that the issues are not addressed, lest they are uncovered as offenders through their inaction.  ‘We are all in this together’ takes on a new meaning.  Thus, corrupt or criminal practices simply continue.

And if the wrongdoing is uncovered, becomes public, then the first reaction is to find a scapegoat thus avoiding the scrutiny of those in power. Rarely in these inquiries do we find that those put in the dock are the managing directors, the chief constables, the heads of children’s services, the archbishops or politicians.  Rarely do we see those that caused the problem through inadequate or unworkable policies or strategies or working conditions are ever brought to book. Often its simply portrayed as one or two bad apples in the organisation. Thus, organisational reputation is maintained by further institutional violence perpetrated against the employee. That is not to say that in some cases, the employee should not be brought to book, but rarely should they be standing in the dock on their own.

For ‘organisational reputation, just read institutional corruption and violence.

The crime of war

Recently after yet another military campaign coming to an end, social media lit all over with opinions about what should and should not have been done as military and civilians are moving out. Who was at fault, and where lies the responsibility with. There are those who see the problem as a matter of logistics something here and now and those who explore the history of conflict and try to explain it. Either side however does not note perhaps the most significant issue; that the continuation of wars and the maintenance of conflict around the world is not a failure of politics, but an international crime that is largely neglected. For context, lets explore this conflict’s origin; 20 years ago one of the wealthiest countries on the planet declared war to one of the poorest; the military operations carried the code name “Enduring Freedom”! perhaps irony is lost on those in positions of power. The war was declared as part of a wider foreign policy by the wealthy country (and its allies) on what was called the “war on terror”. It ostensibly aimed to curtail, and eventually defeat, extremist groups around the world from using violence and oppressing people. Yes, that is right, they used war in order to stop others from using violence.

In criminology, when we talk about violence we have a number of different ways of exploring it; institutional vs interpersonal or from instrumental to reactive. In all situations we anticipate that violence facilitates more violence, and in that way, those experiencing it become trapped in a loop, that when repeated becomes an inescapable reality. War is the king of violence. It uses both proactive and emotional responses that keep combatants locked in a continuous struggle until one of them surrenders. The victory attached to war and the incumbent heroism that it breeds make the violence more destructive. After all through a millennia of warfare humans have perfected the art of war. Who would have thought that Sun Tzu’s principles on using chariots and secret agents would be replaced with stealth bombers and satellites? Clearly war has evolved but not its destructive nature. The aftermath of a war carries numerous challenges. The most significant is the recognition that in all disputes violence has the last word. As we have seen from endless conflicts around the world the transition from war to peace is not as simple as the signing of a treaty. People take longer to adjust, and they carry the effects of war with them even in peace time.

In a war the causes and the motives of a war are different and anyone who studied history at school can attest to these differences. It is a useful tool in the study of war because it breaks down what has been claimed, what was expected, and what was the real reason people engaged in bloody conflict. The violence of war is different kind of violence one that takes individual disputes out and turns people into tribes. When a country prepares for war the patriotic rhetoric is promoted, the army becomes heroic and their engagement with the war an act of duty. This will keep the soldiers engaged and willing to use their weapons even on people that they do not know or have any personal disputes with. Among wealthy countries that can declare wars thousands of miles away this patriotic fervour becomes even more significant because you have to justify to your troops why they have to go so far away to fight. In the service of the war effort, language becomes an accomplice. For example they refrain from using words like murder (which is the unlawful killing of a person) to casualties; instead of talking about people it is replaced with combatants and non-combatants, excessive violence (or even torture) is renamed as an escalation of the situation. Maybe the worst of all is the way the aftermath of the war is reflected. In the US after the war in Vietnam there was a general opposition to war. Even some of the media claimed “never again” but 10 year after its end Hollywood was making movies glorifying the war and retelling a different rendition of events.

Of course the obvious criminological question to be asked is “why is war still permitted to happen”? The end of the second world war saw the formation of the United Nations and principles on Human Rights that should block any attempt for individual countries to go to war. This however has not happened. There are several reasons for that; the industry of war. Almost all developed countries in the world have a military industry that produces weapons. As an industry it is one of the highest grossing; Selling and buying arms is definitely big business. The UK for example spends more for its defence than it spends for the environment or for education. War is binary there is a victor and the defeated. If a politician banks their political fortunes on being victorious, engaging with wars will ensure their name to be carved in statues around cities and towns. During the war people do not question the social issues; during the first world war for example the suffragettes movement went on a pause and even (partly) threw itself behind the war effort.

