Fletcher, Del

Sheffield Hallam University Research Archive

        Review of offender  financial capability support:  key messages        March 2010            1 The need for offender financial capability support Offender assessment system (OASys) data for 2006 indicate that 23% of offenders under the supervision of the Probation Service had a criminogenic need relating to financial management and income. 'Finance, Benefits and Debt' have been identified by the National Offender Management Service (NOMS) as a key pathway for reducing re-offending. More than 50% of short-sentenced prisoners reported that having enough money was a key factor in stopping re-offending (National Audit Office, 2010). Ensuring that ex-offenders have sufficient legally obtained income to live on is a key factor in their successful rehabilitation, but many encounter significant problems achieving financial security. Box 1 indicates some of the issues that offenders, ex-offenders and their families face.     Box 1: Key Financial Issues for those within the Criminal Justice System Prison creates multiple major life events  finding employment  accessing accommodation  re-establishing family relationships. The Criminal Justice System can create / exacerbate individual financial problems   people may enter CJS as a result of existing debt  debt can occur and rise as a result of losing employment on entering the CJS  the pressure of debt can make resettlement more difficult  illegal debt is not tackled by mainstream interventions. People within the CJS can suffer from financial dependence which can result in financial abuse  people can be locked into relationships and networks that are abusive and drive criminal behaviour. The risk of re-offending can be increased by the 'finance gap' on discharge from prison  the discharge grant stands at £46 and has not been increased for many years  it may take weeks for released prisoners to receive benefits. People involved in the CJS can find it difficult to open a bank account  access to banking supports employment and accommodation opportunities  many find it hard to choose financial products, complete forms, provide acceptable ID and give full address histories. People in the CJS often have low financial capability   lack experience and confidence in using financial products  poor basic skills limit ability to be an effective consumer People with criminal convictions (and their families) are excluded from insurance  Those who have spent long spells in the CJS can have specific financial concerns  may have paid less into pensions and national insurance.  Source: Based on discussions with the National Association of Reformed Offenders     2 Previous research Policy makers have increasingly recognised the importance of improving the financial capability of disadvantaged groups. The Financial Services Authority (FSA) and NOMS have, for example, provided support for the development of interventions focussed on improving the financial capability of offenders. However, the evidence-base is relatively undeveloped. Two literature reviews have begun to address this need.    Atkinson (2008) undertook an international review of financial capability initiatives. She found that rigorous policy evaluation identifying the impact of financial capability work was difficult to find.  De Meza et al (2008) conducted a review of the behavioural economics literature. They suggest that financial behaviour may primarily depend on intrinsic psychological attributes rather than information or skills. Improvements require long-term changes in attitudes, habits and behaviour towards money. They conclude that financial capability initiatives which are designed to inform and educate may have a positive, but modest, impact.  De Meza et al (2008) highlight two forms of financial capability work that are promising: the use of 'norms' i.e. directing individuals to particular actions e.g. using a bank account; and active intervention by counsellors and/or individualised advice.    More recently, the FSA has published an evaluation of three pilot projects which tested different models of provision:    Prison staff training: NACRO have delivered a national programme of training to help correctional staff support offenders with financial problems.  Prison setting: Vale of Glamorgan CAB together with NOMS Cymru have worked in two Welsh prisons to provide financial capability training to prisoners and prison staff.  Probation setting: Portsmouth Citizens Advice Bureau (CAB) has provided financial capability training to offenders and Offender Managers so they can support individuals with financial issues.  Table 1 summarises some of the main findings. The indications are that the prison staff training project has worked particularly well.    Table1: Key evaluation findings Pilot Headline findings Prison staff training 17 courses reached 245 staff. Training raised the confidence and knowledge of staff to support offenders with financial issues. 70% had used information to help offenders with ad hoc questions. 10% had delivered formal training sessions to offenders. Training provided by prison staff was well received by offenders It is important that staff are able to provide practical support around complex issues Prison setting 266 offenders received advice surgeries and 553 attended workshops Logistical problems were encountered moving around the     3 prisons. Most (80-87%) rated workshop topic areas as extremely/very useful. Improved confidence and knowledge of offenders. Many offenders planned to take action, some had done so. Probation setting 36 workshops were delivered for 68 offenders. 180 Gateway assessments were carried out. 94 Offender Managers trained.  