introduction to criminal justice crim a105

of 15

Introduction to Criminal Justice CRIM A105

Course Term: Fall 2021 – First 8 Week Session Course Location: TBD Class hours: Tuesday/Thursday 4:55 pm – 7:30 pm Instructor: Ronal W. Serpas, Ph.D. Office Location: Monroe Hall 283 Phone: 504-865-2665 Email: [email protected] (Usually reply within 24-36 hours) Office hours: Tues/Thurs 2:30 pm – 4:30 pm – or by appointment (https://rserpas.youcanbook.me) Terms of Use A student's continued enrollment in this course signifies acknowledgment of an agreement with the statements, disclaimers, policies, and procedures outlined within this Syllabus and elsewhere in the Canvas environment. This Syllabus is a dynamic document. Elements of the course structure (e.g., dates and topics covered, but not policies) may be changed at the discretion of the professor.

COURSE INFORMATION Prerequisite Courses: No prerequisites. Course Location: TBD Credit Hours: 3 Credit hours Weeks and Dates of the Course: 8 weeks: First 8 Week Session, Fall 2021 Class Meeting Time: Tuesday and Thursday 4:55 pm – 7:30 pm Expectations of Workload: According to the Loyola University Credit Hour Policy http://academicaffairs.loyno.edu/credit-hour-policy, you are supposed to spend at least 6300 minutes (that is 105 hours including 35 hours of classwork and 70 hours of out-of-class work) for the whole semester regardless of how many weeks it is offered. That is rounded to at least 13 hours each week for an 8-week course. It includes about 4 hours of your classwork in Canvas and about 9 hours of out-of-class work preparing, reading, etc. Expectations of Skills and Competencies for Successful Completion of Assignments:

of 15

You must have basic computer and Canvas skills to complete the assignments, such as able to identify and click on buttons to access and navigate the course content, being able to find your course assignments, grades, and feedback in Canvas, and being able to add attachments, links, images, and submission of the assignments, etc. Required Textbooks and Materials: Textbook Only (any other required material will be supplied). Title: Criminal Justice Today: An Introductory Text for the 21st Century Author: Frank Schmalleger Edition: 16th Publisher: Pearson ISBN: 9780135770702 (print) eBook: 9780135770702R180

Brief Course Overview: This course offers an overview of the criminal justice system. It examines the nature and causes of crime, criminal law, constitutional safeguards, and the organization and operation of the criminal justice system including the police, courts, jails, prisons, probation and parole, community corrections, and juvenile justice. It briefly covers the history of crime in America and includes relevant terminology. This course places an emphasis on career opportunities in the criminal justice system.

Expected Student Learning Course Goals/Objectives Outcomes: At the end of this course, students will be able to identify, describe, interpret, distinguish and assess the following foundations of criminal law in America.

• Identify and differentiate the basic elements of the Criminal Justice System. • Examine and describe the complex relationships and challenges that face law enforcement, the

courts, probation and parole, corrections, etc. • Examine and detail the process, from arrest to post conviction relief of the various agencies

within the Criminal Justice System. • Examine and summarize the process of gathering data and reporting crime in America.

GENERAL INFORMATION – ASSIGNMENTS – APPENDIX

Assignments: Each week, students will be assigned readings, Discussion assignments, exams based on the readings, and one assigned Required Response to Reading. All students are expected to participate in the weekly assignments and take an active role in analyzing and discussing the issues using the Canvas Discussion feature. Routinely check the course Canvas site for special class messages. Minimum Technology Requirements: To complete this course, you will need access to a computer (desktop or laptop) and the internet, as well as an internet browser and word processing software (i.e., Microsoft Word). For more information about recommended hardware and software, visit the Monroe Library page, Help for Students Using Canvas. You MUST be familiar with Canvas. It is your responsibility to learn how to navigate Canvas and to check it daily. You should use your secure login and password for Canvas to complete all coursework and assignments on an individual basis. You must check Canvas daily for any updates and announcements. Canvas keeps accurate records, and all claims are verified with the Canvas Administrator. False claims, such as false Canvas issues, are considered cheating and will be pursued to the maximum extent possible. For Canvas help, you can chat with Canvas Support (Student)

