CJ 232 Final Exam Questions
CJ 232 Final Exam Questions
Next,
discuss the conflict that arises from these competing functions. How have
organizations dealt with the conflict produced by the contradictory goals?
Two primary functions of probation are: one, investigation and two, supervision.
Investigation deals largely with what is known as a presentence investigation. The
goal here is to produce a report by and through which judges use to make their
decision in the sentencing stages. The investigation is conducted by the probation
officers after which an individual has been convicted of a felony in federal court.
The probation officer begins the investigation process by interviewing the offender
to obtain basic background information. He then, investigate the life history of
the offender and record all prior criminal record, education, job status, mental
condition and other relevant information. Although the pre-sentence report serves
primarily to help the judge select an appropriate sentence, it also assist in the
classification of probationers, prisoner, and parolees for treatment planning and
risk assessment. Though studies have shown its little effect on sentencing, the
victim impact statement is included in the report to help provide the detailed and
described the emotional cost and financial losses on the victims' behalf. In
recording information into the report, probation officer take into account the
comprehensiveness of the report and its accuracy in providing the facts of the
case. The supervision process begins once an offender is sentenced to probation.
If we can take a moment here to list what a full pre-sentence report should
include:
References:
Cole, G. F., Clear, T. R., Petrosino, C., & Resig, M. D. (2015). American
Corrections In Brief. Cengage Learning.
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Discuss the events that lead to the crime control model. Explain how community
corrections and evdence-based correction fit into this model. Provide an example
and explanation of at least one form of community corrections used in your
community.
With the rise of science in the first two decades of the twentieth century, members
of the positive school turn their attention to scientific reasoning to explain the
causes and problems of human behaviors; refraining from religious and moral
explanations for the causes of crime and focusing on the social, economic,
biological and psychologial factors. The shift in taking a scientific approach to
criminality lead to the medical model of corrections. The medical model is "based
on the assumption that criminal behavior is caused by social, psychological or
biological deficiences that require treatment" (Clear, Cole, Petrosino, Reisig,
2015). The primary and underlying idea behind the medical model is that "crime is
a disease, and criminals are sick and need treatment and cure" (Samaha, 2014). To
provide the right treatment and to cure the criminal of his/her sickness, then is
to bring him/her back to health and to his/her senses. The purpose of punishment,
according to the medical model, is to cure criminal patients by treatment; where
the length of imprisonment depends on how long it takes to cure the patient.
Supporters of the medical model contend that treating offenders is more humane than
punishing them" (Samaha, 2014). English renowned philosopher, Jeremy Bentham,
support the view that the aim of deterrence and punishment is that it would
"contribute to the reformation of the offender, not only through fear of being
punished again, but by a change of character" (Samaha, 2014). By the 1950s, with
the many treatment availiable; "group therapy, behavior modification, shock
therapy, individual conseling, psychotherapy, guided group interaction and many
other approaches", prisons were becoming something like hospitals that would
rehabilitate and test the inmate for readiness to reenter society. By the 1960,
social and political influences changes the practice of the medical model and
concentrated on a new model of corection, namely community corrections. Community
correction is a model "based on the assumption that reintegrating the offender into
the community should be the goal of the criminal justice system" (Clear, Cole,
Petrosino, Reisig, 2015). For the new decades, in further to the goal of
reintegration, correctional workers advocates for offenders through government
agencies to assist in providing employment counseling, medical treatment, and
financial assistance (Clear, Cole, Petrosino, Reisig, 2015). As the 1970
approached, the rate of recidivsim was on the rise pointing to a dramtic
declination in rehabilitation. Martinson illustrate this point when he declared,
"with few and isolated exceptions, the rehabilitive efforts that have been reported
so far have had o appreciated effect on recidivism" (Clear, Cole, Petrosino,
Reisig, 2015).
The political climate change along with the crime rate level of the 1970s and 1980,
the crime control model of correction emerges to the surface. The crime control
model of corrections places emphasis on the idea that criminal behavior can be
controlled by increased use of incarceration and other forms of strict supervision.
From a criminal procedure perspective of this, the primary goal of the crime
control model is the apprehension, conviction, and punishment of the offenders;
focusing on crime control and repression of criminal conduct (Ferdico, Fradella,
Totten, 2013). The increase in the number of incarceration corresponds directly to
the increased in its high cost. To reduce the cost, the emergence of the evidence-
based corrections helps ensure that correctional programs and policies are based on
research evidence about what works; empahsizing on the careful planning in the
design and implemtation of correctional programs (Clear, Cole, Petrosino, Reisig,
2015). A simple form of community correction used in the community is that of
having the individual perform community service for a number of hours each.
References:
Clear, T. R., Cole, G. F., Petrosino, C., & Reisig, M. D. (2015). American
Corrections In Brief. (2nd ed.). Cengage Learning.
Ferdico, J. N., Fradella, H. F., Totten, C. D. (2013). Criminal Procedure: For The
Criminal Justice Profession. (11th ed.). Wadsworth Cengage Learning.
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Explain the ideas that give rise to the pretrial diversion. Discuss at least three
main reasons advanced in suppport of pretrial diversion. What do critics counter?
Discuss the successes and failures associated with this correctional practice.
References:
Clear, T. R., Cole, G. F., Petrosino, C., & Reisig, M. D. (2015). American
Corrections In Brief. (2nd ed.). Cengage Learning.
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Define the term "community corrections". What is the major goals of these types of
sanctions? List and briefly explain the four major factors most often cited for
supporting community correction.
References:
Clear, T. R., Cole, G. F., Petrosino, C., & Reisig, M. D. (2015). American
Corrections In Brief. (2nd ed.). Cengage Learning.
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Identify at least four ways in which prison differs from any other institution.
Discuss the types of challenges and difficulties that arises from these
differences. In particular, focus on how these difference affect prison
management.
#9
Though power and authority are diametrically oppose to one another, from one's
perspective, one see the essential necessity for both put in practice by probation
officers. Concerning human learning, psychologists tell us that there are
different mode of learning and different means to behavioral changes. The use of
power by probation officers to change a person behavior may work for some
individuals, for others it may the use of authority is most efficient and
appropriate.
The two methods available to probation officers and when to apply each depends
largely on the degree of person being supervise and their level of receptivity.
That is, if the individual criminal behavior is hard as iron then perhaps the use
of power would be most effective; on the other hand, individual, whose character,
like clay, are still easily fashion and refashion, shaped and reshape; such
individual may be most responsive to the authority of probation officers.
References:
Clear, T. R., Cole, G. F., Petrosino, C., & Reisig, M. D. (2015). American
Corrections In Brief. (2nd ed.). Cengage Learning.