Significant challenges encountered getting both offenders and offender managers to attend. Most offenders rated content of workshops as extremely/very useful. Source: Howard, A. and Older, C. (2010) Financial Capability and Inclusion Seminar: Working with    Offenders. 17th March 2010.   The present review  This review has sought to highlight case studies of 'best practice' in the provision of both pre-release (prison-based) and post-release (community-based) offender financial capability support. CRESR have consulted a wide range of policy makers and practitioners. In terms of the former, we have contacted: NOMS; the FSA; the Learning and Skills Council; the Legal Services Commission; the Department for Work & Pensions and Jobcentre Plus. Key providers have included: the National Association of Reformed Offenders (UNLOCK); the National Association for the Care and Resettlement of Offenders (NACRO); Citizens Advice Bureau; Credit Action, Lincolnshire Action Trust; Toynbee Hall and  the National Institute of Adult Continuing Education (NIACE).  A template was developed to help standardise the collection of data. The accompanying 'best practice' guide provides full details on each intervention. The review identified five well regarded initiatives. Table 2 summarises some of the key features of each.  Table 2: Key Features of Offender Financial Capability Support Interventions Identifier Developer Content Working Money Lincolnshire Action Trust Delivers 12 guided hours over 3 consecutive days. Learners work through a series of practical activities, looking at the options for paying bills. The course uses imitation money so that prisoners can calculate their expenditure and 'pay' bills to the banker.  UNLOCKing Financial Capability UNLOCK Delivered over 2 days. Key components include: introduction; basic banking (using a bank account, handling cheques, avoiding bank charges); advanced banking (standing orders and direct debits, electronic money transfers, telephone and internet banking); managing money (understanding a bank statement, budgeting, debt); conclusion (issues for former offenders, insurance & mortgages, signposting to free support). It can be delivered in three forms: intensive stand alone course; modular stand alone; to support existing money management courses.      4  Better Thinking About Money Credit Action The course is highly visual and is based around a DVD of images (power point style). It comprises six two hour modules. These deal with: attitudes to money; managing your money; creating a budget; getting more fun from your money; saving and borrowing; debt. Lets Talk About Money NIACE This is a campaign to raise awareness of financial issues amongst offenders and ex-offenders. It has three parts: a poster campaign; the provision of free workshops; and the development of a leaflet and booklet which have been sent to all prisons and probation areas in England and Wales. The 'Money Guide' booklet contains information on: where your money comes from and where it goes; benefits and grants; keeping track of your money; tackling debt; how to look after your money; saving your money; Chip and Pin; protecting your identity; your credit history explained; insurance; and signposting to sources of additional help.  Money Skills West Yorkshire Trading Standards  The course consists of five units and takes approximately three hours to complete. The units include: necessities versus luxuries; bank statements; loans; credit reports; the game. The units are based on a series of characters representing a selection of 'real-life' scenarios:  a school leaver; a university student; a recent graduate; a single parent; a business woman; a member of the armed forces. Groups examine the lifestyles, spending habits and credit needs of different characters scoring points by making informed choices based on what they have learnt.   The continuing development of interventions  Many interventions have now gone through several iterations with providers making changes to course content in the light of experience. The key changes include:   the continuing development of interventions has often prioritised making them more interactive. The 'UNLOCKing Financial Capability' course has, for example, incorporated interactive tools such as a virtual cash machine  interventions targeting offenders with poor basic skills have often been of a highly visual nature. However, it can be difficult to strike the right balance. The use of cartoon images in the 'Better Thinking About Money' course was, for instance, discontinued because some prisoners felt that it was condescending  many courses have become modularised to help delivery in different environments e.g. open prisons, community-based provision  the indications are that female prisoners may have greater experience of handling money and budgeting. The 'Working Money' course found that this group had good knowledge of opening and using bank accounts. Some male prisoners have also reported that their wife/partner had full control of domestic finances  it has been necessary to change some of the activities to make them more relevant to female prisoners. The 'Working Money' course changed the nature of sample job advertisements and included a greater emphasis on the cost and availability of childcare when considering the financial implications of employment     5  the designers of the 'Working Money' course have progressively provided more information about how to respond to letters and phone calls from creditors, the rights and responsibilities of debtors, and how to contact creditors  some provision has been updated to include data on plastic cards and internet banking  work is currently underway in West Yorkshire prisons to make 'Money Skills' more relevant to the needs of offenders. This might entail creating a new character for the game; extending the units of work; or giving the project a new look.  