of 15

or call Canvas Support Hotline (866-932-6945) by clicking Help on the global navigation menu in your Canvas account. You can also visit the Canvas Student Guide page, or Canvas video tutorials, or contact Loyola's Online Learning Team (OLT) by sending an email to [email protected]. You are responsible for your computer and internet connection. A faulty internet connection or computer system crash does not excuse you from completing an assignment or exam. You MUST check your computer's connection and functionality before you begin working on assignments, exams, or other coursework. Minimum Technical Skills: Basic technical skills are required for this course, including the ability to use the internet, the ability to install software, and the ability to perform basic tasks using word processing software. In addition to these technical skills, I expect you to use Canvas to access all course materials, submit assignments, and complete assessments in the course. Email: Communication between the instructor and students will be on LOYNO email only. Instructor’s Feedback Plan on Assignments: All assignments will be graded within a week after the submission dates. Please feel free to email me if you haven’t seen your grades by then. As noted above, I generally reply to email within 24-36 hours. Syllabus: The Syllabus outlines the expectations of this class and is a working document. Changes can occur. You will be notified of any changes by email and/or on Canvas. Assignments: All assignments must be submitted to Canvas. Proofread all work before submission. Assignments must be submitted no later than their designated due dates. Attendance Policy and Participation Expectations: Class attendance is regarded as an obligation and a privilege. All students are expected to be attentive, awake, and respectful of students and the instructor as they participate in classes in which they are enrolled. All students are expected to log in to Canvas and participate in classes in which they are enrolled. Students should also check their my.loyno.edu email regularly for important class announcements, notifications, etc. Individual students are expected to actively participate in the Discussion feature of Canvas and in the classroom. A student may miss up to (2) two classes for the semester without an excuse. A student may miss up to (2) two classes with a written excuse. Each additional class missed will be penalized at the rate of (3) points per additional absence and will be deducted from the student’s final grade. The difference of opinions or positions is an anticipated outcome of higher education. However, disagreements must be framed in a professional and collegial way. Classroom Etiquette & Netiquette: Classroom Etiquette and Netiquette are a set of expectations for behaving appropriately in the classroom and online. Something about cyberspace makes it easy for people to forget that they are interacting with other real people. The following bullet points cover some basics to communicating in the classroom and online:

of 15

• The use of any electronic device (e.g., laptop, cell phone, etc.) is prohibited, unless it is used for academic purposes (e.g., note taking, electronic textbook). Violation of this policy may result in removal from the class and repeated observations, expulsion from the course.

• Be sensitive to the fact that there will be cultural and linguistic backgrounds and different political and religious beliefs, plus just differences in general.

• Use good taste when composing your responses in the classroom or Discussion Forums. Swearing and profanity are also part of being sensitive to your classmates and must be avoided. Also, consider that slang can be misunderstood or misinterpreted.

• Don't use all capital letters when composing your responses as this is considered "shouting" on the internet and is regarded as impolite or aggressive.

• Be respectful of others' views and opinions. Criticizing or insulting another student in the classroom or online is unacceptable and decreases the chance of getting different points of view.

• Bigotry, prejudice, and intolerance of any sort is not tolerated in this course. Hateful comments and attitudes will not be permitted in the course.

• Students should feel free to participate without intimidation and should not be made to feel inferior because of their views. Not everyone will have the same opinion on every or any topic that we discuss, but everyone’s thoughts will be equally valued.

• Be careful when using acronyms. If you use an acronym, it is best to spell out its meaning first and then put the abbreviation in parentheses afterward, such as Frequently Asked Questions (FAQs). After that, you can use the acronym freely throughout your message.

• Use proper grammar and spelling and avoid using text messaging shortcuts. Late Submission and Missing Submission: Submitting a syllabus assignment after the due date is unacceptable unless the student and instructor had made arrangements before the assignment was due.

To be clear, completing all assignments is required to pass the course, any unexcused failure to submit an assignment, or required part of an assignment, by the end of the course will result in an F grade for the course. It is the student's responsibility to ensure that each assignment has been submitted correctly to Canvas as required.

