Recommended
More Related Content
Similar to BCJ 2002, Theory and Practices of Corrections 1 Cour.docx
Similar to BCJ 2002, Theory and Practices of Corrections 1 Cour.docx (6)
More from JASS44
More from JASS44 (20)
Recently uploaded
Recently uploaded (20)
BCJ 2002, Theory and Practices of Corrections 1 Cour.docx
- 1. BCJ 2002, Theory and Practices of Corrections 1 Course Learning Outcomes for Unit I Upon completion of this unit, students should be able to: 1. Define terms related to corrections. 1.1 Define all relevant vocabulary related to the correctional system within the unit. 1.2 Define and understand professionalism in corrections. 2. Assess the purpose, implementation, and effectiveness of corrections. 2.1 Identify standards, training, and skills of correctional officers. 2.2 Identify what organizations exist that set standards in the field. 3. Trace the historical evolution of the correctional system.
- 2. 3.1 Identify key people that have helped to reform the correctional system over time. Unit Lesson The statistics currently indicate that crime has declined since the 1990s; however, the number of people incarcerated or under some sort of correctional supervision has continued to steadily increase. There are four reasons behind this phenomenon: 1. The tough on crime laws like three-strikes-laws have kept repeat offenders incarcerated for extended lengths of time. 2. The War on Drugs has led to many arrests and convictions that have increased incarcerated populations in every jurisdiction in the country. 3. Parole authorities now fear liability for inmates released early that re-offend. 4. Those that are out of jail and prison and on probation are more likely to violate probation. As the incarceration rate rises, it is important to realize that employment rates of correctional officers and support staff will also continue to rise. In 1950 there were
- 3. approximately 27,000 people employed as correctional officers. Current statistics indicate that number is now at 490,000 correctional officers. If you were to factor in the increase in juvenile detention centers, probation and parole officers, administrators, and other professionals in the correctional field, the number jumps to 748,000 people employed in the correctional field (Schmalleger & Smykla, 2015). Corrections Place in the Criminal Justice System Once a person is arrested, he or she is booked into jail. Law enforcement must then present evidence to the prosecutor and the decision will be made to file formal charges or release the person from custody. If a person is charged with a crime, he or she must go before a judge in an initial, or first, appearance in court. At this time he or Reading Assignment Chapter 1: Corrections: An Overview Chapter 2: Punishments: A Brief History Learning Activities (Non-Graded)
- 4. See information below. Key Terms 1. Adjudication 2. Arraignment 3. Community corrections 4. Corporal punishment 5. Cost-benefit analysis 6. Criminal law 7. Evidence-based corrections 8. Hedonistic calculus 9. Institutional corrections 10. Mores 11. Nolo contendere 12. Noninstitutional corrections 13. Penal law 14. Sustainable justice 15. Utilitarianism UNIT I STUDY GUIDE An Overview of the Correctional System
- 5. BCJ 2002, Theory and Practices of Corrections 2 she will be advised of all current charges being brought against him or her as they relate to the arrest. This starts the adjudication process. If a person is found guilty of a crime, there are several options for sentencing and sanctions. These options range from restitution all the way to the death penalty. Let’s talk about these options. Everyone is familiar with the death penalty, the debate behind it, and the pros and cons of utilizing this method of punishment. What about restitution? Do you think that paying a fine or money toward damaged property teaches the offender anything in the long run? Recently, the concept of garnishing inmates’ funds for their commissary account has come into play as a method of restitution. To further explain this concept, commissary is a privilege that inmates receive with good behavior. Inmates are allowed to have an account, similar to that of a bank, at the institution they are incarcerated in that they may draw money from to pay for things like postage, photocopies, certain legal work, fees, or additional food. In the state of Florida, a group of law enforcement widows petitioned the court to garnish the commissary account of the inmate who killed their
- 6. husbands during a traffic stop. What about garnishing inmate accounts for lesser crimes, such as stolen vehicles, vehicle crashes with damage, burglary, or criminal mischief? Do you teach the offender anything about his or her crime, and does the victim feel a sense of closure? Do offenders learn anything from community service, or is this form of punishment simply a means for them to give back to the state in the form of labor in exchange for court costs? The overall purpose of the correctional system is to enhance social order and public safety. Societal expectations are occasionally formed into law. The correctional system is an important part of the criminal justice system because the system of punishment has a defined role in societal control of those who refuse to conduct themselves within the boundaries of American law. Professionalism in Corrections The field of corrections has just recently achieved professional status in the criminal justice process and system. This was achieved by developing a set of professional standards by a governing body. The American Correctional Association Commission on Accreditation established a set of standards in the late 1970s. Today, every state complies with a standard of minimum training for both correctional officers and probation and parole officers. Additionally, a standard test was developed as an entry
- 7. exam. Through research, traits were also established that now determine if a person can be an effective correctional officer. There are also several standard-setting organizations that now develop models of professionalism. Education is a topic that previously was never discussed in the corrections field. As the standards have increased, so have the options for education. Colleges and universities have embraced this train of thought and developed associate and bachelor degree programs. Recently, there have been several colleges and universities that have developed graduate course concentrations in correctional management as well. Classes tailored specifically to corrections officers and their specific job duties are popping up at colleges and universities, both traditional and online. The graduate level of education is also seeing a mild increase in course offerings related to correctional leadership. Another aspect of the correctional profession that has emerged in recent years is that of diversity. The inmate population is a very diverse one in the 21st century. Therefore, correctional personnel also must be diversified to be able to understand the needs of the population that they serve. As the lines between race and ethnicity become neutral, other issues begin to arise, and one of those is the emergence of women in the correctional workforce. Statistically, this aspect of the criminal justice system has
