After reading the three criminal justice focused articles I provided in CougarView, for this week, scope out the conceptual threa
After reading the three criminal justice focused articles I provided in CougarView, for this week, scope out the conceptual thread running through all three. Use note taking techniques described in Chapter 4 of “Write & Wrong” to:
- Write a thesis statement
- Create a detailed outline of your paper which lays out a summary of the information you would present in your final paper. This outline must include the minimum number of sections heads and subtopics required to covey your ideas. The outline also must follow the format contained in Chapter 4 of the Ferree and Pheifer book.
https://www.theatlantic.com/magazine/archive/1982/03/broken-windows/304465/
ACADEMIA Letters
Restorative Justice’s Role in Criminal Justice Reform
Kenneth Lang, Glenville State College
Introduction
With the murder of George Floyd in May 2020, and now the conviction of Minneapolis Police Officer Derrick Chauvin, decries to defund the police and institute genuine criminal justice reform continue to echo across this nation. Officials have struggled to grapple with the turn in the tide as violent crimes spikes with the defunding the police (CNN, 2021). While calls to ‘defund the police’ has obscured the idea of reimagining police departments, the larger ques- tion centers on how we can achieve reform throughout the criminal justice system. Police agencies and communities will undoubtedly be the catalyst in bringing about the necessary reform. One aspect of reform that has not received much attention and could potentially prove to be promising, pivots on the precepts of restorative justice. By instituting restorative justice more consistently in criminal violations community policing efforts, and internal affair inves- tigations, police agencies open the door to bringing about a more equitable form of justice, shifting the justice paradigm from a retributive mindset to a more restorative collaboration.
Restorative Justice
The immediate notion for most who are unfamiliar with restorative justice is to suppose it to be a soft-handed approach to offenses, whether criminal or otherwise in nature. Zehr (2002), who is considered the grandfather of restorative justice in the United States, outlines this justice as “…a process to involve, to the extent possible, those who have a stake in a specific offense and to collectively identify and address harms, needs, and obligations, in order to heal and put things as right as possible,” (p. 37). Restorative justice is a burgeoning movement throughout
Academia Letters, August 2021
Corresponding Author: Kenneth Lang, [email protected] Citation: Lang, K. (2021). Restorative Justice’s Role in Criminal Justice Reform. Academia Letters, Article 3012. https://doi.org/10.20935/AL3012.
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©2021 by the author — Open Access — Distributed under CC BY 4.0
the United States in courts, businesses, and schools (Umbreit, Coates, &Vos, 2007; Zehr, 2002). Though it’s more prominent in states such as Illinois, Colorado, Pennsylvania, and Vermont, restorative justice is demonstrating evidence for its utilization (Van Ness & Strong 2015). Proponents for this justice model have evidenced its benefits. In using restorative justice with incidents of wrongdoing participants have expressed a higher satisfaction rate, a higher restitution payments, and lower recidivism rates (Sherman & Strang, 2007; Zehr, 2002). In fact, Colorado recently exhibited a significant reduction in juvenile recidivism along with high victim satisfaction rates (Winder & Nunes, 2018).
More specifically, modern restorative justice is based on the response to wrongdoing and indigenous cultures’ responses to offenses (Hand, C., Hankes, J., & House, T., 2012). Restora- tive justice brings the stakeholders together affected by a wrongdoing and seeks to right the wrong due to the relational aspect of the offense (Zehr, 2002). Moreover, it asks ‘What hap- pened?’, ‘Why did it happen?’, ‘What was its impact?’, and ‘How do we right the wrong?’ (Pranis, 2005). Stakeholders involved in the incident then have the opportunity to articulate their responses to these prescribed questions which produces a more communal approach to resolving the incident and the prospect of reintegrating the offender back into the community our social circles. Consequently, for those who have experienced a restorative justice praxis with their incident, most articulate positive feedback about the process and its outcomes, giv- ing way to the possibility of further expanding this justice concept.
While Zehr’s definition of restorative justice is the most referred to version, there is no single structured definition as various scholars wrestle to include community attributes in the definition (Van Camp & Wemmer, 2013). However, Walker (2013) does attribute the commu- nity’s inclusiveness as a stakeholder in the process by noting, “Restorative justice is a way of responding to criminal behavior by balancing the needs of the community, the victim and the offenders. It is an evolving concept that has given rise to different interpretation in different countries, one around which there is not always a perfect consensus,” (p.8). If then, restorative justice is a process of impartiality that addresses multiple types of wrongs and better involves the community in righting the wrong, can it be folded into the envelope of criminal justice reform? By introducing this justice praxis into criminal violations, community policing ini- tiatives, and internal affairs complaints police agencies could reap the benefits and improve community inclusivity, satisfaction rates, and reduce recidivism rates.