What about the people who fight or live under war? There lies the biggest crime of all. The victimisation of thousands or even millions of people. The civilian population becomes accustomed to one of the most extreme forms of violence. I remember my grandmother’s tales from the Nazi occupation; seeing dead people floating in the nearby river on her way to collect coal in the morning. The absorption of this kind of violence can increase people’s tolerance for other forms of violence. In fact, in some parts of the world where young people were born and raised in war find it difficult to accept any peaceful resolution. Simply put they have not got the skills for peace. For societies inflicted with war, violence becomes currency and an instrument ready to be used. Seeing drawings of refugee children about their home, family and travel, it is very clear the imprint war leaves behind. A torched house in a child’s painting is what is etched in their mind, a trauma that will be with them for ever. Unfortunately no child’s painting will become a marble statue or receive the honours, the politicians and field marshals will. In 9/11 we witnessed people jumping from buildings because a place crashed into them; in the airport in Kabul we saw people falling from the planes because they were afraid to stay in the country. Seems this crime has come full circle.

A smorgasbord of thought (AKA a head full of magic)

https://www.flickr.com/photos/charlesfred/2823810363https://www.flickr.com/photos/charlesfred/2823810363

Its been a few weeks since I’ve written a blog and whilst there are plenty of topics to pick from, I never quite got my head round writing about anything in depth. I’ve thought about a lot, I never stop thinking about a lot, some it meaningful and some of it not. I like to think that some of the stuff is quite profound but that’s just in my imagination, I think. Anyway, rather than trying to put together some deep and meaningful narrative about the state of the world I thought I’d provide a few highlights.

When I read Jes’ blog the other week about graffiti, I couldn’t help thinking that we do far too much to try to justify and somehow nullify the effects of criminality. For all our theorising and empathising as criminologists, we shouldn’t lose sight of the fact that crime results in victims and being a victim of crime is at best an unpleasant experience.  So, I have to disagree with Jes on one point, grafitti is not art, its criminal damage, vandalism if you like. Very rarely have I ever gazed upon a graffiti covered bridge, wall, shop front, shutter, railway station siding or railway carriage and thought to myself, wow that’s nice. Let’s call it what it is.

I think it was the same week that I read a post on ‘LinkedIn’ about the silence surrounding the murder of Julia James, a 53-year-old Police Community Support Officer.  The silence the author of the post was referring to was the contrast between the public response to Julia James’ death and that of Sarah Everard, a 33-year-old marketing executive.  No vigil, no public outrage, no ‘claim the streets back’.  I wondered what dictates the public response to such horrific events.  Is it age, occupation, circumstance or just timing?

I watched the news this week somewhat bemused by the response of some industry chiefs and business owners.  The airline industry is less than pleased with the government’s approach to relaxing of restrictions around travel and some business owners are apoplectic about the fact that the removal of restrictions might be delayed. It might be a bit simplistic to state this, but it seems that they value business more than lives.

As for those that went on holiday abroad, thinking they wouldn’t need to quarantine when they came back only to find that the rules changed, and they now have to.  More fool you, maybe I’ve missed a trick here, but I don’t think the Covid virus and its mutations will wait for you to enjoy the rest of your holiday before spreading a little more. Don’t complain about quarantine nor the cost of testing, you put yourself in that position, now take some responsibility and suck it up instead of blaming someone else.

In a conversation, a friend of mine told me ‘the problem is people don’t like being told what to do’. This was said in the context of Covid and our discussion about the idiots that think any rules or guidance just doesn’t apply to them. The comment did however make me think about a paper I read some time ago by Storch (1975).  When the new police were introduced into this country in 1829, there were few who looked upon them favourably.  One of the main issues was simply that the populace did not like being restricted in their ‘immoral or illegal’ pastimes. We can have a debate about who makes the rules but it seems to me the most pressing point is that little has changed. Take off the rose-tinted glasses, there never was a golden era of policing, the police have never been liked and never will be.  I wonder how the population would act if there were no police though?

I’m a little weary now, all of this thinking and writing has worn me out. Time for a lie down in a darkened room.