Late Submission

The Late Submission policy of this class defines a percentage of the total points possible on an assignment that will be deducted for late submissions. Points will be deducted per day the submission is late. The deduction policy for this class is set to 10%, the interval is selected by day late, resulting in 1 point deducted per day. If a submission is 2 days late, and the student is awarded full points, their final grade on the assignment would be 8 points (2 days late x 1 point deduction per day = 2-point Late Penalty).

To calculate a late penalty, the Canvas Grade Book rounds up the day or hour to the next whole number. For this course, I have set a 10% per day late submission policy. If a student submits 10-point assignment 1.3 days late, the late penalty will round 1.3 days up to 2 days. The student's score will reflect a 20% (2 points) late submission deduction.

of 15

The lowest possible grade percentage, based on the number of days late versus the score possible, is the lowest score a student can receive when late policy deductions are applied to grades entered. The lowest possible grade policy set for this course is zero. A zero grade would be considered a failure to submit an assignment, which will result in an F for the class (see above).

Missing Submission

The missing submission policy of this class automatically applies a grade of zero in the Canvas Gradebook. A submission is labeled missing when the due date has passed, and it has not been submitted. Only submissions with a status of missing will be affected by the Missing Submission policy. A zero grade would be considered a failure to submit an assignment, which will result in an F for the class (see above).

If a submission is received after the due date, the Missing label will be automatically replaced by the Late label in the Canvas Grade Book.

THE COURSE WORK PERIOD CLOSES ON THE LAST DAY OF THE LAST WEEK AS NOTED IN THE SYLLABUS COURSE SCHEDULE BELOW. FAILURE TO SUBMIT ALL ASSIGNMENTS BEFORE THIS DATE WILL RESULT IN AN “F” FOR THE COURSE. AT THE INSTRUCTOR’S DISCRETION ASSIGNMENT(S) MAY BE SUBMITTED AFTER THE COURSE END DATE AND BE READY FOR GRADING BEFORE THE FINAL GRADES ARE DUE TO THE UNIVERSITY. IN THIS EVENT, THERE WILL BE A ONE LETTER GRADE REDUCTION OF THE FINAL GRADE.

Incomplete Grade: This grade is to be assigned only when the instructor has been presented with serious and compelling reasons why the student should be allowed to complete the course at a later date. These reasons are customarily medical. The "I" grade is not an automatic extension. An "I" grade, which has not been made up by the sixth week of the subsequent term, excluding summer terms, will be changed automatically to "F." The student must submit a plan of action (via Loyola email) to the instructor, including a timeline, before approval of an "I" grade can be recorded. Academic Honesty and Plagiarism Policy: Please be aware of our University Academic Honesty and Plagiarism policy and that violations of the Academic Honor Code include but are not limited to cheating, lying, false citations, falsified data, falsification of academic records, plagiarism, participation in any form of unauthorized collaboration, misuse or misrepresentation of academic work or the academic work of others in any manner, misuse of electronic material, and violation of academic property laws and that a student in doubt about whether a particular course of conduct violates the University’s Academic Honor Code should consult with the course instructor before engaging in that conduct. This policy is also listed in Syllabus Part II. Please also be noted about our university Administrative Withdrawal policy that students who do not participate in a certain timeframe will be administratively withdrawn. Data Management and Privacy: Please try to keep a copy of your Discussion Board or written assignment postings on a google document if they are long to avoid accidentally losing them. Please refer to the following university website for more details about Data Management and Privacy: http://researchguides.loyno.edu/c.php?g=534314&p=3654468

of 15

Course Schedule: Each week starts at 12:00 AM on Sunday and ends at 11:59 PM on Saturday. This schedule repeats weekly. NOTE: All assignments are due as noted below, and all course assignments must be completed before the last day of the last week of the semester, as stated below.

Weekly class starts at 12:00 AM on Sundays and ends at 11:59 PM on Saturdays.