Criminal Violations
Since the mid-1970s modern restorative justice has been introduced into the American crim- inal justice system, modeling it much after the New Zealand’s structure to implement the
Academia Letters, August 2021
Corresponding Author: Kenneth Lang, [email protected] Citation: Lang, K. (2021). Restorative Justice’s Role in Criminal Justice Reform. Academia Letters, Article 3012. https://doi.org/10.20935/AL3012.
2
©2021 by the author — Open Access — Distributed under CC BY 4.0
concept into the juvenile justice system and await the benefits to matriculate as the juveniles grew into adults. The idea was not only novel, but it was successful and brought about the desired positive effects. While some are squeamish at the notion of utilizing restorative justice in cases of violence, the evidence reflects the contrary. Not only is restorative justice effec- tive in misdemeanors, but it is more effective in violent offenses (Sherman & Strang, 2007; Zehr, 2002). There has been concern about victims in cases of violence being manipulated or revictimized by the offender (Curtis-Fawkey & Daly, 2005). However, Miller and Iovanna (2013) have demonstrated that by implementing a restorative justice process after a traditional court adjudication, this threat is virtually eliminated and demonstrates the ability of restora- tive justice to coincide and work in tandem with the current justice system. There is still much research that needs to be accomplished with respect of restorative justice and violent crimes. Nevertheless, Umbreit and Voss (2000) have demonstrated its successful implementation in cases of murder, giving the surviving family members a voice in expressing the impact of the crime and answering their often prevailing question of “Why?”
Today, restorative justice is flourishing as a grassroots movement in various jurisdictions throughout the United States. State legislatures are also turning to explore the concept as new laws are passed to enable court systems to implement the unfamiliar concept and measure results. Even more importantly, restorative justice is not limited to crimes. It is also taking hold in various businesses, industries, and educational systems. As it becomes known to communities, restorative justice is quickly embraced.
Community Policing
Since the evolution of the Baltimore County Police’s Citizen Oriented Police Enforcement (COPE) in 1982 (Behan, 1986), police agencies have sought ways to engage communities in their crime fighting efforts. Evolving from this program is the more commonly known concept of community policing, which remains a primary initiative with many major law en- forcement agencies. In its advancement over the years, community policing has proven to be quite effective with communities, particularly in the areas of patrol and traffic and criminal investigations (Laru-an & Beup, 2015). Laru-an et al., further acknowledge that communities need to be stakeholders and that “crime is everybody’s business,” (p. 1). But not all citi- zens are aware of their responsibilities. Likewise, police agencies need to acknowledge the involvement of communities in the processing of criminal events (Laru-an & Beup, 2015).
The benefits of restorative justice certainly align with the enforcement initiatives of any given police department. It acknowledges stakeholders, including those form the community, and affords community members the ability to voice their opinions and concerns about crim-
Academia Letters, August 2021
Corresponding Author: Kenneth Lang, [email protected] Citation: Lang, K. (2021). Restorative Justice’s Role in Criminal Justice Reform. Academia Letters, Article 3012. https://doi.org/10.20935/AL3012.
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©2021 by the author — Open Access — Distributed under CC BY 4.0
inal offenses. The praxis also enables those affected by the crime and enables investigators to bring about a richer appreciation of the various perspectives represented in these incidents. Folding restorative justice techniques into community policing efforts could potentially fur- ther enhance the already documented successes of community policing.
Internal Affairs Investigations
Policing the police can be an arduous and controversial task. For some, internal investigations of officers by their own agency are presumed to unfold in a forthright manner. But for others, trust in the agency’s ability to conduct an unbiased investigation has eroded. Unresolved in- ternal investigations prove to negatively impact the confidence of the public. Mrozla (2019) articulates the longer it takes to resolve an internal complaint, or complaints involving several officers in the same incident, the less likely it becomes the case will reach a conclusion. Mro- zla (2019) further posits that “[a] police-community relationship is based on the principle of legitimacy. Citizens have more favorable views of the police when treated in a fair manner,” (p. 10).
As with the community policing suggestion, restorative justice could prove to be quite ben- eficial if implemented in the process of internal affair investigations. This is particularly true with the necessity to improve community involvement in internal investigations. When ad- ministrative charges against an officer are substantiated, citizens could be vested in the process and articulate community concerns bringing about legitimacy to the investigative process.
Conclusion
The recent shift to defund the police and calls for criminal justice reform have certainly not gone unnoticed by police departments, governments, and the citizenry. Advocates for these movements are calling for less lethal and more equitable measures from their police, exhibiting an interest in becoming more involved addressing crimes in their community. With properly facilitated restorative justice methods, police agencies and the communities could experience the well documented benefits of this less known justice concept. Stakeholders would have an uninterrupted voice in the processes, increasing satisfaction rates and potentially decreasing recidivism rates. Without question, in addressing criminal justice reform and bringing about an authenticity with the community, criminal justice needs to find a new pathway forward that is more equitable with the stakeholders affected by crime. After all, ‘crime is everyone’s business.’
