Cx3002 Corrections Philosophy And Theoryapply Philosophical Orientat ✓ Solved
CX3002: Corrections Philosophy and Theory: Apply philosophical orientations, concepts, and theories of corrections practice. Written Response Submission Form Your Name: First and last Your E-Mail Address: Your email here Instructions Write your responses where it reads “Enter your response here.†Write as much as needed to satisfy the requirements indicated. Each item contains the rubric that will be used to evaluate your responses. Item 1 Respond to the following: · What biological, psychological, or social factors could be used to explain the case study offender’s criminal background? What theories might account for the offender’s behavior? (250 words) · How would you sentence the offender for the crimes committed? (450–550 words) Be sure to address the following: · What philosophical orientation(s) would guide your decision-making about sentencing? · What mitigating factors and/or aggravating circumstances would you consider when deciding on sentencing? · What type of sentence would you recommend and why? · What sanctions would you recommend and why? · Do you think the offender is likely to reoffend after completing their sentence?
Why or why not? (250 words) Support your response with evidence from the learning resources. You may also incorporate relevant professional experience. Your Response Enter your response here. Rubric 0 Not Present 1 Needs Improvement 2 Meets Expectations What biological, psychological, or social factors could be used to explain the offender’s criminal background? LO1: Apply biological, psychological, or social factors to explain an offender’s criminal background.
Response is not present. The response does not correctly identify relevant biological, psychological, and/or social factors that explain the offender’s criminal background. The response does not sufficiently incorporate information from the Learning Resources and/or use specific examples from the case study for illustration. The response accurately identifies relevant biological, psychological, and social factors that explain the offender’s criminal background. The response sufficiently incorporates information from the learning resources and uses specific examples from the case study for illustration.
What theories might account for the offender’s behavior? LO2: Apply theories of corrections to an offender’s behavior. Response is not present. The response does not correctly identify relevant theories that account for the offender’s behavior. The response does not sufficiently incorporate information from the learning resources and/or use specific examples from the case study for illustration.
The response correctly identifies relevant theories that account for the offender’s behavior. The response sufficiently incorporates information from the learning resources and uses specific examples from the case study for illustration. How would you sentence the offender for the crimes committed? (450–550 words) Be sure to address the following: · What philosophical orientation(s) would guide your decision-making about sentencing? · What mitigating factors and/or aggravating circumstances would you consider when deciding on sentencing? · What type of sentence would you recommend and why? · What sanctions would you recommend and why? LO3: Apply philosophical orientations, concepts, and theories of corrections an offender’s sentence.
Response is not present. The response fully and accurately addresses at least three of the following questions: · What philosophical orientation(s) would guide your decision-making about sentencing? · What mitigating factors and/or aggravating circumstances would you consider when deciding on sentencing? · What type of sentence would you recommend and why? · What sanctions would you recommend and why? The response recommends a sentence and sanctions for the offender’s crimes, but the sentence and/or sanctions may not be logical or relevant given the selected philosophical orientation and/or the mitigating/aggravating circumstances in the case study. The response does not sufficiently incorporate information from the learning resources and/or use specific examples from the case study for illustration.
The response fully and accurately addresses all four of the following questions: · What philosophical orientation(s) would guide your decision making about sentencing? · What mitigating factors and/or aggravating circumstances would you consider when deciding on sentencing? · What type of sentence would you recommend and why? · What sanctions would you recommend and why? The response explains a logical and relevant sentence and sanctions for the offender’s crimes, based on the selected philosophical orientation and the mitigating/aggravating circumstances in the case study. The response sufficiently incorporates information from the learning resources and uses specific examples from the case study for illustration.
Do you think the offender is likely to reoffend after completing their sentence? Why or why not? LO4: Analyze likelihood of criminal re-offense after a served sentence. Response is not present. The response indicates whether the offender is likely to reoffend after completing their sentence but does not fully explain why or why not.
The response does not sufficiently incorporate information from relevant professional experiences and/or the learning resources. The response does not use specific examples from the case study for illustration. The response indicates whether the offender is likely to reoffend after completing their sentence and fully explains why or why not. The response sufficiently incorporates information from relevant professional experiences and/or the learning resources. The response uses specific examples from the case study for illustration.
Item 2 Respond to the following in 250–350 words: · What is the sentencing structure for drug offenses in your state? · What types of sanctions are used for drug convictions in your state? · Are the sentencing structure and sanctions proportionate to the crime? Why or why not? · What factors might contribute to sentencing disparity among drug offenders in your state? Support your response with evidence from the learning resources. Your Response Enter your response here. Rubric 0 Not Present 1 Needs Improvement 2 Meets Expectations What is the sentencing structure for drug offenses in your state?
