Effective Commication in the Criminal Justice Field Essay.
Effective is communication to help us better understand people and situations. It helps us resolve differences, respect and trust others, show affection and help create ideas. Communication often seems simple but in some situations and conversations some things get misunderstood. The misunderstanding can be caused by verbal and nonverbal communication. This sometimes causes friction and conflict in personal and professional relationships. By understanding effective communication skills, you can better connect with your spouse, kids, friends, and coworkers.
Two types of communication is verbal and nonverbal.
When people talk about things the care about, they normally use nonverbal communication. Body language and gestures, facial expressions, eye contact, and how a person reacts to another person are all examples of nonverbal communication. Understanding and the use of nonverbal communication can help connect with other clearing, express how you really feel and build a better relationship at work and home. Verbal communication is the main way of communicating. Some of the key components are words, sound, speaking and language.
While using verbal communication in a conversation or discussion there is a person who is listening. There is a big difference between listening to someone and hearing someone. Hearing is the ability to hear a sound by detecting vibration in sound using your ear. Listening is when a person actively listens and pays attention to the speaker and can provide feedback. For example you can hear someone speaking but are not listening and cannot provide feedback. Formal channels of communication are within the “chain of command” in the criminal justice field.
The chain of command gives directions using the formal channels of upward, downward, and horizontal communication through the levels of command. (Sinclair, 2010) The organization’s order forms procedures related to communication within the levels of command. The hierarchy sets the structure and atmosphere through written policies and procedures. Informal channels of communication includes a real popular form which is called the “grapevine”.
Employees at any level in the criminal justice field have a habit of sharing information either overheard or received with coworkers. The ineffectiveness with this channel is that sometime the information isn’t repeated correctly after it was received. The information is usually changed and different to the original information. Informal communication can work effectively as well. Using this type of communication in the workplace can build bonds and kinship amongst employees. One major barrier to effective communication includes semantics, that is, the understanding each person affected by the communication has of certain words and phrases.
In every profession there are terms and expressions that hold meaning; the criminal justice organization is no different. Whereas certain words and phrases hold meaning for the mass of officers, those same words and phrases may hold a different meaning for others. This can cause problems when speaking with the public or even within the organization if words are not carefully chosen (Wallace & Roberson, 2009). Another barrier to communication involves the ability to listen. For example an adult in a seminar with a boring speaker can lead to make listening difficult.
Even when a person knows that the speaker has important information to present, if the speaker is dull or uninteresting, then listening becomes a major task. Active listening and feedback are two of the best strategies for overcoming the difficulties in communicating. Developing active listening skills, a person can understand better what is being said and through feedback a person can determine if it was communicated correctly. Never before has the need for law enforcement officers to develop good listening skills coupled with strategies for understanding been greater.
The boom period of the 1990s when prison populations exploded and Parole and Probation programs were downsized is over and many offenders are returning to the streets without strict oversight programs. This has created a void in social structures related to these former offenders and that void is increasingly being placed on the shoulders of street-level law enforcement officers (Smith, 2003). Hence, there is a greater need for these officers to develop skills not needed in the past.
White Collar crime (WCC):While explaining this in your own words, make sure to identify at least two and probably three properties, factors, or distinctions that are inherent in a WCC..
White Collar crime (WCC)
The FBI and most other places that try to define White Collar crime (WCC) are a bit clueless. There is no such thing as a white-collar crime, as there is not a White-Collar section of the penal code. The term is a label created by criminologists to describe a specific kind of actor, circumstance, or a sub-category of crimes. It was specifically not coined as a term that could be used by the police or prosecutors because of what is specifically meant by the term. Because the words seem glamorous, it has been stolen and incorrectly used by investigators and prosecutors who probably could not define the term. The mere fact that they think WCC means a crime is a pretty good clue that they don’t get it.
Have a look at some scholarly resources that should provide you an idea about what WCC means and explain it in your own words—NOT from someone’s definition, because honestly there are very few places that would steer you in the correct direction (the FBI is one of the worst offenders in this regard).
While explaining this in your own words, make sure to identify at least two and probably three properties, factors, or distinctions that are inherent in a WCC. This cannot be achieved by making a list of crimes that you think are WCC. Shoot for identifying what specifically it is about those actions qualifies it as WCC.
Barnes, K. C. (2017). Another Look behind the Masks: The Ku Klux Klan in Bentonville, Arkansas, 1922-1926. The Arkansas Historical Quarterly, 76(3), 191-217.
Cope, G. (2017). ” The Master Conspirator” and His Henchmen: The KKK and the Labor Day Bombings of 1959. The Arkansas Historical Quarterly, 76(1), 49-67.
