16The Roles of Diversity in Research and Practices.docx

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The Roles of Diversity in Research and Practices
Arlenn Campos
Department of forensic psychology, Northcentral University
PSY- 6510 V3 : Capstone in forensic psychology
Dr. John Mitchell
October 14, 2022
Article 1
To improve the forensic sciences, the Office of Investigative
and Forensic Sciences (OIFS) at the National Institute of Justice
(NIJ) draws on the expertise of researchers from several fields.
The Office of Integrity in the Forensic Sciences (OIFS) has
initiated a strategic planning process aimed at increasing the
number of people from underrepresented groups who participate
in the forensic science community as funding candidates,
reviewers, as well as graduate student fellows (Wagstaff &
LaPorte, 2018). Evaluation, public involvement, and
sustainability are the three pillars of this strategic planning
process.

The positive effects of a diverse workforce have long been
recognized.Workplaces with a diverse group of employees tend
to be more creative, solve problems more effectively, and push
themselves to the next level of competition. Studies have
indicated that teams with a wide range of backgrounds and
perspectives are more successful overall. New and more
complicated research questions and challenges can be tackled
with a greater diversity of thought, perspective, and background
(Wagstaff & LaPorte, 2018). According to the results of this
study, there is a correlation between the presence of diverse
groups in scientific research teams and the number of citations
that team members receive in scholarly publications.
To keep up with the rapid pace of change in the forensic
sciences, it is essential that we draw on the knowledge and
experience of a diverse range of people. The forensic sciences
rely on the growth of the science and engineering sectors, which
saw a 10.5% increase in employment (817,260 jobs) between
May 2009 and May 2015, compared to a net growth of 5.2% in
nonscience-related occupations. This expansion outstrips the
ability to fill these positions with newly qualified workers
(Wagstaff & LaPorte, 2018). We need to teach and hire more
forensic scientists and create a culture where people's
differences are celebrated if we want to see progress in the
forensic sciences.
When it comes to the law, forensic scientists apply their
knowledge of a wide range of scientific fields, including
biology, chemistry, mathematics, and engineering. After
completing undergraduate or graduate studies in science
disciplines, forensics experts may choose to specialize in areas
such as toxins, pathologies, or Genetic analysis (Wagstaff &
LaPorte, 2018). Since outgrowths of these broad scientific
domains, several investigative disciplines had evolved, each of
which requires specific knowledge and skills.
The National Institute of Justice (NIJ) recognizes the
importance of having input from all sectors of society in order
to effectively carry out its purpose. The National Institute of

Justice (NIJ) is dedicated to recruiting top scientists from a
variety of fields and academic backgrounds to fund ground-
breaking research into issues in the criminal justice system.
Article 2
When it comes to expanding the pool of people who conduct
research in forensics and criminal justice, diversity in terms of
gender, race, and ethnicity is extremely important. However, if
we are to enjoy the benefits of much more direct interventions
to problem-solving, it is just as crucial that we have a diverse
group of scientists working on these issues (Koppl, 2017).
There is a wealth of evidence pointing to the positive effects
that diversity may have within a company. Diversity in a
workforce can be beneficial for innovation, problem-solving,
and competitiveness (Koppl, 2017). Diversity can be defined as
the presence of individuals who differ from one another in
terms of race, ethnicity, gender, socioeconomic status, and
background. Research has demonstrated that diverse teams
outperform homogeneous teams in terms of performance, as
well as creativity and overall effectiveness. An increase in the
number of different ways of thinking, perspectives, and
backgrounds paves the way for the investigation of brand new
and more difficult research questions and challenges (Koppl,
2017). A direct connection between diversity in the scientific
community and the quality of work, as determined by peer
review, has also been established through research.
If we want to find new ways to solve old challenges in the field
of forensic science, it is crucial that we draw on the expertise of
people from many different backgrounds. The Bureau of Labor
Statistics reports that between May 2009 and May 20154, the
number of positions in the science and engineering sectors—
which provide support for forensic sciences—rose by 10.5%, or
817,260 people. This increase was far larger than the overall net
rise of 5.2% seen in non-scientific occupations (Koppl, 2017).
This growth is outstripping the rate at which new workers are
being educated and prepared to fill these positions. To improve
the forensic sciences, it is crucial that more forensic scientists