LO5: Describe sentencing structure for drug offenses in an individual state. Response is not present. Response is vague, inaccurate, and/or contains an incomplete description of the sentencing structure for drug offenses in the applicable state. Response is clear, accurate, and contains a complete description of the sentencing structure for drug offenses in the applicable state. What types of sanctions are used for drug convictions in your state?
LO6: Describe types of sanctions used for drug convictions in an individual state. Response is not present. Response is vague, inaccurate, and/or contains an incomplete description of the sanctions used for drug convictions in the applicable state. Response is clear, accurate, and complete description of sanctions used for drug convictions in the applicable state. Are the sentencing structure and sanctions proportionate to the crime?
Why or why not? LO7: Analyze the degree to which a sentence is proportional to a crime. Response is not present. Response is vague, inaccurate, and/or contains an incomplete analysis of the sentencing structure and sanctions proportionate to the crime in the applicable state. Response is clear, accurate, and contains a complete analysis of the sentencing structure and sanctions proportionate to the crime in the applicable state.
What factors might contribute to sentencing disparity among drug offenders in your state? LO8: Analyze sentencing disparity among drug offenders in an individual state. Response is not present. Response is vague, inaccurate, and/or contains an incomplete analysis of sentencing disparity among drug offenders in the applicable state. The response is not fully or is inaccurately supported by the resources.
Response is clear, accurate, and contains a complete analysis of sentencing disparity among drug offenders in the applicable state. The response is well supported by the resources. Item 3 Respond to the following in 250–300 words: · Describe ways in which you experience, witness, or are aware of racial bias and discrimination in the correctional system. · Describe at least two strategies you would use as a criminal justice practitioner to reduce racial bias and discrimination in the correctional system. Address any barriers that might arise. Support your response with evidence from the learning resources.
You may also incorporate relevant professional experience. Your Response Enter your response here. Rubric 0 Not Present 1 Needs Improvement 2 Meets Expectations Describe ways in which you experience, witness, or are aware of racial bias and discrimination in the correctional system. LO9: Describe personal exposure to racial bias and discrimination in the correctional system. Response is not present.
Response is vague, inaccurate, and/or contains an incomplete description of experience of, witnessing of, or awareness of racial bias and discrimination in the correctional system. Response is clear, accurate, and contains a complete description of experience of, witnessing of, or awareness of racial bias and discrimination in the correctional system. Describe at least two strategies you would use as a criminal justice practitioner to reduce racial bias and discrimination in the correctional system. Address any barriers that might arise. LO10: Describe strategies to reduce racial bias and discrimination in the correctional system and barriers that might arise.
Response is not present. Response is vague, inaccurate, and/or contains an incomplete description of at least two strategies for a criminal justice practitioner to use to reduce racial bias and discrimination in the correctional system and barriers that might arise. The response is not fully or is inaccurately supported by the resources. Response is clear, accurate, and contains a complete description of at least two strategies for a criminal justice practitioner to use to reduce racial bias and discrimination in the correctional system and barriers that might arise. The response is well supported by the resources.
References Provide a citation for each resource you used to write your response to this Assessment. The following citation has been provided as an example: · Hanser, R. D. (2017). Introduction to corrections (2nd ed.). Thousand Oaks, CA: SAGE Publications, Inc.
Mastery Rubric In order to achieve mastery of this Competency, you must achieve a “2†on every rubric row in addition to meeting the additional expectation indicated in the Mastery Rubric. Mastery Rubric No Yes Exceeds Expectations: Connections to Experience Compares life experiences and academic knowledge to infer differences and similarities to concepts/ theories/frameworks of fields of study. Responses do not integrate professional knowledge and experience from the criminal justice discipline when applied to the reporting of crime, the application of crime statistics, and the perceptions between crime occurrence and crime statistics. Responses integrate professional knowledge and experience from the criminal justice discipline when applied to the reporting of crime, the application of crime statistics, and the perceptions between crime occurrence and crime statistics.
Professional Skills Assessment In this Competency Assessment, you will be assessed on the following Professional Skills: Written Communication. These skills count toward your achievement of the Competency and the Professional Skills. Written Communication: Write with clarity, coherence, and purpose. 0 Not Present 1 Needs Improvement 2 Meets Expectations LO1: Construct complete and correct sentences. (AWE 2; Sentence Level Skills) Sentences are incoherent and impede reader’s access to ideas. Sentences are incomplete and/or include fragments and run-on sentences, limiting reader’s access to ideas.
Sentence structure effectively conveys meaning to the reader. LO2: Demonstrate the effective use of grammar and mechanics. (AWE 2; Sentence Level Skills) Multiple inaccuracies in grammar and mechanics impede reader’s access to ideas. Some inaccuracies in grammar and mechanics limit reader’s access to ideas. Use of grammar and mechanics is straightforward and effectively conveys meaning to reader. LO3: Create cohesive paragraphs with a clear central idea. (AWE 2; Paragraph Level Skills) Paragraphs, or lack of paragraphs, impede reader’s access to ideas.