Leiker, J. N. (2017). The Klan in the Coal Mines: The End of Kansas’s Reform Era in the 1920s. The Western Historical Quarterly, 48(3), 277-298.
Nacos, B. L. (2016). Terrorism and counterterrorism. Routledge.
Proctor, B. D. (2018). ” The KK Alphabet”: Secret Communication and Coordination of the Reconstruction-Era Ku Klux Klan in the Carolinas. The Journal of the Civil War Era, 8(3), 455-487.
Rodriquez, A. E. (2017). “No Ku Klux Klan for Kern”: The Rise and Fall of the 1920s KKK in Kern County, California. South Calif Quart, 99(1), 5-45.
INSTRUCTIONS:
1. In a well-written paper, provide the following for EACH article:
o A description of the theme as our textbook discusses it.
o What the articles you have selected say about the theme. Where do they agree? Where do they disagree?
o Now that you have reviewed at least four sources on this theme (our textbook and the three articles), what is your perspective?
o The citations for each article MUST be correctly formatted according to APA guidelines. Do NOT use an automated citation manager to perform this function. Do it manually for this assignment and check your formatting against available APA resources.
o This paper must EXCEED 5 pages of written text.
o Only COMPLETE paragraphs consisting of an introductory sentence, a full explanation of key points supported with properly cited sources, and a concluding sentence may be used.
o Only use published articles from academic texts, such as those found at scholar.google.com. It may not include quotes, and at no time should text be copied and pasted.
o This paper DOES require an introductory paragraph, explicit thesis statement, concluding paragraph, and references page.
Additional Notes:
The instructions direct the selection of a common thread from Nacos: how terrorists are made, their goals, their methods, their traits, etc. Select One
Ensure you analyze how this common thread is illustrated by your three sources. Only then can you make a conclusion SPECIFIC to your terrorist group, not terrorism writ large. ve articles you used for your Part A select three that share a common theme discussed in the first nine c
Analyze how prevalent delinquency is among adolescents. Be sure to include data to support your position. After that be sure to identify and examine what theory best explains juvenile delinquency..
Delinquency
All homework assignment must be written in an academic tone. You are not to write in the first person. Instead you need to use third person. Remember, an academic essay is not to be written like you are having a casual conversation with your friends. Do not include slang or foul language unless you are quoting someone.
Large word-for-word quotes are not permitted as well. Direct quotes, if used need to be only a sentence or two long. Instead, most cited material needs to be paraphrased. For more information on properly citing sources in your assignments please refer to the APA 6th edition manual. While the assignments are to include an examination on current research of a particular problem, they also need include the student’s careful and informed analysis of the problem.
Remember each assignment must be submitted as a Word Doc attachment. The assignment needs be written in 12’ font, using Times Roman. Margins will also need to be 1’.
The student should download the assignment document and should follow the directions for each separate project. Each assignment should be completed and uploaded as an attachment to the professor in the student’s Student Folder by the due date as a WORD DOC. Please submit these assignments as attachments and save them as under their assignment designation, i.e. assignment 1, assignment 2 ect., and your fist and last name.
Each assignment will need to include the following:
The original question at the top of the essay (serves as the abstract)
The body of your answer in several paragraphs
A titled reference section that has been formatted according to APA 6th ed style.
A minimum of two references per assignment. One reference can include the textbook. However, you will need to include several additional academic sources. These sources should consist of scholarly journals that have been peer reviewed and academically based books. Web sources can be used, though they should come from credible sources such as government agencies, academics and private agencies with a strong reputation within the community they serve. You will not be allowed to use web pages or web groups such as Wikipedia found at http://www.wikipedia.org/ and Answers.com, as the information contained in these web pages are academically questionable. You cannot use web pages of a questionable background or academic source.
Furthermore, you will not be permitted to cite encyclopedias, dictionaries, newspapers (unless otherwise permitted) and popular magazines. It is important to remember that this is an undergraduate level class and you are required to submit graduate level work, which is backed up by academically credible material. If you have a question about the quality of a potential resource please e-mail your professor.
Most of this material that you need for your assignments can be found in the AMU library. You are encouraged to use the library to locate the needed material. Additionally, at the bottom of this syllabus is a list of acceptable organizations and groups found on the World Wide Web which you can use to find material for your assignments.
Note: That the writing expectations for the homework assignments is included at the end of the syllabus.
Quality of Response
No Response
Poor/Unsatisfactory
Satisfactory
Good
Excellent
Content (worth a maximum of 50% of the total points)
Zero points: Student failed to submit the final paper.
