Encouraging enterprising behaviour in young offenders using positive role modelling

Robert Smith

Introduction
Ingrained criminal behaviour and repeat offending are learned behaviours which are harmful to society. However, does this mean that criminals and young offenders cannot reform and become exemplary members of society, or even entrepreneurs? From a sociological and criminological perspective it has long been acknowledged that young people growing up in disadvantaged communities are often overly exposed to negative ‘gangster’ role models. Such youth in trying to emulate the lives of their heroes are often drawn into a debilitating life of crime. Recently, Mr Steven House, the Chief Constable of Strathclyde Police, publically acknowledged this fact and argued that there were too many gangster biographies in circulation and made a plea for more biographies of entrepreneurs to be published and disseminated instead to inspire disaffected youth and divert them away from a life of crime.

An entrepreneur story, which epitomises the power of narratives of enterprise to engender positive change relates to the rags-to-riches tale of self confessed thief - George Reynolds. Reynolds like many before him entered into a life of crime in his teenage years and being dyslexic did badly at school. One day when serving a jail sentence he was berated by a Priest for wasting his obvious organisational talents in crime. On leaving prison Reynolds turned his back on crime and built up a business empire. Unleashing a latent flair he became a wealthy tycoon. It is a highly compelling tale which students seem to empathise with. Granted it is a flawed tale because Reynolds fell from grace again, serving time in jail on money laundering charges having refused to explain where £500,000 found in the boot of his Mercedes came from. However, this is not the point because as the economist William Baumol argued, not all entrepreneurship is productive. It can be unproductive and even destructive. The moral of the story is that anyone can pursue the entrepreneurial dream irrespective of education or life chances.

There are other high profile examples of prolific criminals turned entrepreneur such as those of Bob Turney and Mark Johnson both of whom have authored frank autobiographies and actively work with other ex-offenders to turn their lives around. Turney describes himself as “a dyslexic, alcoholic, ex-prisoner”.  Johnson also describes himself as an alcoholic and dyslexic. Here we encounter familiar social themes and patterns. Such stories typify a new genre of books by reformed offenders narrating how they turned their lives around. Although George Reynolds, Bob Turney and Mark Johnson do not have the high profile of celebrity entrepreneurs such as Donald Trump, Richard Branson, Alan Sugar and Bill Gates they are nevertheless still inspirational role models. These famous entrepreneurs are dyslexic too. Turney and Johnson illustrate how an interest in entrepreneurship can be used to engage with young offenders in the criminal justice system to lead them out of a life of crime.

Challenging learned behaviour by engendering positive role models
This article reports on work carried out by staff at Apex (Scotland) which seeks to raise awareness of the positive example set by entrepreneurs. Apex, whose strap line reads “A positive Future” work with young offenders with complex socio-economic issues to reintegrate them back into the community and work. When working with such offenders it is necessary to engage them in a process of reflective thinking about their chaotic offending behaviour. Apex (Scotland) are a specialist organisation that for over 20 years has contributed to a safer Scotland by working with ex-offenders and young people and adults at risk to give them the necessary skills to help them find and stay in work. According to Apex Statistics offenders who find work are three times less likely to re-offend. However, many lack qualifications, have addiction and literacy problems and have never worked. One common method used by staff at Apex to challenge such learned behaviour is to ask the youths to consider appropriate role models whom they admire and one day would like to emulate. This process is achieved via the creative and artistic process of asking them to prepare an ‘inspiration board’. The young people are given magazines, scissors and glue and are asked to assemble a poster displaying their choice of entrepreneurial role models. See the inspirational story board below for an example of the work.

The young offenders with whom Apex engage have complex social and economic issues like Messer’s Reynolds, Turner and Johnson. There are many similar inspirational stories of return to work you can read on the Apex website on http://www.apexscotland.org.uk/.

Taking the research forward
The issues raised here pose some interesting questions. For example:- 
• Why do disadvantaged youths look up to entrepreneurs when there is such a gulf between them in socio-economic status?
• How can one use this knowledge to change the offending behaviour of persistent offenders?
•How does one set about engendering change through via the process?
These are issues which I and colleagues at Aberdeen Business School aim to address in forthcoming research projects working with Scott Allan at Apex. We would be interested to hear what you think? Contact Rob Smith on r.smith-a@rgu.ac.uk.

Robert Smith, Reader; Aberdeen Business School, The Robert Gordon University, Aberdeen and Scott Allan, Manager, Apex Scotland

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