Source: https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/4-3-7-the-prison-system [Revision notes](https://senecalearning.com/en-gb/revision-notes.md) › [GCSE](https://senecalearning.com/en-gb/revision-notes/gcse.md) › [Sociology](https://senecalearning.com/en-gb/revision-notes/gcse/sociology.md) › [AQA](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa.md) › The Prison System # The Prison System Sociology: AQA GCSE, topic 4.3.7 ## The Prison System It is debated whether offenders should be put into prison, to be punished for their offences or whether they should be rehabilitated. ### Aim of the prison system ![Aim of the prison system](https://image-v2.cdn.app.senecalearning.com/2018-08/e33fc859-4254-41e0-85b1-21e97e8b95fb/prison-guard-prisoner.jpg) - The aim of the prison system is to stop people from offending. - It can be seen as a form of punishment or as a form of rehabilitation. ### Prison as punishment - in favour ![Prison as punishment - in favour](https://image-v2.cdn.app.senecalearning.com/2018-07/208cb009-3927-4fe5-977e-e8b0cffa5013/prison-walls-punishment.jpg) - Some people argue that imprisonment is an ideal way of punishing offenders, whereas others see it as a bad idea. - Those who are in favour claim that: - Criminals should be punished for their actions. - Prisons act as deterrents to the rest of the population. - Prison ensures the safety of people from offenders. ### Prison as punishment - against ![Prison as punishment - against](https://image-v2.cdn.app.senecalearning.com/2019-04/5d73ded5-dcaf-433b-b70b-2477d56eea43/prison.jpg) - Those who are against prisons argue that: - Reconviction rates are high, i.e. criminals re-offend. - Prison doesn’t make them take responsibility. - Prisons are not effective as they might harm the offenders (.e.g destroy their confidence or affect their future employability chances). ### Reform ![Reform](https://image-v2.cdn.app.senecalearning.com/2018-07/8c369561-23fa-4aa1-9438-ded9e7323e4c/prison-bars.jpg) - Reform refers to the attempt made to change conditions in prisons. - It is believed that by making prisons more humane it will lead to the offenders not re-offending. - Some countries that followed this idea are Austria and Norway. ### 1. Austria ![1. Austria](https://image-v2.cdn.app.senecalearning.com/2018-10/2c43d0e9-b961-4dbb-ba53-33721302134f/austria-austrian-flag-.jpg) - Austria (Justizzentrum Leoben): - They put in place a new style of imprisonment where inmates are comfortable and live with minimum security. - They live in one-bed cells with a TV in their cell. ### 2. Norway ![2. Norway](https://image-v2.cdn.app.senecalearning.com/2018-09/39b5a117-2903-46c3-8bd0-36c28014ff3b/norway-flag-.jpg) - Norway (Bastoy Prison): - Inmates are allowed to go fishing, cycling etc. - This has led to inmates stating that they are thinking of starting families and getting a job. ## Alternatives to Prison Some people argue that alternatives to prison are better because they provide the offenders with the chance to continue with their lives and they teach them how to be responsible. ### What are the alternatives to prison? ![What are the alternatives to prison?](https://image-v2.cdn.app.senecalearning.com/2019-01/77cdf877-97ce-4aee-9df1-4997b0a37a8f/profit.jpg) - Fines. - Community penalties. - Electronic tagging. ### Alternatives ![Alternatives](https://image-v2.cdn.app.senecalearning.com/2018-03/f36b7b79-ea0a-4679-9b4c-3e3dee2d7628/shutterstock_151790942.jpg) - These alternatives are better because they provide the offenders with the chance to continue with their lives and they teach them how to be responsible. - The community sentences have proven to be better in reducing re-offending. - The probation system also works better as the offender needs to report back to their probation officer rather than being incarcerated. ### Criticisms ![Criticisms](https://image-v2.cdn.app.senecalearning.com/courseImages/physics/AQA%20New%20Modules/6.1.3/thumbs%20down.jpg) - Critics argue that these aren’t the best ways to deal with offenders as they don’t act as deterrents since people aren’t afraid of being found guilty. ## Violent Crime and Sentencing Some believe in life sentences while others are in favour of more lenient punishments as they find this too harsh. ### Response to violent crime ![Response to violent crime](https://image-v2.cdn.app.senecalearning.com/2018-04/43e9c3d5-28d9-4a93-8b7c-dd3025a02280/shutterstock_753619510.jpg) - There are two different points of view about how violent offenders should be punished: - Some believe in life sentences. - Others are in favour of more lenient punishments. They find life in prison too harsh. ### How are violent offenders sentenced? ![How are violent