be educated and hired, and that an atmosphere be created in
which individuality and diversity are celebrated (Koppl, 2017).
More forensic scientists need to be trained, thus it's also
important that we establish a conducive learning environment.
Diversifying the pipeline for STEM fields will allow us to tap
into the intelligence and potential of groups of people who have
been historically excluded from scientific activities (STEM). As
a result, the range of issues that may be tackled and the number
of questions that can be answered will both increase as a direct
result of our work. Experts in the forensics sector come from
the STEM fields, which means that diversity in those
professions needs to be improved. Koppl (2017) argues that this
can be done by making concerted and intentional attempts to
recruit students by providing routes to STEM employment
(Koppl, 2017). We are well aware that the low number of
persons working in STEM disciplines is due in large part to the
lack of diversity among STEM undergraduate majors.
Additionally, we are aware that efforts must begin at an early
age, spanning the years K-12, and they must include both active
learning and guided inquiry. We will be able to retain and
support a greater number of students, particularly those who
come from a variety of backgrounds, if we place our primary
emphasis on eliminating crucial transition gaps between middle
school, high school, colleges and graduate schools (Koppl,
2017). The United States of America will not be able to compete
on a global scale or develop new solutions to reduce crime and
protect public safety if it does not have a STEM workforce that
is both stable and highly skilled. This workforce will underpin
the forensic sciences.

References
Wagstaff, I. R., & LaPorte, G. (2018). The importance of
diversity and inclusion in the forensic sciences.
National Institute of Justice Journal,
279, 81-91.
https://www.ojp.gov/pdffiles1/nij/250701.pdf
Koppl, R. (2017). Diversity and forensics: diversity in hiring is
not enough.
Medicine, science and the law,
47(2), 117-124.
2
Efficacy Of Treatment in a Correctional Environment
Institution Name
Student’s Name
Date

There are presently 11 million individuals being kept in prisons
or jails around the globe, and each year 30 million people are
taken into and released from custody. Persons who are released
from prisons or correctional institutions have a greater
likelihood of repeat offenses than individuals who receive
community-based punishments, and they are responsible for
approximately one fifth of all new offenses perpetrated each
year. Individuals who have been released from jail have a
recidivism rate that is typically between one third and one half
within two years. The social costs of reoffending are
significant, and they include the repercussions on public health
and the economy that are connected with them. For instance, it
is estimated that the yearly economical and societal cost of
recidivism is more than £18.1 billion in the United Kingdom
and over 13 billion in only one big state in the United States
(Illinois).
Several psychological therapies have been employed in
correctional facilities in an effort to enhance outcomes for
formerly incarcerated individuals and, more specifically, to cut
the rate of recidivism. According to meta-analyses, cognitive
behavioral therapy (CBT) programs are some of the most
effective therapies, reducing the likelihood of recidivism by 20–
30%. Some evaluations have claimed that these programs are
among the most beneficial. In addition, there is a correlation
between treatment program compliance to risk–need–
responsivity principles and decreases in recidivism;
nevertheless, this association is based mostly on quasi-
experimental research. Overall, the efficacy of most prison-
based interventions on recidivism remains unknown due to
contradictory data and a variety of constraints.
Chart
Article

Article reference
Thesis/hypothesis
Sample
Methods
Findings
Evaluation
1
Beaudry, G., Yu, R., Perry, A. E., & Fazel, S. (2021).
Effectiveness of psychological interventions in prison to reduce
recidivism: a systematic review and meta-analysis of
randomized controlled trials.
The Lancet Psychiatry,
8(9), 759-773.
The efficiency of measures implemented inside of correctional
facilities to greatly reduce on re-offending after release
The samples included both men and women, but the re-
offending result was not presented separately by sex. At
minimum 90percent of the males in the samples were
documented as males, whilst those with less than 90percent
males were documented as both.
Systematic review and meta-analysis were used. Extracting
intervention effects on re-offending and projected risk of bias
on each RCT was done using a standardized approach. When
doing the planned sensitivity analysis, studies with less than 50
participants were excluded.
According to the findings of two research, therapeutic
communities were related with lower rates of criminal
reoffending.
Continuity of care in community-based settings and therapeutic
communities are highlighted as areas worthy of further study.
Modifiable risk factors for recidivism should be prioritized
while creating novel therapies.
2
Ondeng, A. M. J. (2018). Effectiveness of offender
rehabilitation programmes in addressing the psychological