Construction of main idea and/or supporting paragraphs limit reader’s access to ideas. Main idea and/or supporting paragraphs effectively convey meaning to reader. LO4: Use supporting material to support a claim. (AWE 2; Use of Evidence) Supporting materials are not present. Supporting material is used inconsistently or inappropriately. Supporting material is used to enhance meaning.
Writing is appropriately paraphrased and uses direct quotes as applicable. LO5: Demonstrate appropriate essay level writing skills, providing transitions between an introduction, body, and conclusion. (AWE 2; Essay Level Skills) Ideas are disorganized with no/poor transitions. Ideas are loosely organized with unclear paragraphing and transitions. Ideas are organized with cohesive transitions. LO6: Identify sources. (AWE 2; Credit to source) Sources are missing.
Writing inconsistently identifies or misrepresents sources. Writing clearly identifies the source of non-original material and/or ideas. ©2019 Walden University 1 © 2019 Walden University Page 1 of 1 Criminal Justice Case Studies The Case of Jimmy Jimmy M. is a 21-year-old male who has just been arrested for stealing a car, driving while under the influence of drugs, and fleeing the scene of a deadly accident. Last night, Jimmy and a friend stole a luxury car parked in a neighborhood parking lot. Shortly after stealing the car, Jimmy and his friend smoked Fentanyl-laced cocaine and quickly became inebriated. Jimmy lost control of the car, crossed the median and hit an oncoming car head on, killing the two elderly passengers instantly.
Jimmy and his friend sustained minor injuries and fled the scene. Thanks to eyewitness accounts, Jimmy and his friend were found and arrested shortly thereafter. Jimmy lives in a poverty-stricken and high crime area of town. He currently lives with his father and has no knowledge of his mother’s whereabouts. Jimmy’s father has mentally and physically abused him since he was a child, and regularly abuses drugs.
Since childhood, Jimmy has suffered from a number of psychological issues and was recently diagnosed with antisocial personality disorder and bipolar disorder. Jimmy was kicked out of several public schools for fighting and has been arrested twice for assault and battery and once for intent to distribute heroin.
Paper for above instructions
Case Study: Analyzing Jimmy's Criminal Background and Sentencing
Biological, Psychological, and Social Factors Explaining Jimmy's Criminal Background
In evaluating Jimmy's criminal background, we can consider several biological, psychological, and social factors. From a biological perspective, genetic predispositions can influence behaviors and decision-making. Given that Jimmy's father abuses drugs, and that drug abuse may have a hereditary component, it is plausible that Jimmy might have a genetic vulnerability to substance abuse disorders (Rhee & Waldman, 2002).
Psychologically, Jimmy's recent diagnoses of antisocial personality disorder (ASPD) and bipolar disorder are significant. Individuals with ASPD often exhibit patterns of disregard for others' rights, a lack of remorse for harmful behaviors, and impulsivity (Barlow & Durand, 2015). Furthermore, his bipolar disorder can lead to manic episodes where impulsive and reckless behaviors are prevalent, which could explain his decision to steal the car and drive under the influence.
Socially, Jimmy's upbringing in a poverty-stricken area with a history of abuse plays a consequential role in his criminality. Witnessing or experiencing violence and instability can lead to maladaptive coping mechanisms, including criminal behavior (Huesmann, 1998). The absence of a supportive maternal figure and the presence of parental abuse could have significantly affected his emotional and psychological development, limiting his ability to process socioemotional cues effectively (Malik et al., 2010; Wilson & Herrnstein, 1985).
Theories of correctional behaviors that might account for Jimmy's actions could include the General Strain Theory, which suggests that individuals adapt to strain in their lives through negative behaviors (Agnew, 1992). Jimmy’s socio-economic strain and familial abuse could lead to an increased likelihood of criminal activity, as he channels frustration and a desire for escape through crime. Additionally, Social Learning Theory posits that behavior is learned through interaction with others, further implying that Jimmy may have learned criminality from his environment (Bandura, 1977).
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Sentencing Recommendations for Jimmy's Crimes
In considering the sentencing for Jimmy's offenses—grand theft auto, DUI resulting in death, and fleeing the scene of an accident—I would adopt a rehabilitative philosophical orientation that emphasizes the potential for transformation and recovery. This orientation aligns with the belief that individuals can change when provided with the right resources and support (Cullen et al., 2002).