Weekly Textbook Readings: Chapter(s)

Weekly Media Article Discussion Opens at 12:00 AM on Sunday and is due before 6p Wednesday

Weekly Response to Classmates Media Discussion Opens at 6p on Wednesday and is due before 11:59p Saturday

Weekly Exam for Chapter(s) due by Saturday 11:59 PM Opens on Sunday at 12:00 AM and is due before 11:59 PM Saturday

Information – Course Week Dates - Assignments

Week 1 1 & 2 Same Same Same Week August 23 Week 2 3 & 4 Same Same Same Week August 30 Week 3 5, 6 & 7 Same Same Same Week September 6 Week 4 8, 9 & 10 Same Same Same Week September 13 Week 5 11 & 12 Same Same Same Week September 20 Week 6 13 & 14 Same Same Same Week September 27

Response to a Reading Paper due by Saturday 11:59 PM – Posted to Canvas

Week 7 15 & 16 Same Same Same Week October 4

Week 8 17 & 18 Same Same Same Week October 11 *COURSE CLOSES @ 11:59P Saturday

Participation Expectations: Please post and submit your student introduction to Canvas Discussion as outlined before the end of Week 1.

of 15

Please do not wait until the semester is over to be concerned about your grade. If you are concerned about your grade, please do not hesitate to schedule a time to discuss this with me. I am happy to help you work towards your desired grade.

I. WEEKLY QUIZ: Weekly quizzes will be given for a total of 50 percent of the final grade. The quizzes will be administered on the Canvas site only. All quizzes will be based on material from the textbook and other materials that may be provided. The weekly quizzes will be completed at the end of the week in which assigned textbook readings are listed (i.e., Week 1, textbook Chapters 1 and 2, one quiz for each chapter, and so on). The weekly quizzes will be on Canvas, and the exam must be completed before 11:59 PM on Saturday. This pattern will repeat for each week, 1 through 8. Each chapter quiz has a 30-minute time expectation. If you are prevented from completing the quiz and exit Canvas before the 30 minutes is up, you can sign in a second time to the exam. NOTE: the second sign-on for the exam is NOT for retaking the exam only to raise your grade – it is intended for computer crashes or other circumstances that unexpectedly terminate your first attempt. If this happens, please send a brief email to the instructor at the time of the unexpected testing error and then retake the exam. You can take the exam late, but Canvas will notify the instructor (note: – Late Work instructions in Syllabus).

II. RESPONDING TO A REQUIRED READING: A Response to a Required Reading paper assignment will be required. A reading will be assigned and posted on Canvas. Students will write a response of a minimum of 1,500 words. The Response to Reading Paper MUST follow the guideline found at the end of the Syllabus (Appendix), including a Word Count entry at the end of the paper. The Response to a Required Reading paper will count for 25 percent of the final grade. THIS ASSIGNMENT WILL BE DUE ON CANVAS BEFORE 11:59 PM ON THE SIXTH (6TH) SATURDAY OF THE COURSE.

III. DISCUSSION - PARTICIPATION: Discussion posts are essential to helping learners engage in the learning process, as opposed to only passively being exposed to the information through lectures, readings, etc. As such, each discussion post ensures that individual learners interact with the instructor, course materials, and other learners within the course. For Week One students will write and post a brief intro of themselves to the class, which is an assignment required and a portion of your Discussion grade. The weekly Discussion Board has TWO (2) different requirements – both must be completed in their entirety.