needs of women offenders within the prisons in Kenya.
Unpublished thesis Submitted to the School
of Humanities and Social Sciences in Partial Fulfilment of the
requirement for the award of the degree of Doctor of Philosophy
(Counseling Psychology) of Kenyatta University.
Evaluating the efficacy of current offender rehabilitation
programs in meeting the emotional and mental health
requirements of female criminals in Kenya and to propose
reforms aimed at improving the chances of successful
reintegration into society.
For the female criminals, the sample was selected using
Yamane's formula (Yamane, 1967), whereas the female prisons
were sampled using a purposive method.
Questionnaires, focus groups, and interview protocols were used
to compile the data. Participants were deliberately recruited
using a predetermined sample criteria in order to complete the
questionnaires and FGDs. Each interview and focus group
discussion were mediated by the researcher themselves. One
research worker took notes during interviews and focus group
talks, while the other recorded the conversations.
According to the research, most rehabilitation programs
emphasized the development of marketable skills, such as those
involved in the provision of food and clothing. Unfortunately,
not every woman’s prison offered the same programming
options. The majority of the programs were not regulated, and
thus, relatively few prisoners took part in them.
Evaluation suggests that women's particular psychological
requirement related to victimization, toxic relationships,
familial hardship, low self-efficacy, and other psychological
problems, as well as substance abuse, are not addressed during
rehabilitation. The research finds that because of this fact, most
ex-inmates return to society after their release unprepared to
deal with the problems that initially led to their imprisonment,
increasing the likelihood that they would commit new crimes
and be rearrested.

3
Wiese, P. R. (1994).
Efficacy of addiction treatment in a
correctional setting for female offenders as measured by the
Addiction Severity Index. Andrews University.
Addicts' pre- and post-test ratings of their own issue severity
will not correlate significantly with researchers' ratings of
problem severity.
The participants were a random sample of female addicts. The
use of a Non-Equivalent Control Group Design was attributed in
partially to the fact that the 2 groups were non- randomly
allocated to groups and were intended to be distinct from one
another (by philosophy and policy).
Subjects' degrees of addiction were rated on the Addiction
Severity Index's (ASI) seven-factor psychosocial scale. Pairwise
t tests were used to examine the hypotheses. The average scores
of the 3 groups on both the pre- and post-tests were examined,
in addition to the scores of the groups themselves. A correlation
analysis was then used to assess the significance of potential
predictors of treatment results based on subject characteristics.
The correlation analysis was used to compare the participant's
self-reported severity of difficulties with the study's evaluation,
which helped to settle any concerns about the relative validity
of subjective and objective data.
The treatment groups differed from one another and from the
control group on a number of psychosocial score categories, and
these variations were statistically significant. These findings
indicate that education is preferable to doing nothing at all, and
that a more all-encompassing treatment strategy is preferable to
education alone.
Evaluation shows that treatment for substance abuse was
effective for jailed women. It also showed that neither the
Education group nor the Control group (who were put on a
waiting list) saw any appreciable gains in the outcomes that
were monitored.

2
Literature Review
Arlenn Campos
Department of forensic psychology
Northcentral University
Dr. John Mitchell
October 20, 2022
Introduction
The Efficacy of Psychological Treatments for Violent Offenders
in Correctional.
A.
Who Are the Treatments for In a Correctional Facility?
In terms of its consequences on victims, the life quality for
violators, and the financial impact it places on correctional
facilities, the healthcare system, and society as a whole,
violence is a serious global public health issue. According to
research, a very small percentage of habitually aggressive
people is liable for a disproportionately large number of violent

episodes. These individuals are often jailed or, in the case of
those with mental illness, confined in secure facilities for the
goal of incapacitating and rehabilitating them. Up to 70% of
prison inmates, hospitalized offenders, and felons under
supervision in the community in affluent countries are violent
offenders, as well as clinical psychologists are frequently
depended upon to handle the rehabilitative requirements of
those deemed at danger of future violence. In recent years, there
has been a global explosion in the creation and execution of
programs addressing offender behavior (Bartol & Bartol. 2019).
These efforts are the result of comprehensive meta-analytic as
well as primary research demonstrating that these programs may
significantly lower a criminal's likelihood to commit more
offenses. Widely referred to as the "what works" or risk-need-
responsivity model to offender rehabilitation, the most effective
programs conform to core, empirically proven service delivery
criteria (Andrews & Bonta, 2010).
1.
Drug Addictions Definition
"A curable, chronic medical condition involving intricate
interactions amongst neural pathways, genetics, the
surroundings, and a person's life experiences," is how the
American Society of Addiction Medicine describes addiction.
Addicts abuse drugs or engage in activities that quickly become
obsessive and, most of the time, continue doing so despite the
fact that they are having negative effects on their lives. Many
individuals, although not all, start taking drugs or participating
in activities freely at some point in their lives. On the other
hand, addiction has the potential to diminish one's capacity for
self-control.
2.
Offenders’ Definition
The criminal justice system labels violent offenders among the
most serious criminals because they have been apprehended,
found guilty, and even incarcerated for felony crimes like
robbery, aggravated battery, sexual violence and spousal abuse,