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking.
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking.
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete.
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing.
Use of Sources(worth a maximum of 20% of the total points).
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper.
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper.
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors inAPA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources.
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources.
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment.
Grammar (worth maximum of 20% of total points)
Zero points: Student failed to submit the final paper.
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage.
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free.
Structure of the Paper (worth 10% of total points)
Zero points: Student failed to submit the final paper.
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever.
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. The can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform with size requirements. The student also significantly writes too large or too short of and paper
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment.
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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How can the US Intelligence Community best provide accurate, relevant and timely indications and warnings of potential threats?
The paper should be 10-12 pages in length (MAXIMUM) and bibliographic content is not included in the page length. Students are required to have at least 10 sources to back up their original content. In intelligence analysis assessments are made and then numerous sources are used to justify trends seen to better indicate future behavior. The class is emulating that type of environment for students and prepares students for these types of analytical demands. The focus on writing original analysis and supporting claims with numerous citations (ie message traffic).
Your paper should be focused around a central question such as the following. (You may use any one of these, or construct your own as long as it is within the substance of the course.)
APA Style with quotation, reference and bibliography
1. How can the US Intelligence Community best provide accurate, relevant and timely indications and warnings of potential threats?
2. What caused the intelligence failure of 9/11 and how can this be corrected in the future?
3. Why is strategic warning a “unique analytic challenge that demands continued reassessment and improvement”?
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Provide a draft sexual harassment policy that is in compliance with the latest Supreme Court decisions..
Supreme Court
You are a captain in charge of operations within your police department. As part of your responsibilities, you supervise the human resources department. It has been brought to your attention that a complaint has been filed by one of the department’s female officers alleging instances of sexual harassment by her supervisor. In reviewing the department’s sexual harassment policy, you find that it was written by the previous administration and is not in compliance with the sexual harassment policy guidelines as handed down by recent Supreme Court decisions. You bring this to the attention of your chief, and he has instructed you to do the following:
Key Assignment Guidelines Complete the following:
Address the following in 1,500 words:
Provide a draft sexual harassment policy that is in compliance with the latest Supreme Court decisions.
How you would implement a training program for all of the employees related to the revised sexual harassment policy?
What challenges exist to this policy-making process and training implementation? Explain.
Contrast and compare at least 2 established sexual harassment policies.
Choose 1 from your local police department and 1 from your state law enforcement agency.
How are they similar?
How are they different?
Explain in detail.
Do you think that sexual harassment is a common experience among women in law enforcement? Why or why not? Use external research to fully justify your argument.
Is capital punishment appropriate in some offenses other than murder.
capital punishment
1. What sentencing strategies are most closely associated with each sentencing purpose?
2. Between Donald Reinbolt’s execution in 1963 for the 1962 murder of a Columbus, Ohio grocer, and the death sentence imposed on cop-killer Leonard Jenkins in 1981, almost 20 years elapsed. Today, 20 years is almost the average time spent on death row for a convicted killer. Why was that time so brief in the recent past? Is your opinion, is this a factor of the law, morality, or technology? Explain.
3. Is capital punishment appropriate in some offenses other than murder? Support your answer with legal reasoning.
Is the manner in how capital punishment is imposed a question of legality, morality, or emotion based on public opinion?
Should the decision come from a balance of those issues, or does the type and nature of the offense counter balance how the punishment is carried out (e.g., the death sentence imposed on a convicted defendant who raped and murdered a child). Why?
4. B. A. Dapple was charged and tried with two crimes arising out of the same set of facts: distribution of a controlled substance and possession of an unregistered firearm. He was also charged with being a habitual offender. The jury returned a verdict of guilty on the distribution charge and not guilty on the firearms charge.
The judge conducted a sentencing hearing at which she concluded that Dapple used the firearm while distributing the drugs. She increased his sentence as a result, sentencing him at the higher end of the scale for distribution, nine years.The statute provides for 5-10 years for distribution of a controlled substance.
She then ordered the jury to hear evidence that Dabble is a habitual offender. In her state, three felony convictions in a 10-year period make an offender “habitual.” The jury heard the evidence of Dabble’s two prior convictions, one for aggravated battery and the other for rape, and found Dabble to be a habitual offender.
State law required the imposition of death for habitual offenders when one or more of the convictions was of a violent crime. Accordingly, the state judge sentenced Dabble to death on the habitual offender charge. Discuss all Sixth Amendment and Eighth Amendment issues you find, citing applicable cases.