of 15

For Week 1 through 8, each week, students will locate a major media outlet (network/cable news, major city papers, etc., not Blogs, academic articles, etc.) article that addresses one of the topic areas covered in each week's reading assignment. In responding to a journal article about topics covered in weekly readings, students can see real-world applications of the concepts being explored in the course by linking the journalism article to a specific area included in the weekly text/assigned reading. The first (1st) requirement is to post to the Canvas Discussion section, between Sunday at 12:00 AM and no later than 6 PM on Wednesdays of each week, using the Response to Media Article format, an analysis of a media article. Please include a hyperlink to the article used in the Bibliography section. Write your response in a Word File (or equivalent) and save it. Copy and paste your response directly into the Canvas Discussion. Do not upload your file. There should be at least one to two paragraphs for each section (Bibliography – Summary – Reflection – Analysis – Link Between Media Article and Weekly Readings – Argument – Word Count) of the Response to Media Article. Your response to the media article must be no less than 350 words. Please insert a Word Count at the end of the response. See Appendix for examples of the required format/style of Response to a Media Article to be followed. NOTE: THE SECOND ASSIGNMENT EACH WEEK IS DEPENDENT ON ALL STUDENTS SUBMITTING THE FIRST ASSIGNMENT AS REQUIRED – ANY LATE SUBMISSION ON THIS FIRST REQUIREMENT RESULTS IN A 33% GRADE REDUCTION. The second (2nd) requirement of this weekly Canvas Discussion assignment is for students to read all the Responses to Media Articles by classmates and the media article posted, between 6 PM on Wednesday and 11:59 PM on Saturday and choose at least two classmates’ submissions to comment. These two comments must be posted in Canvas Discussion before 11:59 PM each Saturday. Your comments should be meaningful, raise questions, and not be boilerplate (i.e., great article response, I agree with your point of view) language. Use the reply feature of Canvas Discussion to the classmate responses you choose. Your reply must be no less than 150 words for each response to a classmate. Please insert a Word Count at the end of the response for each classmate. See Appendix for examples of the required format/style of Classmates' Response to be followed. TO RECEIVE FULL CREDIT FOR EACH WEEKLY ASSIGNMENT YOU MUST SUBMIT YOUR RESPONSE TO A MEDIA ARTICLE AND RESPOND TO AT LEAST TWO DIFFERENT STUDENTS FOLLOWING THE FORMAT PROVIDED IN THE SYLLABUS. This assignment will be worth a total of 25 – percent. Criteria for Assigning the Course Grade:

Assessment Percent Weekly Quiz 50 % Responding to a Reading 25 % Discussion Board/Student Intro 25 %

of 15

TOTAL: 100 Percent

Grading:

A A- B+ B B- C+ C C- D+ D F

>=94, <=100

>=90, <94

>=87, <90

>=84 <87

>=80 <84

>=77 <80

>=74 <77

>=70 <74

>=67 <70

>=60 <67

>=0 <60

APPENDIX

Requirements of required format and examples of:

• Responding to a Media Article and Required Response to a Reading – Format Required • Media Article response to be posted on Canvas. • Responding to classmate’s Media Article to be posted on Canvas • Responding to a Required Reading Assignment to be posted on Canvas

RESPONDING TO A MEDIA ARTICLE AND REQUIRED RESPONSE TO READING FORMAT REQUIRED

LOYOLA UNIVERSITY NEW ORLEANS - OWLS WRITING EXAMPLE - GUIDELINES:

Summary, Reflection, Analysis, Link and Argument

SUMMARY WHAT DOES THE WRITER SAY? The summary response to a reading—an article, a chapter, or a book—relates as clearly as possible what the author says. When you write a summary, you strive for objectivity and accuracy as you relate the main ideas of the original. A summary omits details and examples that are not needed to convey the "gist" of the original, and it does not include any ideas not found in the original. It is written entirely in your own words, with few, if any, direct quotations, and using present tense. A summary does not analyze, evaluate, or argue a position; it simply restates the original material in a much more condensed form.

REFLECTION HOW DOES THE WORK RELATE TO YOUR OWN EXPERIENCES? This kind of response explains your personal reaction to the work. When you write a reflective response, you explore how the work relates to your own experiences, beliefs, and values. Is the writer’s claim validated by any of your own experiences? Did the reading confirm, challenge, or change in any way your original viewpoint on the topic? Because the reflective response often involves discussion of your own experiences, beliefs, and values in relation to what you read, this response is usually written in the first person.

ANALYSIS WHAT DOES THE WRITER DO? Another kind of response to a reading is a critical response. A critical analysis examines how the author says what he/she says. When you write a critical analysis, you examine the various elements of

of 15

the work to discover how they function together to form an effective whole. The elements you examine depend upon your specific purpose for analysis. For example, an analysis of an argument might look at the argument’s claims and reasons, supporting information (evidence), and logic. An analysis of a short story might focus on how the setting relates to the story’s meaning.

An analysis includes only as much summary of the work as is needed for a reader to follow the analysis and understand how it relates to the original argument. The analytical response avoids personal reflection on an agreement or disagreement with the ideas.