Making a Criminal: A game on criminology

Summer is here and as we try to destress from another annus horribilis …let us play a game.  This is one of the mental games we play in a way to understand a discipline shrouded in mystery and speculation.  You will need no pen, nor paper, just your imagination and a few minutes. 

Clear you mind, isolate your thoughts and give yourself 5 minutes of time to complete. It is all about your imagination. 

Think of a criminal.  Try to think of their face first.  What do they look like?  Imagine their face, their eyes, the nose and the cheekbones.  Hair colour and style.  How’s the neck, the body type, the hands, the legs.  Can you tell their gender, age and their race?  Any other features?  What are they wearing? 

Now try to keep that image in your mind.  You have conjured your criminal and you ought to give them a crime.  What crime has this person committed?  Was it their first crime or have they done the same crime before?  What made them do the crime(s) they did?   

How do you feel about them?  What do you wish to be done about them?  What is your solution to your imaginary villain?  Do you think there are others like them, or was this the one that once removed from your imagination will become unable to generate more images? 

Our mind is truly wonderous.  It can conjure all sorts of images and for those of you, who, managed to engage and to get through the questions and to develop your criminal, well done. 

This approach was used when investigators tried to help people to recall events following a crime, usually involving violence.  The questions are reasonable, and it allowed you, at least those who tried, to form an image and a backstory.  This approach was later discredited, purely because it allowed our stereotypes and prejudices to come to the surface.  You see this game is not about crime; it is about your perception of crime.  It is not about those who do crime, it is simply about you. 

Bring back to mind your criminal.  Your details and characteristics are the projections that you make on what you think about the other, the criminal.  For example, did you think of yourself when asked to imagine a criminal?  What you don’t think you are a criminal?  Ah, you are one of those who think they have never committed a crime.  Ever!  Are you sure?  Not even drinking in the park in your teen years, or a little bit of speeding away from speed cameras? 

Still you do not consider yourself as a criminal, but as a person.  Which is why criminality takes such a hold of people’s imagination.  Criminals are always other people.  Crime is something unthinkable.  Our representation of crime is to evoke our fears and insecurities, as when we were kids entering a dark room.  The mind is truly wonderous, but it can also make us imagine the most horrible things.  Not that horrible things do not happen, but the mind reinforces what it hears, what is sees and what it experiences.  If any of you have experienced crime before, the face of the person who victimised you may become traumatically etched in your consciousness.  Part of that trauma will become fear; it is interesting to note that similar fear is experienced from those who have never been victims of crime. 

Previously, I mentioned investigative processes.  Our fear of crime and our desire to control crime has generated a number of approaches in crime investigation that have tried to unmask the criminal.  Unfortunately, many of those were based on imagination rather than fact.  Why?  Because of how we feel about crime.  Crime causes harm and pain and invokes a lot of our emotions.  Those emotions when tapped by investigators blind us and release our darker stereotypes about the others!                        

Reflecting on reflection

For some years now students taking the third year Critiquing Criminalistics module on our criminology course at the university have had an assessment relating to a reflective diary. Most educators and those in other professions will be aware of and understand the advantage of reflection and reflective diaries so it is probably not necessary to revisit the well-rehearsed arguments about benefits to learning and personal development.  Each year, I have found that over the course of the module, the students have come to recognise this and have intimated how they have enjoyed reflecting on what they have learnt in the class or how reflecting on personal experiences has been beneficial. And they comment on how they have sought out further information to gain additional knowledge or to put what they have learnt in some form of perspective.  It is of course what we as educators would want and expect from a reflective diary assessment that after all counts towards their marks for the module.

What has surprised me though is how much reviewing these modules has benefited me.  I have learnt from and continue to learn my students. We all recognise or at least should the old saying ‘the more I know, the more I realise I don’t know’ or similar.  My students prove that is the case often with each round of diary entries I review.  The diaries can provide an insight into students lives and thoughts.  For some of them it may be a cathartic release to capture their feelings on paper, for me it is enlightening and provides a greater understanding of some of the challenges they face not only as students but also as predominately young adults in a challenging and at times hostile social and economic environment.  Perhaps what is equally as enlightening is the additional knowledge that students provide about the subject area being discussed and taught. It is almost like sending out my own little army of literature reviewers with a challenge to advance their knowledge and ipso facto, mine.  I am clear that part of the reflection process is about taking what you have learnt further and as this an assessment, demonstrating this additional knowledge with some academic rigor.  And so, I find that in some cases what I have stated in the class (currently online) is challenged and that challenge is supported by academic reading. When I read some of these little gems, I smile but alongside this is the additional work created as I review the journal article they have referenced and then decide whether to revisit my lectures to add in the additional information. Even if I don’t, it all adds to my knowledge and, on reflection as my students are proving, there is plenty of scope to find out more.