There are many different probation and officers typologies discussed below. 1)Based on the text and course notes below, what qualifications and/or education should be required for the job?.
probation
There are many different probation and officers typologies discussed below. 1)Based on the text and course notes below, what qualifications and/or education should be required for the job?
2)If you were a probation or parole officer, do you think you would fit any of these typologies? Explain your response.
Course notes:
Both adult and juvenile corrections have escalated during the last few decades. POs have assumed increased responsibilities and supervisory tasks in dealing with an increasingly diverse and dangerous clientele. In 2001 there were over 630,000 correctional personnel working in corrections, with about 60 percent of these working in probation and parole services. The functions of probation and parole services are to supervise offenders, insure offender compliance with program goals and provisions, conduct routine alcohol/drug checks, provide networking services for employment assistance, direct offender-clients to proper treatment, counseling, and other forms of assistance, protect the community by detecting a client’s program infractions and reporting them to judges or parole boards, assisting offenders in becoming integrated into their communities, and engaging in any useful rehabilitative enterprise that will improve offender-client skills.
The organization and administration of probation and parole services is most often within the scope of departments of corrections in most states. Services vary among the states, although there are common elements to all probation and parole services and programs. The complexity of organizational structure is highly dependent upon the nature of clientele supervised and their special needs. The rehabilitative aim of corrections has not been particularly successful. For this and other reasons, probation and parole departments have drawn extensive criticism from an increasingly discontent public. Criticisms have focused upon the lack of PO skills and training and the ineffectiveness of job performance. Professionalization through organizations such as the American Correctional Association, the American Jail Association, and the American Probation and Parole Association have attempted to raise standards relating to theselection,recruitment, and training of POs throughout the nation.
In 2005, POs averaged $23,000 in entry-level positions, while top PO positions reached $93,400. Few jurisdictions required bachelor’sdegreesfor PO work, however, a majority of POs had some college education or had completed college. Increased education is the primary means for improving one’s professionalization. Observers suggest that there is a high correlation between higher education achieved and work effectiveness among POs. Because of an increasingly ethnically and racially diverse clientele, POs have received additional training in cultural diversity. Some POs are recruited for dealing with special-offender populations where English is a second language. Assessment centersare used for PO training. One assessment center is the Florida Assessment Center, which focuses upon selecting and evaluating the best POsfor supervising offenders in a Florida community control program (FCCP).
One important issue which is being raised in greater numbers of jurisdictions is whether POs should have firearms authorization. About half the states authorized the use of firearms for POs in 1999. Other states without such provisions were considering legislation in 2001. There is a controversy over whether POs should go armed. Some persons feel that armed POs tend to provoke their clients, while others see going armed as a reasonable means of self-protection, particularly if POs must enter dangerous, gang-controlled neighborhoods to visit their clients. One of the hazards of PO work is the lawsuit syndrome, where clients sue POs for various reasons. Thus, a part of PO training is designed to acquaint them with the conditions and situations that are most likely to result in lawsuits. Thus, the potential for lawsuits can be avoided or minimized. POsare continually subjected to periodic evaluations to determine their competence in job performance. Labor turnover among POs averages about 15 percent per year. Most POs who leave the profession tend to seek better jobs in the private sector or graduate to federal employment where the pay and benefits are substantially greater than state compensation.
Another important issue is the matter of caseloads .Caseloads refer to the number of clients managed by POs in any state or federal agency. POs supervise offenders either intensively or generally, depending upon the programs imposed by judges and parole boards. No precise figures have been agreed upon as to what constitutes an optimum caseload size for POs. There are different caseload assignment models. These include the conventional model, the numbers-game model, the conventional model with geographic considerations, and thespecialized caseloads model. Officer-client interactions are affected by different factors, including the orientations of POs toward offenders. Some of these orientations are detectors, enablers, educators,mediators, and enforcers. Depending upon a PO’s orientation, interactions with clients are positively or negatively influenced. Some amount of role conflict therefore exists, as POs attempt to perform their jobs under different sets of circumstances established by each jurisdiction. Most POs belong to one or more organizations where codes of ethics have been established. These codes of ethics obligate POs to adhere to stringent behavioral guidelines in the performance of their jobs. It is expected that PO adherence to these codes of ethics will eventually improve their effectiveness and job performance, and that ultimately, client recidivismwill decline.
Probation and parole officers have formed unions and engage in collective bargaining in some states. Many of these unions are at local, county, and state levels, and all unionization is designed to achieve better conditions for POs. Issues involve pay, retirement benefits, caseloads and assignments, promotional opportunities, and various types of grievances about the job and its benefits. Each union has articulated objectives. Union representatives are authorized to negotiate contracts with city,county, state, and federal governments to determine pay scales, working hours and conditions, and other matters of relevance to their memberships. Unions also attempt to improve the quality of professionalism among their memberships by sponsoring annual conferences where workshops are conducted to learn various skills.