Often, the critical analysis also evaluates the work, making judgments about how well it fulfills its purpose. In that case, your analysis would support a judgment about the overall effectiveness of the work, such as the credibility and persuasiveness of an argument: Is the thesis built on reasonable and valid claims and reasons? Are these claims supported with convincing supporting information and sound reasoning? Is its argument persuasive?

LINK BETWEEN MEDIA ARTICLE AND WEEKLY READINGS

This section is required for the Response to a Media Article.

This section is NOT required for the Responding to a Required Reading.

ARGUMENT WHAT IS YOUR POSITION ON THE TOPIC OR ISSUE? This kind of response asserts a position on the topic, supported with reasons and evidence. When you write an argumentative response, you explain why you agree or disagree, in whole or in part, with the writer’s claims and ideas. You may agree with the claim by elaborating upon the main points of the argument with original support (your ideas and evidence), or you may disagree with the claim by challenging and questioning those points. WORD COUNT:

EXAMPLES:

MEDIA ARTICLE RESPONSE TO BE POSTED ON DISCUSSION BOARD

350 Words

Student Name: Loyola University CRIM A?? Semester - Year

Bibliography

Quaranta, Kiara. (January 6, 2021). Cronkite News. California to phase out Division of Juvenile Justice, creating an opportunity for substantial reform. Retrieved from https://cronkitenews.azpbs.org/2021/01/06/california-create-chance-substantial-juvenile-justice-reform/

Summary

of 15

In September 2020, Governor Newsome of California signed into law a bill that will close three state Division of Juvenile Justice youth correctional facilities. It will shift the responsibility of juvenile justice from the state onto the 58 counties in California. California is not the only state to close state-run juvenile detention facilities. In California the average cost to incarcerate a juvenile is $304,259 per year. They estimate that 218,00 youth spend time in detention each year. That is an exorbitant amount of tax payer money spent on facilities that have been criticized for “wanton violence and widespread racial disparities.”

The goal in California is to shift to a “restorative village concept” keeping youth within their own communities. In 2022-2023 counites must submit their strategy to the newly formed state Office of Youth and Community Restoration in order to receive state funding for the transition.

Reflection

In week 4 Stott highlighted an article where hundreds of children were abused in a New Hampshire Juvenile Detention Center for decades. Truly horrific. So, we know that there needs to be changes to how states manage their juveniles. But is the answer to take the control from one entity, the state, and give it to 58 entities, the counties, that depend on state funding for resources?

Analysis

I agree that the structure of the large state-run youth facilities is problematic. How do these mini-prison environments impact the development of impressionable youth? For me that issue alone is enough to question their effectiveness. The article also addresses the distance between the youth and their families as problematic. I am, not sure I can agree with that without more information. Does taking them out of the environment that created their delinquency give them more of an opportunity for change? How successful are the programs that were implemented in other states that closed their juvenile detention facilities?

Link between Media Article and Weekly Reading

Chapter 13, discusses the development of the Juvenile Justice System. Community Based Correction are reviewed on pages 318-319. The timeline of juvenile institutionalization is presented on page 321.

Argument

The institutional environment of juvenile detention facilities may not be in the best interest of impressionable young minds. However, it is not the facility itself that it problematic it is the implementation. It seems like the state wants to blame the counites for the “creation” of the juvenile delinquent and put the responsibility for fixing them back on the county. It is unrealistic to think that if the state cannot find the resources needed to implement effective programs for youth that the 58 individual counties will be able to do it. The article states “for the transition to work health-based community services to address the needs of young people will be crucial”. These programs are already crucial, counties should already have them. If they did perhaps there would be fewer juveniles feeding into the state detention system.

States need to put resources into preventing juvenile crimes and develop effective alternative community programs. How is a “restorative village” within a community that is dysfunctional going to make any difference? Legislators need to stop trying to pass the buck and invest in fixing the

of 15

communities. Keep the facilities at state level, soften the environment, get better state oversight on them, and fix the problems in the communities that are causing the needs for these facilities.