offenders sentenced?](https://image-v2.cdn.app.senecalearning.com/2018-09/1045310f-20ff-4e62-81be-d775266899a8/prison-prisoner-crime-criminal-.jpg) - There are different possible sentences for violent offenders. For example: - Jail for first-time offences. - Jail for first-time sex offenders. - Community sentences for first-time offences. - Community sentences for rapists. ### Mandatory prison sentences ![Mandatory prison sentences](https://image-v2.cdn.app.senecalearning.com/2018-08/eb8c0824-597f-4f91-a3e5-3d7b72ed69e0/prisoner-guard-prison.jpg) - Mandatory prison sentences are given to: - Second-time sex offenders (2 strike rule). - Dangerous criminals. - For dangerous criminals a new sentence was put into place which stated that they are to be released once they have served 2/3 of their prison sentence. ## Test yourself on The Prison System - Which country started allowing inmates to go fishing and cycling (e.g. Bastoy Prison)? - What is the main criticism of alternatives to prison? - What are the alternatives to prison? - Who are mandatory prison sentences given to? [Practise this topic for free](https://app.senecalearning.com/classroom/course/31b5a110-bffe-4156-a620-495a430ceed1/section/d4823b0d-800f-4630-a543-57d49ab4838c/session) - Previous topic: [4.3.6 Criminal Responsibility](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/4-3-6-criminal-responsibility.md) - Next topic: [4.3.8 Media Reporting of Crime](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/4-3-8-media-reporting-of-crime.md) ## Sociology: AQA GCSE contents ### 1 The Sociological Approach - 1.1 Introduction to Sociology - [1.1.1 What is Sociology?](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/1-1-1-what-is-sociology.md) - [1.1.2 Culture & Socialisation](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/1-1-2-culture-and-socialisation.md) - 1.2 Sociological Approaches - [1.2.1 Marxism](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/1-2-1-marxism.md) - [1.2.2 Marxism 2](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/1-2-2-marxism-2.md) - [1.2.3 Functionalism](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/1-2-3-functionalism.md) - [1.2.4 Feminism](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/1-2-4-feminism.md) - 1.3 The Consensus vs. Conflict Debate - [1.3.1 The Consensus vs. Conflict Debate](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/1-3-1-the-consensus-vs-conflict-debate.md) - [1.3.2 End of Topic Test - The Sociological Approach](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/1-3-2-end-of-topic-test-the-sociological-approach.md) ### 2 Families - 2.1 Functions of Families - [2.1.1 Functionalist Views on Family](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/2-1-1-functionalist-views-on-family.md) - [2.1.2 Marxist Views on Family](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/2-1-2-marxist-views-on-family.md) - [2.1.3 Feminist Views on Family](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/2-1-3-feminist-views-on-family.md) - 2.2 Family Forms - [2.2.1 What is a Family?](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/2-2-1-what-is-a-family.md) - [2.2.2 Nuclear Family](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/2-2-2-nuclear-family.md) - [2.2.3 Families in a Global Context](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/2-2-3-families-in-a-global-context.md) - [2.2.4 The Rapoports & Family Diversity](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/2-2-4-the-rapoports-and-family-diversity.md) - [2.2.5 Causes of Family Diversity](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/2-2-5-causes-of-family-diversity.md) - [2.2.6 End of Topic Test - Family Forms](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/2-2-6-end-of-topic-test-family-forms.md) - 2.3 Conjugal Role Relationships - [2.3.1 Conjugal Roles](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/2-3-1-conjugal-roles.md) - 2.4 Changing Relationships Within Families - [2.4.1 Timeline](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/2-4-1-timeline.md) - [2.4.2 Domestic Abuse](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/2-4-2-domestic-abuse.md) - [2.4.3 Symmetrical Family](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/2-4-3-symmetrical-family.md) - 2.5 Criticisms of Families - [2.5.1 Functionalist Views of Families](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/2-5-1-functionalist-views-of-families.md) - [2.5.2 Marxist Views of Families](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/2-5-2-marxist-views-of-families.md) - [2.5.3 Feminist Views of Families](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/2-5-3-feminist-views-of-families.md) - [2.5.4 Declining