Academia Letters, August 2021
Corresponding Author: Kenneth Lang, [email protected] Citation: Lang, K. (2021). Restorative Justice’s Role in Criminal Justice Reform. Academia Letters, Article 3012. https://doi.org/10.20935/AL3012.
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©2021 by the author — Open Access — Distributed under CC BY 4.0
References
Behan, C. J. (1986). Fighting fear in Baltimore County – the Cope Project. FBI Law En- forcement Bulletin 55(11), 12-15.
Curtis-Fawley, S., & Daly, K. (2005). Gendered violence and restorative justice. Violence Against Women, 11(5), 603-638. doi:10.1177/1077801205274488
Hand, C., Hankes, J., & House, T., (2012). Restorative justice: The indigenous justice system. Contemporary Juvenile Review, 15(4), 449-467. doi: 1080/10282580.2012.734576.
Laru-an, N. G., & Beup, H. T. (2015). Levels of effectiveness in community policing. Inter- national Journal of Scientific and Research Publications 5(2), 1-5.
Miller, S. L., & Iovanna, L. (2013). Using restorative justice for gendered violence success with a postconviction model. Feminist Criminology, 8(4), 247-268. doi:10.1177/1557085113490781
Nickeas, P., Jones, J., Campbell, J., & Krishnakumar, P. (2021). Defund the police encounters resistance as violent crime spikes. Retrieved from https://www.cnn.com/2021/05/25/us/ defund-police-crime-spike/index.html.
Pranis, K., (2005). The little book of circle processes: A new/old approach to peacemaking. Good Books.
Sherman, L. & Strang, H. (2007). Restorative justice: The evidence. Retrieved from http:// restorativejustice.org/10fulltext/restorative-justice-the-evidence
Umbreit, M.S., Coates, R.B., & Vos, B. (2007). Restorative justice dialogue: A multi- dimensional, evidence-based practice theory. Contemporary Justice Review, 10(1), 23- 41. doi: 10.1080/10282580601157521.
Umbreit, M. S., & Vos, B. (2000). Homicide survivors meet the offender prior to execu- tion. Homicide Studies, 4(1), 63-87. Retrieved from http://hsx.sagepub.com/content/4/1/ 63.short
Van Camp, T. & Wemmer, J. (2013). Victim satisfaction with restorative justice: More than simply procedural justice. International Review of Victimology, 19(2), 117-143. doi: 10.1177/02697580124727764.
Van Ness, D. W., & Strong, K. H. (2015). Restoring justice: An introduction to restorative
Academia Letters, August 2021
Corresponding Author: Kenneth Lang, [email protected] Citation: Lang, K. (2021). Restorative Justice’s Role in Criminal Justice Reform. Academia Letters, Article 3012. https://doi.org/10.20935/AL3012.
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©2021 by the author — Open Access — Distributed under CC BY 4.0
justice (5th ed.). New York, NY: Routledge
Walker, J. (2013). Restorative justice: Definition and purpose In Van Wormer, K. S. & Walker, L. (Ed.), Restorative Justice Today: Practical Applications, 3-14, Thousand Oaks, CA: Sage.
Winder, C., & Nunes, A.H. (2018). Restorative justice in juvenile diversion: An evalua- tion of programs receiving Colorado rj cash funds. Retrieved from file:///C:/Users/kenne/ Downloads/2018+RJ+Juvenile+Diversion+Evaluation+Report+-+Final%20(1).pdf
Zehr, H. (2002). The little book of restorative justice. Good Books.
Academia Letters, August 2021
Corresponding Author: Kenneth Lang, [email protected] Citation: Lang, K. (2021). Restorative Justice’s Role in Criminal Justice Reform. Academia Letters, Article 3012. https://doi.org/10.20935/AL3012.
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©2021 by the author — Open Access — Distributed under CC BY 4.0
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Incarceration, social capital, and crime: Implications for social disorganization theory Rose, Dina A;Clear, Todd R Criminology; Aug 1998; 36, 3; Criminal Justice Database pg. 441
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Organizing a Paper: From Taking Notes to Creating an Outline
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WRITING WITHIN CRIMINAL JUSTICE
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© Falconia/ShutterStock, Inc.
Organizing a Paper
From Taking Notes to Creating an Outline
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Objectives
- How to effectively take notes from journal articles and research reports
- How to use your notes to create an outline for your paper
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Taking Notes
- Purpose is to organize the material
- Use notes to write an outline
- Use outline to write your paper
- Must paraphrase the information!