Word Count: 553 Additional References (if any) in APA style Type your Response to Media Article in your word processor and save the file. Then, copy your submission and paste it directly into the Discussion of Canvas, do not upload the file.

RESPONDING TO A CLASSMATE'S MEDIA ARTICLE DISCUSSION BOARD POST

150 Words for each Response to Classmate

Hi Sally! This was a really interesting article and something I feel like I haven’t read enough about. I wasn’t aware that they were still keeping teenagers at Rikers, so this move seems like a positive one and long overdue. I agree that teenagers should be in a more nurturing environment that is more focused on youth development. Otherwise, I think housing them in adult facilities can result in negative cycle that is difficult for them to escape. I’m glad to see a focus on improving juvenile justice. In know that these overhauls are always implemented in a rushed fashion, and oftentimes things like appropriate training and adequate resources can fall through the cracks. I am curious to read more about the transition and I hope that this is an area that can remain a priority.

Word Count: 136

Hi Bob! This was a great article. I thought the author did a really good job of presenting this article and the training seems like a positive implementation. I especially like this part, “Lorie Fridell, a professor of criminology at the University of South Florida who runs fair and impartial policing, said the training is not meant to cure officers of biases, but to teach them to be aware of moments were biased services so that it could be managed.” I agree with you that biases are based on our learning associations. I think the important thing to realize is that implicit bias is just a part of nature and our environments. It does not make you a terrible person. The most important thing is that you are able to recognize the bias you may have, realize where it’s coming from, and take steps to change it. Just acknowledging that within yourself can make all the differences when you are confronted with difficult situations. My supervisor does bias training for college students, on a much smaller scale, and uses a similar model. I think this approach helps to bring down defensive barriers when people realize it’s something that everyone works on.

Word Count: 202

Type your Response to Classmates in your word processor and save the file. Then, copy your submission and paste it directly into the Discussion of Canvas, in the “Reply” to those classmates, do not upload the file.

RESPONDING TO A REQUIRED READING

of 15

1,500 Words Minimum

Additional General Requirements for this Assignment:

In-Text Citations: To strengthen your Response to a Required Reading, you may want to quote or paraphrase sections from the original article or another academic work. Whenever you do this, you must include in-text citations following the APA style.

Additional (if any) References: For references, you have used other than the assigned reading, add these at the end of your response, written in proper APA style. You can visit the OWLS center of Loyola for APA Guidelines.

WRITE THE PAPER ASSUMING THAT THE READER HAS NO PRIOR KNOWLEDGE OF THE TOPIC - THIS IS CRUCIAL TO YOUR GRADE. YOU WILL BE ABLE TO UPLOAD THE WORD (OR OTHER PROCESSOR FILE) INTO CANVAS.

EXAMPLE Student Name: Loyola University CRIM A?? Semester - Year

Bibliography Cauffman, E. & Steinberg, L. (2012). Emerging Findings from Research on Adolescent Development and Juvenile Justice, Victims & Offenders, 7:4, 428-449 Retrieved from https://doi.org/10.1080/15564886.2012.713901

SUMMARY WHAT DOES THE WRITER SAY?

This article from Cauffman & Steinberg was published in 2012 to address the structure of the juvenile justice system and its need compared to the criminal justice system for adults. This article aims to answer three ideas:(1) Should adolescents be held to adult standards of criminal culpability and, accordingly, be exposed to the same punishment as adults? (2) Do adolescents possess the necessary capabilities to function as competent defendants in an adversarial court proceeding? (3) How are juvenile offenders affected by the sorts of punitive sanctions that became increasingly popular during the last several decades? (Cauffman & Steinberg, 2012, p.429). These researchers pose these questions due to challenges in the nature of development connecting with the nature of justice in serious criminal offenses. The juvenile justice system started to protect children from the harshness of the criminal justice system. There are many people involved to determine the treatment of juvenile offenders and professionals need to understand developmental changes in adolescents to determine how to structure correctional facilities. The juvenile justice system transitioned from rehabilitation and intervention treatment to punitive and adult court framework. The justice system recognizes special needs and immaturity of young people to highlight rehabilitation over punishment. This article breaks down brain development, cognitive development, and psychosocial development and the influence it brings to youth decision making, peer pressure, self-regulation, and juvenile crime. From the findings in this research, this study concludes with the understanding that there is scientific evidence to support that the juvenile justice system is needed because adolescents require less blameworthy than their elders due to brain development.

of 15

REFLECTION HOW DOES THE WORK RELATE TO YOUR OWN EXPERIENCES?