“I can’t breathe”: Criminology, Science and Society

Sometimes the mind wanders; the associations it produces are random and odd, but somehow, they connect.  In the book of Genesis, there is reference to the first murder.  Cain murdered Abel with a stone making it the original murder weapon.  After some questioning from God, who acted as an investigating officer, and following a kind-of admission, God then assumed the role of the judge and jury, sentencing him to wander the earth.  This biblical tale is recounted by all three main monotheistic religions, a what to do in the case of murder.  The murderer is morally fallen and criminally dealt by with a swift punishment. 

There is no reason to explore the accuracy of the tale because that is not the point.  Religion, in the absence of science, acted as a moral arbitrator, sentencing council and overall the conscience of society.  In a society without science, the lack of reason allows morality to encroach on personal choices, using superstition as an investigative tool.  As scientific discovery grew, the relevance of religion in investigation was reduced.  The complexity of society required complex institutions that cared for people and their issues.   

When the Normans landed in England, they brought with them a new way of dealing with disputes and conflict. Their system of arbitration, using the King as a divine representative, was following Roman tradition and theology but it soon became apparent that a roaming court may not be as efficient. The creation of the magistrates and the statutes on legal representation introduced the idea of bringing professionals into justice. The creation of new institutions fostered the age of the scholar, who uses evidence-based practice.

This new approach removed more religious practices, instead favouring the examination of facts, the investigation of testimony and the study of law.  It was a long way away from the system we know now as the witch trials can attest to; a number of whom took place in East Anglia (including Northampton).  In the end the only thing that has been left from the early religious trials is the oath witness take when they submit their testimony.* 

The more we learn the better we become in understanding the world around us. The conviction that science can resolve our problems and alleviate social issues was growing and by the 19th century was firm. The age of discovery, industrialisation and new scientific reasoning introduced a new criminal justice system and new institutions (including the police). Scientific reasoning proposed changes in the penal code and social systems. Newly trained professionals, impervious to corruption and nepotism, were created to utilise a new know-how to investigate people and their crimes.

Training became part of skilling new mandarins in a system that reflected social stratification and professionalism. The training based on secular principles became focused on processes and procedures. The philosophy on the training was to provide a baseline of the skills required for any of the jobs in the system. Their focus on neutrality and impartiality, seemed to reflect the need for wider social participation, making systems more democratic. At least in principle that was the main idea. Over centuries of public conflict and social unrest the criminal justice system was moving onto what people considered as inclusive.

Since then the training was incorporated into education, with the new curriculum including some BTECs, diplomas, foundation studies and academic degrees that take on a variety of professions from investigative fields to law enforcement and beyond. This academic skilling, for some was evidence that the system was becoming fairer and their professionals more educated. Police officers with knowledge of the system, akin to lawyers to the probation service and so on. So far so good…but then how do we explain the killing of George Floyd? Four officers trained, skilled, educated and two of them experienced in the job.

If this was a one, two three, four, -offs then the “bad apple” defence seems to be the most logical extrapolation on what went wrong.  If, however this is not the case, if entire communities are frightened of those who allegedly serve and protect them, then there is “something rotten in the state of Denmark”.  Whilst this case is American, it was interesting to read on social media how much it resonated, in communities across the globe of those who felt that this was nothing more than their own everyday experience with law enforcement.  For them, police is merely a mechanism of repression. 

Since the murder I have read a number of analyses on the matter and maybe it worth going a bit further than them. In one of them the author questioned the validity of education, given than two of the officers in the Floyd case hold a criminal justice and a sociology degree respectively. There is a vein of truth there; educators have some responsibility to forge and promote professional conduct and ethical practice among their alumnus. There are however some other issues that have not been considered and it is time for these to be brought to the surface.

