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1997-2004

PROJECT

TURNAROUND:

A visual tour

Project Turnaround

Why Was Project Turnaround Established?

There was a loss of trust in rehabilitation as nothing seemed to work (1960s-1970s) (Minaker and Hogeveen 2009)

In 1994, 82% of Canadians were concerned that the juvenile justice system was being too soft towards youth offenders (Reid-Macnevin 1997).

In 1995 the “Ontario Government established a Task Force on Strict Discipline for Young Offenders” (Correctional Service Canada 2015)

The over representation of violent youth crime in the media and in popular discourse in 1990s, led to the creation of a punishable young offender (Hogveen 2005). The public began to advocate against what they believed were youth detention facilities offering a luxurious experience to undeserving young offenders (Hogeveen 2005).

There was also an increasing number of youth being sent to custody - implying the need for successful rehabilitative strategies

Statistics Canada 1998

Project Turnaround

Opened in 1997 in Hillsdale, Ontario and closed in 2004. It was privately owned and run by Sally Walker. There were 365 offenders throughout the 6 years who served sentences of assault, robbery, escape, weapon charges, and breaking and entering (Forsyth 2019) .

Just as the name Project Turnaround implies, PT was established to offer youth in conflict with the law a catalyst to turn around their life.

Boot camps were also referred to as "shock incarceration programs" first introduced in 1983 (Simon 1995).

Initially, they were sentencing options for adults to reduce overcrowding in prisons (Minaker and Hogeveen 2009)

The Exterior

The Boot Camp model was chosen to discipline and deter recidivism with a "tough on crime" ideology (Hogeveen 2005)

The rigors of boot-camp life with an emphasis on discipline and rehabilitative training hoped to enhance the offender's life and public protection after their release to the community (Simon 1995)

Vision

Elements

The basic element was to reproduce appearance through military training (Simon 1995).

Services

Who does PT support?

  • youth in conflict with the law
  • youth at risk to re-offend
  • youth at risk of criminal behaviour

(Midaynta 2020).

What services are provided?

  • Military-style training
  • Awareness about gangs and associated risks
  • Interventions such as counseling and education
  • Parenting skills training
  • Court support
  • Support to complete probation and bail orders

(Midaynta 2020).

The Entrance

PT had a strict eligibility requirement

To be eligible, offenders must be:

  • Male
  • Age 16-19
  • Have no current or previous convictions for homicide, arson or sex offences
  • Medically fit and free of physical disabilities that prevent participation in program
  • Have 4-10 months remaining in a secure custody
  • Have no serious mental disorders

(Correctional Service Canada 2015).

Participants are randomly chosen from the pool of eligible candidates (Statistics Canada 1998)

During the 12-month period that ended on August 31, 1998, 68 individuals were admitted (Statistics Canada 1998)

Gendered hyper-masculine environment

The maximum security facility, with a 6 metre-high fence had high risk offenders between the ages of 16 and 17, with a maximum capacity of 36 offenders (Forsyth 2019).

In order to keep low costs, youth with severe mental health issues were excluded from the program (Friedman 2003)

A Day in the Life of a Cadet

Youth engaged in high-intensity activities everyday that lasted approximately 16 hours

Daily Schedules for Entry-Level Cadets

(Correctional Service Canada 2015).

Disciplinary activities included:

  • Tending the fields
  • Growing crops for other local facilities
  • Marching daily
  • Reading and doing homework daily
  • Achieving certain goals ranging from using proper table manners to keeping a daily journal and running a mile in under 7 minutes

The cadets daily performance was rated by staff on a 5-point scale.

The daily ratings were used as a guide to move cadets though the ranking system at PT. The cadets were ranked by levels 1-4.

(Correctional Service Canada 2015).

Typical "Dorm"

Boys were referred to as cadets rather than inmates (Wormith et al. 2015). While the rooms that they were staying in were referred to by officials as dorms, it is interesting to note that they do not look dissimilar to a prison cell.

The lack of amenities in the "dorm" may be explained by the strict disciplinary approach the institution took towards the boys that offered little leisure time (Wormith et al. 2015)

This is how cadets would organize their belongings such as T-shirts

According to the Cadet Handbook of Project Turnaround: "When you are in a section room and an officer enters, you must:

1) stop what you are doing;

2) come to the position of attention;

3) stay at that position until told to carry on."

(Shapiro 1999)

Dorm "Rules"

Boys were instructed on their dorms through creating "Squads"

Seg Cells

Gymnasium

The boys experienced a masculine lifestyle by staying strong through military drills playing sports. Punishments included exercises such as push-ups or sit-ups (Lutze and Bell 2005)

The Classroom

PT had an academic program to help rehabilitate youth. The program taught cadets how to problem-solve and non-criminal thinking and acting .

(Correctional Service Canada 2015).

Treatment to Encourage Rehabilitation Included:

Anger Management Program

This mandatory 24 program aimed to teach cadets how to deal with and express anger in a healthy and helpful way (Wormith et. al. 2015).

Anger Management Program

The Behaviour Management Program

The Behavior Management Program aims to teach the difference between antisocial or undesirable behavior and pro-social or desirable behaviors. Staff rate daily performance of cadets on a five point scale in seven main areas: "routines and chores, relations with peers, relations with staff, group program participation, academic performance, physical fitness, and dress and deportment" (Wormith et al. 2015).

Positive Peer Culture Program: This program was run twice a week by staff to allow cadets give their input to administration. Through this program youth would be assigned a caseworker to help monitor their progression and provide resources specific to the youth (Wormith et al. 2015).