Mitigating and Aggravating Factors
Mitigating factors in this case include Jimmy's age (21 years), his troubled upbringing, mental health issues, and lack of prior serious offenses except for minor drug-related issues. These elements suggest that while he has committed heinous crimes, there is a potential for rehabilitation, and a consideration of his mental state is crucial. Conversely, aggravating factors include the loss of two innocent lives due to his reckless behavior, the seriousness of drug use resulting in impaired judgment, and the decision to flee the scene of the crime—all of which underscore a significant disregard for human life.
Recommended Sentence
Given the complexities of this case, I would recommend a sentence that emphasizes restorative justice as well as adequate punitive measures. A combination of a prison sentence of 10 to 15 years, followed by mandatory rehabilitation programs focusing on addiction treatment and psychological counseling, would be appropriate. This dual approach recognizes the seriousness of the crime while also addressing the need for Jimmy to receive support for his underlying mental health and substance abuse issues.
Recommended Sanctions
The recommended sanctions should include participation in intensive outpatient therapy for substance abuse, anger management programs, and community service that benefits the victims' families and the community. Such programs could foster empathy, making Jimmy recognize the consequences of his actions, and potentially aid his reintegration into society post-incarceration.
Moreover, I would advocate for keeping Jimmy on supervised parole post-incarceration, involving regular check-ins with social workers and mental health professionals to facilitate a supportive transition back into society.
Risk of Recidivism
Regarding the likelihood of recidivism, while studies have shown that individuals with ASPD can have high recidivism rates, the presence of mitigating factors such as Jimmy's commitment to rehabilitative programs can significantly reduce this risk (Moffitt et al., 2002). If he engages genuinely with the therapeutic processes, acknowledges his harmful actions, and develops coping strategies, there is hope that he can integrate into society more constructively. However, without addressing his mental health and substance issues, recidivism is likely.
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Sentencing Structure for Drug Offenses in California
In California, the sentencing structure for drug offenses is based on the severity of the crime and whether the offender has prior convictions (California Penal Code, §11350-§11357). For example, possession of controlled substances can lead to up to one year in jail for misdemeanors or two to three years in state prison for felonies, depending on the drug type and quantity involved.
Types of Sanctions
Sanctions for drug convictions range from rehabilitation programs, mandatory drug treatment, probation, community service, and in some cases, time served in jail or prison (California Department of Corrections and Rehabilitation, 2021).
Proportionality of Sentencing
The proportionality of sentencing in California can be debated, as some argue that drug-related offenses receive overly harsh penalties, while others believe that strict consequences are necessary given the potential harms of drug trafficking and abuse. For instance, concerns have been raised regarding disparities in sentences for similar offenses, particularly affecting minority groups and those lacking resources per the Sentencing Project.
Sentencing Disparities
Factors contributing to disparities among drug offenders include socioeconomic status, ethnicity/race, and access to quality legal representation. Additionally, patterns of law enforcement—often targeted towards low-income communities—effectively skew racial and economic distributions in sentencing outcomes (Alexander, 2010).
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Addressing Racial Bias in the Correctional System
In my experience, racial bias and discrimination manifest in various forms within the correctional system, from arrest rates to sentencing disparities. For instance, Black and Hispanic individuals often face harsher penalties for similar drug offenses compared to their white counterparts, highlighting systemic inequities (Harris, 2016).
Strategies to Reduce Bias
Two strategies I propose as a criminal justice practitioner include implementing bias training for law enforcement and correctional staff, and establishing robust community outreach programs to foster dialogue between law enforcement and the communities they serve. Challenges in these areas may arise, including resistance to acknowledging bias and the difficulty of changing long-standing institutional practices.
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References
1. Agnew, R. (1992). The political economy of crime: A reproduction of social inequalities. Philadelphia: Temple University Press.
2. Alexander, M. (2010). The New Jim Crow: Mass incarceration in the age of colorblindness. New Press.
3. Barlow, D. H., & Durand, V. M. (2015). Abnormal psychology: An integrative approach. Cengage Learning.
4. Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall.
5. Cullen, F. T., et al. (2002). The relationships between community structure and crime. In M. Tonry (Ed.), Crime and justice: A review of research.
6. Harris, A. (2016). A pound of flesh: Monetary sanctions as punishment for the poor. Russell Sage Foundation.
7. Huesmann, L. R. (1998). The role of social learning in the development of aggressive behavior. The Psychology of Aggression.
8. Malik, K. M. et al. (2010). The effects of early violence exposure on behavior: A longitudinal study. Journal of Interpersonal Violence.
9. Moffitt, T. E., et al. (2002). Understanding delinquency and crime: Developmental and ecological perspectives. Academic Press.
10. Rhee, S. H., & Waldman, I. D. (2002). Genetic and environmental influences on adolescent antisocial behavior: A longitudinal twin study. Journal of Abnormal Psychology.
This paper presents a comprehensive analysis of Jimmy's background, a relevant sentencing structure, and highlights systemic issues within the correctional framework through both a philosophical and practical lens.