Education or training alone is not adequate to address the complexities of our society. Social awareness, cultural acceptance and the opportunity to reflect on the rules using problem solving and insight are equally important. Foucault has long argued that the justice system is inherently unfair because it preserves privileges and blocks anyone outside from challenging it. Reflecting on that, all major constitutional changes took place after a revolution or a war, indicating the truism in his observation.

If we are to continue to train people on procedures and processes the “bad apples” are likely to strike again. The complexity of social situations requires an education that ought to be more rounded, critical and evaluative. If a doctor takes an oath to do no harm, then so should every other professional who works in their community. If the title of the office is more appealing than the servitude, then the officer is not fulfilling their role. If we do not recognise equality among all people, then no training will allow us to be fair. Suddenly it becomes quite clear; we need more education than less, we need knowledge instead of information and we need more criminology for those who wish to serve the system.

*Even that can now be given as an affirmation

How I became an evil man

My love of poetry came in my sleep like a dream, a fever I could not escape and in little hours of the day I would read some poetry from different people who voice the volume of their emotions with words.  In one of those poems by Elleni Vakalo How he became a bad man, she introduced me to a new understanding of criminological thinking.  The idea of consequences, that lead a seemingly good person to become bad, without the usual motivational factors, other than fear.  This was the main catalyst that became the source of this man’s turn to the bad. 

This almost surrealistic description of criminal motivation has since fascinated me.  It is incredibly focused, devoid of social motivations and personal blame.  In fact, it demonstrates a social cognition that once activated is powerful enough to lead a seemingly decent person to behave in uncharacteristic moves of violence.  This interesting perspective was forged during the war and the post war turmoil experienced.  Like Camus, the act of evil is presented as a matter of fact and the product of thoughts that are originally innocent and even non-threatening. 

The realisation in this way of thinking, is not the normalisation of violence, but the simplicity that violence in innate to everyone. The person who commits it, is not born for it, does not carry an elaborate personal story or trauma and has no personal compulsion to do it. In some ways, this violence is more terrifying, as criminality can be the product of any person without any significant predispositions, an everyday occurrence that can happen any time.

The couple that will meet, fall in love, cohabit, and get married, starting a family, follow all the normal everyday stages that millions of people follow or feel socially obliged to follow.  In no part of this process do they discuss how he will control her, demean her, call her names, slap her, hit her or kick her. There is no plan or discussion of how terrified she will become, socially isolated and humiliated.  At no point in the planning, will she be thinking of ways to exit their home, access helplines or spend a day in court.  It happens, as a product of small thoughts and expressed emotions, that convert into micro aggressions, that become overt hostility, that leads to violence.  No significant changes, just a series of events that lead to a prolonged suffering. 

In some way, this matter of fact violence explains the confusion the victims feel, trapped in a relationship that they cannot recognise as abusive, because all other parts fall under the normality of everyday life. Of course, in these situations, emotion plays a key role and in a way that rearranges logic and reason. We are driven by emotion and if we are to leave criminological theory for a minute a series of decisions, we will make daily take a journey from logic to emotions and back.

This emotional change, the manifestation of thoughts is not always criminal nor destructive. The parents who are willing to fight an entire medical profession so that their newborn has a fighting chance are armed with emotion.  Many stories come to mind of those who owe their lives to their determination of their parents who fought logic and against the odds, fought to keep them alive.  Friends and partners of people who have been written off by the criminal justice system that assessed them as high risk for society and stuck with them, holding on to emotion as logic departs. 

In Criminology, we talk about facts and figures, we consider theories and situations, but above all as a social science we recognise that we deal with people; people without emotions do not exist.  So how do you/how do I become a bad man?  Simple…the same way you are/I am a good man. 

This is the poem by Eleni Vakalo, with my painful translation:

How He Became A Bad Man

I will tell you how it happened
In that order
A good little man met on his way
a battered man
the man was so close from him laying
he felt sad for him
He was so sad
That he became frightened
Before approaching him to bend down to
help him, he thought better
“What do you want, what are you looking for”
Someone else will be found by so many around here,
to assist this poor soul
And actually
I have never seen him
And because he was scared
So he thought
Would he not be guilty, after all no one is hit without being guilty?
And they did him good since he wanted to play with the nobles
So he started as well
To hit him
Beginning of the fairy tale
Good morning
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