Positive Peer Culture Program

Substance Abuse Program: 12 sessions over 4 weeks where cadets learn about their drug use and focus on setting goals, making good decisions and developing skills (Wormith et al. 2015).

Substance Abuse Program

Cognitive Skills Program: Consisted of 12 mandatory sessions for all cadets to teach them problem solving skills and encourage non-criminal ways of thinking. (Wormith et al. 2015).

Cognitive Skills Program

The Cafeteria

In most boot camps, cadets would march to the cafeteria, eat quickly and engage in little conversation (Mitchell and Ngo 2011)

Phase 2: Aftercare Programs

Aftercare

One of the central aims of PT is to rehabilitate and reintegrate young offenders back into society (Correia 1997).

The improved habits inculcated by camp tactics are maintained by parole supervision (Simon 1995).

This phase can accommodate 30-50 participants ( Statistics Canada 1998).

In order to do this, after the youth at PT were released from secure custody, they would be assigned a caseworker for 4-12 months (Statistics Canada 1998). This caseworker would watch the boys closely to ensure that they followed their specific aftercare programs and to offer them support. This was also done to ensure that the boys had internalized the discipline officials believed they were lacking.

Was PT Successful?

Re-offending rate for those who've gone through PT is 33%, compared to 50% across the general population of almost 700 young offenders. A total of 10,000 young offenders are in the corrections system in which most are on parole and probation (Forester 2003). However, comparisons with other institutions are not reliable because the PT boys were selected through voluntary referrals and more serious young offenders were excluded (Worthmith et al. 2015; Friedman 2003).

One parent wrote a letter to the Minister of Correctional Services saying,

"Thank you for giving back our son,"

after going through Project Turnaround.

(Hansard Index 2000)

Criticisms of PT & Other Boot-Camps

Critics of boot camps assert that there is no difference in recidivism at boot camps when compared to traditional means of incarceration (Correira 1997)

Others claim that PT's goals of rehabilitation and reintegration might run counter to Encourage Youth Corporation's interest in maintaining residency to ensure profit (Friedman 2003).

It was argued that boot-camps held inconsistent procedures and philosophies which created abusive punishments and created a "we versus them" atmosphere (Styve, MacKenzie, Gover, and Mitchell 2000)

Critics believed that it was less caring, more unfair, and less therapeutic compared to traditional institutions (Styve, MacKenzie, Gover, and Mitchell 2000). They anticipate that the nature of boot-camps don't create better citizens after release as youth may fear the staff and have less individualized training which doesn't prepare them (Styve, MacKenzie, Gover, and Mitchell 2000)

There was negative media coverage on PT, surrounding its strict discipline boot camp style (Muskoka Region 2003). There was a need for longer sentences, tighter security measures and grimmer jails (Shapiro 1999).

REFERENCES

Correia, Mark E. 1997. “Boot Camps, Exercise, and Delinquency: “An Analytical Critique of the Use of Physical Exercise to Facilitate Decreases in Delinquent Behavior.” Journal of Contemporary Criminal Justice 13(2):94-113.

Falkner, Mike “Project Turnaround” Retrieved November 10, 2020

(https://www.flickr.com/photos/mikefalkner/sets/72157669243307993/?fbclid=IwAR02FEtD05UUhctWsXxNBOg1X13JWuRSqiEsgrUVR1qNCaXPxXBj98dMJtU )

Friedman, Alex. 2003. Capitalist Punishment: Prison Privatization and Human Rights. London: Zed Books.

“FORUM on Corrections Research.” 2015. Correctional Service Canada. Retrieved October 26, 2020 (https://www.csc-scc.gc.ca/research/forum/e112/e112heng.shtml).

Forsyth, Bruce. 2019. “Project Turnaround- Was this Failed Experiment in Youth Justice Given a Fair Chance?” Retrieved October 26, 2020

Hogeveen, Bryan. 2005. "If We Are Tough On Crime, If We Punish Crime, Then People Get The Message: Constructing and Governing The Punishable Young Offender In Canada During The Late 1990s." Punishment and Society, 7(1):73-89.

Hendrick, Dianne, Melanie Kowalski, Kathryn Stevenson and Jennifer Tufts. 1998. “A Profile of Youth Justice in Canada.” Statistics Canada. Retrieved October 25, 2020

(https://www150.statcan.gc.ca/n1/pub/85-544-x/85-544-x1997001-eng.pdf).

Lutze, Faith and Cortney Bell, 2005. “Boot Camp Prisons as Masculine Organizations: Rethinking Recidivism and Program Design” Journal of Offender Rehabilitation, 40(3– 4):133–52.

Mitchell, Ojmarrh, and Fawn T. Ngo. 2011. “Boot Camps and Shock Incarceration Programs”. Oxford Bibiliographies. Retrieved November 10, 2020 (https://www.oxfordbibliographies.com/view/document/obo-9780195396607/obo-9780195396607-0068.xml).

Minaker, Joanne. and Hogeveen, Bryan. 2009. Chapter 5.Youth, Crime and Society: Issues of Power and Justice. Toronto: Pearson.

Simon, Jonathan. 1995. “They Died with Their Boots On: The Boot Camp and the Limits of Modern Penality.” Social Justice, 22:(60), 25-48.

Wormith, Stephan, Jeffrey Wright, Isabelle Sauve, and Paul Fieury. 2015. “Ontario’s Strict Discipline Facility is not just Another “Boot Camp”. Forum on Corrections Research 11(2). Retrieved November 10, 2020 (https://www.csc-scc.gc.ca/research/forum/e112/e112h-eng.shtml).

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