P/P officers are often called line officers, or the troops. The four primary tasks of Probation and Parole Officers are:
Investigate: requires line officers to present an account of the offender s situation; to conduct a PSI
Surveillance: an important activity in an effort to detect any behavior that may be dangerous.
Assistance: Helping offenders with community adjustment; being a helper, using problem-solving skills to rehabilitate.
Paperwork: Keeping case files, filling out forms, documenting activities, compiling the PSI.
Types of Line Officers to be familiar with are: (PAGE 483 & additional types)
Punitive: a p/p officer characterized by a high commitment to control and a low commitment to assistance.(hardliner/maverick)
Protective: a p/p officer characterized by a high commitment to both control and assistance.(team player)
Welfare: a p/p officer characterized by a low commitment to control and a high commitment to assistance. (bleeding heart)
Team Player: working together to meet a common goal; cooperative efforts; mutual assistance of all group members.
Passive Officer:care little about the needs of society or their clients.
Hardliner: unyielding; advocating a firm course of action.
Maverick: an independent individual who does not go along with a group or party.
Requirements to be a p/p officer.
It is important to note that in order to be a probation and parole officer of excellent efficiency, you must be a good liaison to the courts, judges, police, sheriff, and clients. Also maintain good, influential relationships with contacts within social services.
Imagine you are a parole board member with the task of determining whether to release this offender and, if so, under what conditions?.
Parole
Offender Smith is serving a six-to-ten year sentence for forcible rape and aggravated assault. While he and his then-girlfriend were high on cocaine and PCP, she refused his sexual advances and he brutally raped her and punched her in the face. This crime left her physically and emotionally damaged. One of the punches resulted in minor nerve damage on the left side of her face. Smith has served the minimum of six years necessary to be eligible for his first parole hearing. He has no prior convictions or arrests and has been a model prisoner, completing an education program and a sex offender treatment program while in prison. Smith also routinely attended Narcotics Anonymous (NA) meetings while incarcerated. He has no institutional disciplinary infractions. While he was in prison, his mother died, leaving him her house in his hometown, the same town where the crime was committed. His former employer, John Doe Construction Company, offered Smith his old job back when he is released from prison. His victim and their two children remain in the home they all shared at the time of the crime. She has not had any contact with him during his incarceration and has not let him see the children. In her victim statement, she says that she is fearful of his reaction when he gets out of prison. She fears retaliation and revenge.
Smith’ s release plan includes moving into his late mother’s house, working for John Doe, paying court-ordered child support, seeking further sex-offender treatment in the community, attending NA meetings, and completing an anger management course. In the plan, Smith also stated he “is sorry and feels terrible about what happened.” Smith claimed he has no animosity toward his former girlfriend and wants desperately to gain a relationship with his children, now ages 7 and 8. A parole officer would supervise him if this prisoner were released.
Discussion question:
1)Imagine you are a parole board member with the task of determining whether to release this offender and, if so, under what conditions? In making your decision, you may want to consider the likelihood of recidivism, the offender’s impact on the victim, institutional behavior, and the release plan developed. Remember the core categories.
Review a short video entitled Halfway House: Prison Without Bars..
Halfway House
The website to access Halfway House: Prison Without Bars is:
Once you view this video, complete this essay by addressing the following:
Name and type of facilities discussed; names of offender, parole board members.
Summary of the video to include focus on Prisoner Seabrook, his crimes discussed, institutional record, the hearing process with the parole board and the offender. This is a good time to consider the PSI’s core categories!
Disposition of the Parole Board’s decision on Seabrook. Did you agree or disagree and why?
Assuming you were on the parole board in Seabrook’s case, and based simply on what you have seen and heard from the video, what do you think your decision may have been?
What type of other programs or intermediate sanctions may you have considered for Seabrook? Think of the many programs discussed throughout the course.
Did the Parole Board discuss recidivism and/or the effectiveness of community corrections?
To assist you with this assignment, go to the Virginia Department of Corrections website that lists typical community corrections programs:
There you may review the many links for community programs, residential programs, non-residential programs. Peruse this site to consider which program may be appropriate for Seabrook.
Any references must be duly noted in the body of the report and listed at the conclusion of your paper.
Remember to check for proper spelling, grammar, and appropriate course content. An appropriate and recommended response for this particular essay question is about 4 paragraphs. Remember, any and all references must be noted within the body of the report and also separately at the end of the report.
