Social Protection in

Communities Vulnerable to

Criminal Activity

Corin Bailey

Social Protection

Framework of risk management – World BankThe specific risks on livelihood assetsThe strategies to address the risk The informal and market based instruments to address the risks The institutions that could be involved in providing protection against risks

Criticisms

Limited conceptualization of vulnerability

The result of the characteristics of a person or a group, or an event affecting a person or a groupMainly concerned with risks to income or assetsSocial risks virtually ignored

Vulnerability according to the critics

Risks may well be structural – marginalized groups

‘Rights-based approach’

Focuses on equity concerns and on interventions which modify prejudicial attitudes to socially vulnerable groups.

• Resource transfer in response to economic risks

• Transformative element addressing power imbalances

Shift discourse away from the narrow:Resource deprivationEconomic protection

TowardsSocial vulnerability

Mixture ofTargeted income transferDelivery of social servicesEfforts to modify behaviour

Against the background of a marginalized community in the Kingston Metropolitan Ares (KMA)

High levels of inter personal conflict and violent crimeHigh levels of unemploymentLow levels of educational attainmentReduction in the quality of social services and infrastructure

EffectsIncreasing strain on existing social servicesIncreased risks of violent interaction

Ecological model

Risk spread across different levels

Intervention requires collaboration across these levels

Found to be useful in violence researchDemonstrates how both social and economic factors combine to influence risk

Provides elaborate understanding of social protection and can address both material and social needs

Ecological Model

“Each level of the model represents a level of risk and a key point for intervention…and interventions which target several levels at the same time are more effective than single-level interventions.’ (WHO, 2001).”

Methodology

Research conducted in poor inner-city community in the KMA – LowincMixed methodology

Questionnaire survey – 1% sample – 159 respondentsFocus group discussions – two age cohorts

15-35 males8-11 males

Focus group discussions - police

The Community

• Adjacent to a large gully draining the KMA• Situated at the point where gully enters the

sea• Close proximity to main garbage disposal

site• Industrial complexes disposing of waste• Stench created by industrial and human

waste• Isolation

Violent community

Experience of personal victimization and knowledge of crime

Knowledge of property crime – low: less than 6%

Knowledge of personal crime – high: 35% knew of a homicide

32% knew at least 10 victims

12% victims of personal crimes (mainly assault, wounding, shooting)

Focus group discussions

“Lowinc has a history of violence. You might come from a certain subdivision that was in conflict and the history of violence carries it on. Long history.”

Focus group discussions

“Nuff time a new man might come into the gang. Him hafi kill two man to get a ratings. People more tend to shoot people from other corners …”  

“Sometimes innocent people get killed too. Sometimes, a man might say it’s a long time since him make a duppy (ghost) and so they make duppy …”

“… you become so depraved … no have no money. You find you have one bag of time. You start getting haunted. You kill a one man to get a ratings …”

Focus group discussions

‘Dem things don’t happen round here. Last person rob a house got 14 shots.’

Ecological model applied – Level 1: Personal history

factorsType of school %

Pre secondary 31.8

Secondary 36.0

Technical 9.3

Comprehensive 9.3

High 1.2

University 1.8

Other 10.6

Level 1

“One of the things that affect the … population of (Lowinc) is illiteracy. People do not go to school. Some can’t afford to and have to drop out. I know a family of three sons and a daughter. After basic school them drop out.”  

“Most start secondary school but do not finish. Me did go to (Secondary School). Me take the test to see if I could take CXC [Caribbean Certificate Examinations]. I passed the test but could not find the money for CXC. My parents could not help me. So I just drop down back.” 

‘School fees high, book rental high, everything high.’