Marriage Rate](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/2-5-4-declining-marriage-rate.md) - [2.5.5 End of Topic Test - Criticisms of Families](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/2-5-5-end-of-topic-test-criticisms-of-families.md) - 2.6 Divorce - [2.6.1 Reasons For Rise in Divorce Rate](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/2-6-1-reasons-for-rise-in-divorce-rate.md) - [2.6.2 Consequences of Divorce](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/2-6-2-consequences-of-divorce.md) - [2.6.3 Functionalist Views](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/2-6-3-functionalist-views.md) - [2.6.4 Marxist Views](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/2-6-4-marxist-views.md) - [2.6.5 Feminist Views](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/2-6-5-feminist-views.md) - [2.6.6 End of Topic Test - Divorce](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/2-6-6-end-of-topic-test-divorce.md) ### 3 Education - 3.1 Roles & Functions of Education - [3.1.1 The Functionalist Approach](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/3-1-1-the-functionalist-approach.md) - [3.1.2 Evaluating Different Perspectives](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/3-1-2-evaluating-different-perspectives.md) - [3.1.3 Types of School](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/3-1-3-types-of-school.md) - [3.1.4 Alternative Education](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/3-1-4-alternative-education.md) - [3.1.5 State & Private Schools](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/3-1-5-state-and-private-schools.md) - 3.2 Processes Within Schools - [3.2.1 Internal Processes](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/3-2-1-internal-processes.md) - [3.2.2 External Processes](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/3-2-2-external-processes.md) - 3.3 Educational Achievement - [3.3.1 Measuring Educational Success](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/3-3-1-measuring-educational-success.md) - [3.3.2 Social Class & Education](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/3-3-2-social-class-and-education.md) - [3.3.3 Social Class & External Factors](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/3-3-3-social-class-and-external-factors.md) - [3.3.4 Gender & Education](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/3-3-4-gender-and-education.md) - [3.3.5 Ethnicity & Education](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/3-3-5-ethnicity-and-education.md) - [3.3.6 Parental Choice](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/3-3-6-parental-choice.md) - [3.3.7 History of UK Education Policy](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/3-3-7-history-of-uk-education-policy.md) - [3.3.8 Recent UK Education Policy](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/3-3-8-recent-uk-education-policy.md) - [3.3.9 End of Topic Test - Education](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/3-3-9-end-of-topic-test-education.md) ### 4 Crime & Deviance - 4.1 The Social Construction of Crime - [4.1.1 Defining Crime & Deviance](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/4-1-1-defining-crime-and-deviance.md) - [4.1.2 Sociological Explanations of Crime](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/4-1-2-sociological-explanations-of-crime.md) - [4.1.3 Interactionist Explanations of Crime](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/4-1-3-interactionist-explanations-of-crime.md) - [4.1.4 Alternative Explanations of Crime](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/4-1-4-alternative-explanations-of-crime.md) - 4.2 Social Control - [4.2.1 Informal Social Control](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/4-2-1-informal-social-control.md) - [4.2.2 Formal Social Control](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/4-2-2-formal-social-control.md) - [4.2.3 End of Topic Test - Social Construction of Crime](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/4-2-3-end-of-topic-test-social-construction-of-crime.md) - 4.3 Criminal & Deviant Behaviour - [4.3.1 Explanations of Crime](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/4-3-1-explanations-of-crime.md) - [4.3.2 Social Class & Crime](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/4-3-2-social-class-and-crime.md) - [4.3.3 Gender & Crime](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/4-3-3-gender-and-crime.md) - [4.3.4 Ethnicity & Crime](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/4-3-4-ethnicity-and-crime.md) - [4.3.5 Age & Crime](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/4-3-5-age-and-crime.md) - [4.3.6 Criminal