- Policy paper has two sections, which each have different note-taking rules
- Informative section
- Educate your reader
- Persuasive section
- Discuss studies that have evaluated your program or policy
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One of the most difficult parts in writing a paper is organizing the material. However, if you organize the material as you read through each article, you will get a head start on organizing your paper.
One way to start organizing your paper is to take notes, then use those notes to write an outline. You will then write your paper using your outline as your guide.
As a criminal justice student, you may be asked to write a policy paper. Therefore, we will discuss how to take notes and write an outline for such a paper. A policy paper has two sections. The first section is the informative section, in which you will educate your reader about your program or policy. The second section is the persuasive section, in which you will discuss studies that have evaluated your program or policy. The note-taking techniques are different for each section.
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Taking Notes:
Informative Section
- List the topics you must discuss
- Read your first source, highlighting important information
- Do not stop to take notes
- At the top of a blank Word document, type:
- Last name(s) of author(s)
- Year of publication
- Article’s title
- A number you assign to that source
Reread article, taking notes on each topic you must discuss
Paraphrase the information!
Before each entry, type the topic you are addressing (e.g., history)
After each entry, type the number you assigned and page number where information was located (e.g., 1, p. 14)
- Repeat the previous steps for each source
- Open a final Word document
- COPY and paste the information for the first topic (e.g., history) from each source into the final document
- Repeat this process for each topic
- All of the information for each topic will be grouped together in the final document
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Before you take notes, you should review the directions for your writing assignment to see what topics you must address in your paper. When you write a policy paper, you will have both an informative section and a persuasive section. For the informative section, you should provide a description of the program, the scope of the problem it is trying to address, its history, its purpose(s) or goal(s), the population it targets, and the specific elements of the program (how it works). For the persuasive section, you must provide a summary of empirical studies that support your thesis statement. For each study, you must summarize the research question examined, describe the sample population and how the data were obtained, and then summarize the key findings of the study that relate to your thesis statement. Finally, you must summarize any limitations the researcher(s) noted at the end of the study.
The key to note-taking is organization; the more attention you pay to organizing your notes as you create them, the easier it will be to create an outline from those notes. Moreover, the more attention you pay to correctly recording where you read each piece of information, the easier it will be to find it again if you need to double-check what you have written or if you need to obtain additional information.
To begin your note-taking on the informative section, write all of the topics you are required to discuss on a separate piece of paper. You will use this list during the note-taking process to help you remember what information to look for as you read each source.
Read your first source. Highlight any information that relates to any of the topics you are required to write about in your paper. Do not stop and write any notes at this point. The first read-through is to just get a feel for what the source about.
Next, open a blank Word document. At the top, type the last name(s) of the author(s), the year of publication, and the article’s title. Give your source a number and type it at the top of the page.
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Sample Notes Page for
Informative Section
- Wilson & Carlie (2015) “Mental Health Courts” – source #1
- History – First program created in FL in 1985 (1, p. 122)
- History – Currently 250 similar programs nationwide (1, p.124)
- Purpose – To offer mentally ill offenders treatment rather than punishment and to reduce recidivism (1, p. 133)
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Read through the slide with the students. Note that the top line has the authors’ names, year of publication, title of the article, and assigned source number. Also note that each entry begins with the relevant topic, a short phrase of information, and the location of the information.
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Taking Notes:
Persuasive Section
- List the topics you must discuss
- Read your first source, highlighting the relevant information
- Do not stop to take notes
- At the top of a blank Word document, type:
- Last name(s) of author(s)
- Year of publication
- Article’s title
- You do not have to give the source a number
- Reread the source, taking notes on each topic you must discuss
Paraphrase the information!
Before each entry, type the topic you are addressing (e.g., data obtained, findings)
After each entry, type the page number where information was located (e.g., p. 28)
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After you have finished taking notes for the informative section, you will take notes for the persuasive section.
As with taking notes for the informative section, when you take notes for this section, list the topics you must address on a separate piece of paper. As we discussed for this section earlier, you should provide a summary of empirical studies that support your thesis statement. For each study, you should summarize the research question examined, describe the sample population and how the data were obtained, and then summarize the key findings of the study that relate directly to your thesis statement. Finally, you should summarize any limitations the researcher(s) noted at the end of the study.
To take notes:
Read the first study and highlight the relevant information. Do not stop to take any notes.
Next, open a blank Word document and, at the top, type the last name(s) of the author(s), the year of publication, and the article’s title. You do not have to give it a number.
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Taking Notes: Persuasive Section
(continued)
- Open a new blank Word document
- At the top, type:
- Title of study
- Last name(s) of author(s)
- Year of publication
- COPY and paste the information so all information about each topic is grouped together
- Repeat this process for each study
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Sample Notes Page for
Persuasive Section
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