Level 2

How do relationships with others increase the risk of become a victim or perpetrator?Risk increases in one has friends who engage in violence

Lowinc has 12 divisionsEach controlled by a group or gangFamilies strongly committed to and identify with these groupsFocus group participants identified more with these groups than with families

Level 2

Bonding very strong

Firmly entrenched obligation to the group

Fluid movement in and out of violent activity

Level two

Level 2

Destructive environment for the young

Intimate association with violence:The man who was shot in the legThe man who was chopped in the neckThe boy who got killed while selling chickenThe girl who’s belly was cut and her ‘tripe drop out’

Level 3

Examines risk of living in a particular area

High unemploymentPopulation density or mobility

Level 3

Evidence suggests risk of crime and neighbourhood characteristics

High percentage of single parentsYoung menHigh level of unemployment

Level 3

Questionnaire findingsOverall unemployment – 19%Male unemployment – 23%Female unemployment – 72%Chronic unemployment

23% unemployed for more than a yearAverage unemployment period 2.5 years

Level 3 – Focus groups

“I would like to say something. What do you think about the government spending $20 million to turn a factory into a prison, when there is so much unemployment … they borrow $20 million to build a prison! Why not spend $10 million on a factory and $10 million on a prison?” 

“One more question. Do you have any plans to find jobs for us?”

Crime clearly identified as a risk of unemployment

“When people don’t have no job, them no make no money, so them steal.”

“If dem have job they won’t have any time for crime.”

“It is a fact that where there is high unemployment you will have more crime. Its logical.”

“If you are not working and [Named Gang] in war, they will tell you, you naa do nothing so you must come buss it with them…. them will want you fi ah lock off ends with dem ah night time. So if you nah do nothing, dem nah go just bleach fi watch your head back…But if you ah wuk, dem nah call you….Them can beg yu ah ting…and we can’t too frown on them when they ask fi ah money cause dem a our police that. In [Lowinc], police is not protection. If a man want to kill a man the only person who could stop it is the gunman….”

“Guns are here you know. I am not saying that they aren’t. But once we have a little employment…the man dem don’t have to pick them up….Me have a friend that used to buss it you know…but him put it down now due to how him just get ah work. Now him no touch it. But him used to lock it and buss it.”

 

High population mobility one of the effects of crime4% recalled more than 10 families leaving in last 6 months

5% recalled more than 5

Majority recalled fewer than 5

Movement linked to upsurges in violence

Effect of this is depletion of brightest minds and those that could aid in community building. Evidenced by low level of involvement in community organizations.

Level 4

Looks at society as a whole and factors promoting criminal involvement

State policies and practices with respect to education

Employment

Factors that contribute to inequality and social exclusion

Dual system of education - Jamaica

Posh (Private) Poor (Public)

Kindergarten Basic/infant

Preparatory Primary

Traditional High ComprehensiveSecondary ModernTechnicalNew SecondaryAll Age

Addresses of students entering Downtown

High

0 1 2 Km

Frigure 16. Home Addresses of Students Entering Norman Manley 2001

Norman Manley

N

Middle/High IncomeUptown Low IncomeTransitionSuburbanDown town

0 1 2 Km

Frigure 16. Home Addresses of Students Entering Norman Manley 2001

Norman Manley

N

Middle/High IncomeUptown Low IncomeTransitionSuburbanDown town

*Each dot a student

0 1 2 Km

Frigure 16. Home Addresses of Students Entering Norman Manley 2001

Norman Manley

N

Middle/High IncomeUptown Low IncomeTransitionSuburbanDown town

Addresses of students entering Uptown High* Each triangle a student

Frigure 15. Home Addresses of Students Entering Campion 2001

Campion

N

Middle/High IncomeUptown Low IncomeTransitionSuburbanDown town

0 1 2 Km

“I applied for a job at (a Security Organization). I came first in the class after two weeks training … the Personnel Manager told me that I cannot get the job because of where I live. He said that I will bring people to (the major manufacturing firm) location nearby and rob it …” 

“My first encounter with it [discrimination] was when I applied for this job in [a Government Department]. After the interview the Director said to me that whenever I apply for a job, do not use Lowinc as an address ... It is stigma.”

Conclusion

Conclusion

FactorsEconomic

Social

Collaboration across all sectors needed for successful intervention

Thank You