Responsibility](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/4-3-6-criminal-responsibility.md) - [4.3.7 The Prison System](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/4-3-7-the-prison-system.md) - [4.3.8 Media Reporting of Crime](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/4-3-8-media-reporting-of-crime.md) - [4.3.9 Functionalist Explanations of Crime](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/4-3-9-functionalist-explanations-of-crime.md) - 4.4 Data on Crime - [4.4.1 Measuring Crime](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/4-4-1-measuring-crime.md) - [4.4.2 End of Topic Test - Criminal & Deviant Behaviour](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/4-4-2-end-of-topic-test-criminal-and-deviant-behaviour.md) ### 5 Social Stratification - 5.1 Social Stratification - [5.1.1 What is Social Stratification?](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/5-1-1-what-is-social-stratification.md) - [5.1.2 Functionalism](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/5-1-2-functionalism.md) - [5.1.3 Socio-Economic Class](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/5-1-3-socio-economic-class.md) - [5.1.4 Socio-Economic Class 2](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/5-1-4-socio-economic-class-2.md) - [5.1.5 Life Chances](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/5-1-5-life-chances.md) - [5.1.6 The Affluent Worker](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/5-1-6-the-affluent-worker.md) - [5.1.7 End of Topic Test - Social Stratifictaion](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/5-1-7-end-of-topic-test-social-stratifictaion.md) - 5.2 Poverty as a Social Issue - [5.2.1 Defining Poverty](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/5-2-1-defining-poverty.md) - [5.2.2 Factors Affecting Poverty](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/5-2-2-factors-affecting-poverty.md) - [5.2.3 Explanations of Poverty](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/5-2-3-explanations-of-poverty.md) - [5.2.4 Impact of Globalisation](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/5-2-4-impact-of-globalisation.md) - [5.2.5 End of Topic Test - Poverty as a Social Issue](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/5-2-5-end-of-topic-test-poverty-as-a-social-issue.md) - 5.3 Power & Authority - [5.3.1 Weber](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/5-3-1-weber.md) - [5.3.2 Sociological Perspectives](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/5-3-2-sociological-perspectives.md) - [5.3.3 Power Relationships](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/5-3-3-power-relationships.md) - [5.3.4 End of Topic Test - Power & Authority](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/5-3-4-end-of-topic-test-power-and-authority.md) ### 6 Sociological Research Methods - 6.1 Research Methods - [6.1.1 Research Design](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/6-1-1-research-design.md) - [6.1.2 The Scientific Method](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/6-1-2-the-scientific-method.md) - [6.1.3 Other Considerations](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/6-1-3-other-considerations.md) - [6.1.4 Primary Sources](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/6-1-4-primary-sources.md) - [6.1.5 Secondary Sources](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/6-1-5-secondary-sources.md) - [6.1.6 Surveys](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/6-1-6-surveys.md) - [6.1.7 Sampling](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/6-1-7-sampling.md) - [6.1.8 Questionnaires](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/6-1-8-questionnaires.md) - [6.1.9 Interviews](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/6-1-9-interviews.md) - [6.1.10 Observation](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/6-1-10-observation.md) - [6.1.11 Statistics](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/6-1-11-statistics.md) - [6.1.12 Case Studies](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/6-1-12-case-studies.md) - [6.1.13 Longitudinal Studies](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/6-1-13-longitudinal-studies.md) - [6.1.14 Ethnography](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/6-1-14-ethnography.md) - [6.1.15 Experiments](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/6-1-15-experiments.md) - [6.1.16 Small Scale Research](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/6-1-16-small-scale-research.md) - [6.1.17 End of Topic Test - Research Methods](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/6-1-17-end-of-topic-test-research-methods.md)