rape, and even murder (Woody, 2019)). Offenders who
committed violent crimes either possessed, owned, or utilized a
firearm or other potentially lethal weapon, which resulted in the
victim's death or significant physical damage. According to the
findings of a study (Conis & Delisi, 2011), individuals who
commit violent crimes have personality traits that are more
psychopathological in essence.
B.
Psychology Treatment for Offenders
Background History
Presently, there is a lack of standardized evaluation measures,
and comprehensive evaluation is instead dependent on clinical
expertise and tradition (CSC, 1995). Questions are adapted from
a person's early life and growth to the specifics of the most
recent crime. The offending chain or problem behavior process
(Ward et al. 1995) serves as the organizational framework, with
assessment subjects organized around the purpose of
comprehending the function of cognitive, affective,
developmental, social/contextual, and behavioral factors and
interrelations as they impact the offending in question and as
each offending pattern continues to unfold over time
(Polaschek, 2019). There are, nevertheless, a number of
alternative helpful evaluation frameworks exists. The purpose
of these assessment is to create a personalized case synthesis
for the offender that can be used to evaluate the offender's
rehabilitation progress and outcomes in light of their evaluated
treatment needs, if the offender is receiving treatment
independently, as part of a group "package," or some combo of
the two. Assessment is now driven by medical practice,
research, and conjecture regarding the applicability of needs
assessment along with other offending groups to violent
offenders, but no empirically generated criminogenic needs
evaluations have been undertaken for this population (Howells
et al. 1997).
Psychological Interventions for Individuals with a past of
violent crime are talk-based programs that employ

psychological concepts to interfere in the participants' ideas,
emotions, and actions. These treatments are intended for adults
who have a history of committing violent crimes. Adults who
have a history (either self-reported or recorded by law
enforcement) of violent crime, including sexual assault and
domestic violence, are the primary target population for these
types of therapy. The purpose of psychological therapy is to
bring about a reduction in aggressive, violent, or antisocial
conduct.
Ii. Treatments In a Correctional Facility
Several different types of organized psychotherapies make up
the psychological therapy arsenal. Programs that aim to reduce
violence comprise those that use cognitive-behavioral therapy,
anger management techniques, dialectical-behavioral therapy,
schema-focused therapy, and other similar approaches.
Correctional institutions, community corrections programs, and
parolees all get these treatments, as do inmates at forensic
psychiatric hospitals and patients seen in outpatient clinics.
There is considerable flexibility in the treatment timetable,
which may last anywhere from 16-300 hours.
According to Travers et al. 2013, enhanced thinking skills is
one such initiative. Inmates at medium to high risk, as well as
those at extreme risk, are the focus of this cognitive-behavioral
skills training program. Its goal is to reduce recidivism by
improving its participants' ways of thinking and memory.
Various mental processes, including impulse regulation,
cognitive flexibility, value as well as critical reasoning, moral
reasoning, relational problem-solving skills and social
perspective taking are all directly or indirectly addressed in the
therapy.
III. Effect on Offender in Correctional Facility
A.
How Each Treatment Works for Each Person in
Correction
Offender
Many of the claims that "nothing works" are debunked by

current meta-analyses of prisoner rehabilitation programs,
which also provide useful advice on the basic concepts
associated with successful correctional programming. In an
influential review of the research on correctional rehabilitation,
Cullen and associate (1989) verify that differential association,
cognitive models, social learning theory, skills training and
behavioral systems, along with family counseling, are among
the most efficacious theoretical bases for initiatives. Anti-
criminal role models, problem solving, tapping into available
community resources, fostering strong interpersonal bonds,
enforcing rules firmly but fairly, promoting a sense of self-
efficacy and competence, and preventing relapse are all vital
parts of any successful intervention. There was a strong
correlation between unsuccessful intervention strategies and
non-directive techniques, punishment models, disincentive, and
medical model strategies (Wylie et al. 2018).
The systematic development and evaluation of treatments to
reduce violent crime have not historically received the same
level of financing as those aimed at reducing sexual offenses
against minors. Even while violent offender programs are
springing up all over the world, notably there aren't many
outcome analyses to help shape their future growth, and many
of them have methodological flaws (Hernandez-Garcia, 2019).
But a few of research in both the adolescent and adult fields
provide pointers for creating effective treatment programs.
Studies with better methodology, programs that seem to be
focusing on high-risk instead of low-risk offenders, and
programs with more than one therapy component have been
given preference here. Programs like this are often delivered in
a group setting, or in a hybrid setting that combines group and
individual elements. Browne and Howells provide a method for
treating violent offenders that is solely dependent on the details
of each case (1996). Guidelines for evaluating programs are
provided by Van Voorhis et al (1995).
Programs for Troubled Youth Secondary and tertiary preventive
programs for violent or at-risk kids show promise. Anger