This article sums up great details of the juvenile justice system and the criminal justice system. I think the majority of the time youth in the juvenile justice system receive unfair and harsh sentence terms because they are perceived as mature decision makers and to have adult intelligence, however this maturity is not developed until after adolescence. The juvenile justice system does not carry professionals like policy makers, judges, lawyers, probation officers, counselors etc that can provide proper treatment and resources. Professional that can understand these developmental changes, peer pressure, and the cognitive capacities of childhood to adolescence would make the juvenile justice system provided reasonable sentencing and youth can benefit from the services and interventions of the juvenile system. I think this article has accurate research and makes valid points that I do not think is used in the juvenile justice system. This article highlights that the juvenile justice system tries youth as adult criminals, although they are not as capable in decision making as adults are. It also recognizes that youth do not carry the brain function to take full responsibilities for their crimes because their intellectual abilities, deductive reasoning, and information processing are incapable of full competence in court. Understanding the scientific knowledge that contributes to juvenile delinquency, youth are receiving long-term effects from punitive sanctions that have become the norms of sentencing in the juvenile justice system. The juvenile justice systems come across issues in development, mental health, family influences, peer pressures and more, however lack professionals capable of rehabilitating these issues as well as effective resources and treatments.

ANALYSIS WHAT DOES THE WRITER DO?

Cauffman & Steinberg recognize that the policies of the juvenile justice system are not based only on the studies of adolescent development and are fully aware that there are many other factors that contribute to deviance and juvenile delinquency. Research on adolescent development and the juvenile justice system supports rehabilitative and preventive treatment, however youth crime will not be solved from considerations of developmental changes. Cauffman & Steinberg states, “the future prospects of many youthful offenders will be harmed by a system that holds them to adult levels of accountability for behavior that is often a consequence of transitory developmental changes” (Cauffman & Steinberg, 2012, p.446). The authors discuss that adolescents will have trouble small and big, even continue to enter the juvenile justice system despite positive efforts to reduce juvenile crime. This article explains that the juvenile justice system creates tremendous controversy on methods to juvenile offenders’ punishments. While scientific knowledge supports maintenance in the structure of the juvenile justice system, there are many critiques to the juvenile justice system. These researchers detail the executive functions of the brain and changes that affect developments of puberty and self-control. Adolescents cognitive capabilities are less than those of adults and are more influenced by emotional and social factors.

ARGUMENT WHAT IS YOUR POSITION ON THE TOPIC OR ISSUE?

In conclusion to this research, it was highlighted that, “No one policy regime will yield good outcomes for all young offenders but looking to developmental research to guide our decision making provides a solid framework for policies and practices that will enhance public safety in the long run by promoting effective treatments and healthy adolescent development” (Cauffman & Steinberg, 2012, p.446). I agree that there are a lot of developmental and emotional factors that increase juvenile delinquency that lays out preventive and treatments that diminish the number of juvenile offenders. I believe the authors provided great examples to make sure that our youth should be seen as people versus delinquents as well as taking care of the youth that enter and experience the process of the juvenile justice system. The

of 15

juvenile justice system is explained as a “pipeline’ recognizing there are stages developing into the juvenile justice system. While I agree that these methods are necessary to the framework for policies, I do believe that there is work needed to change the long-term effects from experiences in the juvenile justice system. This would ensure that recidivism rates and taking care of youth in the juvenile justice system is a priority. I do wish that the research expanded on the societal and emotional impacts on juvenile justice protocol, however there is progress in the juvenile justice system to the approach from policy makers. Overall, I believe that there will always be flaws in the juvenile justice system, however it protects youth through its division from the adult justice system and works to protect public safety. It is necessary to put time and effort into making sure the criminal justice system and the juvenile justice system are constructed correctly.

WORD COUNT 1019

introduction to criminal justice crim a105

Documents