- 8. BCJ 2002, Theory and Practices of Corrections 3 been dominated by a male presence in facilities and institutions. It is estimated that 35% of the correctional workforce is comprised of women as compared to 13% of law enforcement officers being female (Schmalleger & Smykla, 2015). As the inmate population shifts and moves in different directions, one issue that you will see in the future is that of women in incarceration. The fact that the correctional profession has seen an increase in the amount of female applicants to fill officer positions is no coincidence. It is proven that having women officers reduces liability and tension between officers and inmates. Additionally, women working in corrections tend to provide a diverse method of dealing with issues that arise in the facility, and generally speaking have an ability to calm situations that their male counterparts may in some cases escalate. The History of Punishment Large prisons were not built until the 17th Century in Europe. Prior to that, there were four major punishment models based on culture of the time that included the Code of
- 9. Hammurabi, which originated in what we know as Iraq and parts of Iran, along with ancient Greece, ancient Israel, and early Rome’s standards. Next, physical punishment consisted of flogging, branding, mutilation, instant death, lingering death, torture, and exile. In addition, other punishments included public humiliation and confinement. Finally, incarceration as punishment started in the 6th Century with church-run prisons. Several different styles of punishment developed from the origins of Canon Law. The concept of the House of Correction originated in 1550 and lasted until 1700 (Schmalleger & Smykla, 2015). The emergence of the prison as we know it began when European society began to shift from physical punishment of the body to punishment of the spirit and the soul. As the method of punishment evolved, several people became champions of reform. William Penn wrote the “Great Act” of 1682. John Howard wrote a book titled The State of Prisons in England and Wales. Cesare Beccaria wrote “On Crime and Punishment” in 1764, which was one of the most important essays of the 18th century (Schmalleger & Smykla, 2015). Jeremy Bentham developed the two concepts of utilitarianism and hedonistic calculus. Sir Samuel Romilly reformed the death penalty, which was carried out for minor felonies and misdemeanors. He also addressed the
- 10. Penitentiary Act of 1779 that led to major reforms in the prison system (Schmalleger & Smykla, 2015). Sir Robert Peel reformed the criminal justice system by advocating for a separation between law enforcement and the judicial system. Sir Robert Peel also created the Gaol Act of 1823 that separated women and men in prisons (Schmalleger & Smykla, 2015). Elizabeth Fry reformed the incarceration methods and conditions of women in prison. Mary Belle Harris was the first warden of a federal institution for women. Sanford Bates was the first Director of the Federal Bureau of Prisons from 1930 to 1937 (Schmalleger & Smykla, 2015). Finally, George Beto is known as the father of the Texas Department of Correction. He developed the Texas control model. As we look at the people that had the most influence on the correctional system, we need to look at what Sir Robert Peel accomplished as a reformer in his time. He is responsible for advocating for the separation of law enforcement and the judicial process. Let’s consider the following scenario. You are a law enforcement officer during the time of Robert Peel in the 1800s. You have the authority to arrest “on the spot.” You arrive on the scene of a homicide, and through investigation you determine who the guilty party is, and you arrest him or her. Could you decide the punishment and carry it out objectively? In the same scenario, you sentence that person
- 11. to death, and an hour after that sentence is carried out you find evidence that suggests the person you sentenced to death was not the person that committed the crime. Now what? How BCJ 2002, Theory and Practices of Corrections 4 would you handle this situation in the 1800s if your family member was either a victim or a perpetrator of a crime? Do you think that you would be objective? Do you think that objectivity was a problem during that time period? As you work through this textbook, you should understand the importance of the role that the judicial and correctional systems have in the criminal justice process. When we look at some of the key people responsible for reform of the correctional system, we also need to think about where the correctional system is headed in the future. Reference Schmalleger, F., & Smykla, J. O. (2015). Corrections in the 21st century (7th ed.). New York, NY: McGraw-Hill Education.
- 12. Learning Activities (Non-Graded) Flash Cards For a review of the Key Terms of the unit, click here to access the interactive Unit I Jeopardy in PowerPoint form. (Click here to access a PDF version.) Non-graded Learning Activities are provided to aid students in their course of study. You do not have to submit them. If you have questions, contact your instructor for further guidance and information. https://online.columbiasouthern.edu/CSU_Content/courses/Emer gency_Services/BCJ/BCJ2002/14I/UnitI_Jeopardy.ppsx https://online.columbiasouthern.edu/CSU_Content/courses/Emer gency_Services/BCJ/BCJ2002/14I/UnitI_Jeopardy.pdf MATH533 Course Project Data SALEmployee NumberSALES (Y)CALLS (X1)TIME (X2)YEARS(X3)TYPELegend: 14617112.75ONLINEEmployee Number is just as it sounds.23413417.04NONESALES represents the number sales made this week.34416515.73ONLINECALLS represents the number of sales calls made this week.44518613.03ONLINETIME represents the average time per call this week.54218014.82ONLINEYEARS represents years of experience in the call center.64718412.42ONLINETYPE represents the type of training the employee received.73312620.23NONE84417214.43GROUP94216113.91G ROUP103714915.43NONE114618112.24ONLINE124014516.00 NONE134314017.02GROUP145219813.52ONLINE154114917.3