Best practice Identifying 'best practice' with regard to interventions that have been developed quite recently and have not been independently evaluated is problematical. Consequently, this exercise has drawn upon the perceptions of both policy makers and practitioners. Nevertheless, several key elements of 'best practice' have been identified:   provision must proceed from a close identification of the needs of individuals for support. Local staff are often in the best position to identify the particular needs of clients  robust assessment and selection procedures must be employed to ensure that those most likely to benefit from provision are chosen  making attendance compulsory may improve the reach of interventions but may compromise their ability to secure the active participation of offenders  many prisoners have poor basic skills. It is, therefore, important to provide sufficient information in a way that is easy to understand, enjoyable yet still informative  the use of games can help to make provision enjoyable and informative  providers should encourage an informal atmosphere to encourage active participation  training should be interactive, participative and informal. Offenders often dislike being 'taught' in classrooms  course delivery should use many training methods to engage participants  tutors must display empathy with the client group  provision must be flexible in order to meet the needs of particular audiences e.g. male or female prisoners; and particular environments e.g. different categories of prison  the deployment of peer supporters offers an opportunity to overcome some of the problems of working in prisons such as the lack of flexibility and resources. Peer support offers purposeful activity for prisoners and can help individuals gain vocational qualifications e.g. NVQ Level 3 in Advice and Guidance. However, it presents several challenges including finding individuals with the requisite skills, motivation and trustworthiness  the award of certificates may encourage a sense of achievement  pre-release interventions should be should be integrated with other relevant resettlement support e.g. help finding work, accommodation etc.  Key lessons  The last few years have witnessed a growing focus on improving the financial capability of offenders, former offenders and their families. The FSA has, for example, a high level     6 offender strategy which commits it to working with NOMS and delivering a national training programme for professionals working in prisons. Nevertheless, some of those consulted have drawn our attention to the continuing low priority attached to the 'Finance, Benefit and Debt' pathway. The Lincolnshire Action Trust reported, for example, that this had made it especially difficult to embed provision within the Probation Service. However, the view of many providers is that finance should be prioritised since it often underpins criminal behaviour.   Effective approaches to addressing the financial problems of offenders should comprise three key elements:  1. Practically focused information and training. This can be delivered pre-release or post-release by a wide range of agencies including prison officers, tutors, third sector workers and peer supporters. Organisations such as the National Association of Reformed Offenders and Lincolnshire Action Trust provide training to enable others to deliver their courses. A range of resources developed by NIACE (leaflets, Money Guides etc.) is available at: www.wmld.org/pages/finance-debt-and-benefit. This may be effective at raising awareness and confidence and equipping individuals with some basic financial skills.    2. Basic skills provision. Many offenders have poor basic skills - 37% of the prison population has a reading age at or below that expected of an 11 year old (Social Exclusion Unit, 2002). An inability to make basic calculations will prevent effective budgeting even if the individual has become highly motivated to address their financial needs. This support may be provided by a range of providers including colleges.   3. Individual face-to-face provision to help individuals with specific financial issues. This may typically be delivered by the Citizens Advice Bureau or other providers as a free legal service. De Meza et al (2008) suggest this may be a particularly effective approach. It can help offenders overcome a financial crisis but rarely builds their own capacity to avoid future crises.  References Atkinson, A. (2008) 'Evidence of Impact: An Overview of Financial Education Evaluation Literature'. A Report Prepared for the Financial Services Authority. Consumer Research 68.  De Meza, D. Irlenbusch, B. Reyniers, D. (2008). 'Financial Capability: A Behavioural Economics Perspective'. A Report Prepared for the Financial Services Authority. Consumer Research 69.  Howard, A. and Older, C. (2010). 'Financial Capability and Inclusion Seminar: Working with Offenders'. Financial Services Authority. 17th March 2010.   National Audit Office (2010) 'Managing Offenders on Short Custodial Sentences', London: Stationery Office.   Social Exclusion Unit (2002) 'Reducing Re-offending by Ex-Prisoners', London: ODPM. Review of offender financial capability support: key messagesFLETCHER, Del <http://orcid.org/0000-0002-9569-3203>Available from the Sheffield Hallam University Research Archive (SHURA) at:http://shura.shu.ac.uk/29279/Copyright and re-use policyPlease visit http://shura.shu.ac.uk/29279/ and http://shura.shu.ac.uk/information.html for further details about copyright and re-use permissions.

Review of offender financial capability support: key messages

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Review of offender financial capability support: key messages

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