management, social skills, and empathy training are only few of
the topics included in the comprehensive behavioral skills
program designed by Goldstein and his associates. For a wide
variety of individuals and settings, such as imprisoned violent
youths and teenage gangs, numerous evaluations, as reported by
Goldstein and Glick (1994), recommend that Aggression
Replacement Training (ART) does have the potential to
influence improvements in participants on a variety of
applicable outcome indices. The EQUIP programme (Gibbs,
Potter, & Goldstein, 1995) is a more recent approach that
combines a peer-helping group context with social and cognitive
information processing skills drawn from Goldstein's ART and
Prepare (Goldstein, 1988) curricula, and Yochelson and
Samenow's (1977) collaborate.
Psychological help for adult offenders who use violence is often
tailored to each offender's specific needs (Browne & Howells,
1996), or it focuses on the correlation between aggression and
resentment (Hollin & Howells, 1989). To make matters worse,
there has not been a good enough conceptual framework to
guide the construction of theoretically consistent programmes.
Even though there is a lack of evidence on the effectiveness of
inmate violence treatments, low impact anger management
(AM) sessions have been available in New Zealand prisons for
over a decade. This pattern has also been seen in other
incarcerated groups. Most of these programs adhere to the stress
inoculation-coping skills model proposed by Novaco (1975,
1977). This may be due to Novaco's extensive theoretical
foundation for anger and aggressiveness (Novaco & Welsh,
1989).
Substance Abuse
MI was created by Miller and Rollnick (1991) as a method for
inspiring transformation in alcoholics and other addicts. This
method employs techniques that promote showing empathy,
minimizing arguing against the need for change, and addressing
any lingering reluctance about making the desired adjustments.
Multiple systematic reviews (e.g., Vasilaki et al.) and individual

studies all lend credence to the efficacy of MI both as a primary
therapy and as an adjunct to more intense programs (2006).
Interpersonal psychotherapy (IPT) is a comparable method that
has shown promise in treating drug abuse outside of the
criminal justice system. When it comes to helping people
overcome addiction, interpersonal skills training (IPT) and
mediation training (MI) are quite comparable.
Outcomes Of the Treatment
Robinson (1995) reports outcomes on a sample of 2125
prisoners who had been undergoing community supervision for
at most a year after their release from prison. The offenders
were all subject to the supervision program. Out of these
individuals, 67.9 % had successfully completed the program,
14.2 % had left the program, and 17.8 % were controls who had
not been treated. In the first year after completing the program,
there was a readmission rate of 44.5 % for program graduates
and 50.1% for those on the waiting list. There were no changes
in terms of technical parole breaches between untreated and
treated individuals; however, there was a 20% decrease in
formal reconvictions for program completers. With the
exception of robbers, for whom the rates of recidivism remained
steady, the number of violent criminals who were reconvicted
decreased by around 35 percent. The program was most
successful with low-risk offenders, and Robinson came to the
conclusion that this was due to the fact that only reasonably
high-risk offenders are alluded to the program.
As a result, even the inmates with the lowest risk who were
included in the sample were still considered high-risk offenders
in comparison to the rest of the community corrections
population. The Vermont Department of Corrections offers a
cognitive-based program called Cognitive Self Change (CSC)
for both male and female violent offenders. Attitudes, ideas,
and ways of thinking that justify violent acts are the ones this
addresses. Inmates and parole officers get specialized training
to facilitate the program's three stages, during which they lead
groups. Results from the last several years show that program

participants who stick with it for more than six months see a
dramatic drop in parole violations and re-arrests. At 3 years,
45.5percent had relapsed, relative to 76.75% in the untreated
group.
What Can We Do to Improve the System with Treatments?
After looking at the current alternatives for violent offenders,
RN-R stood up as the most beneficial for both the victim and
the offender (Kurjata, 2019). When compared to other
approaches to psychological care, CBT places a greater
emphasis on evidence (Jeglic, 2015). According to Long et al.
(2019) forensic psychologists have shown that CBT techniques
are more helpful for trauma victims because they alleviate
symptoms of despair and anxiety. Offenders seem to make
better progress in programs that employ a psychoeducational
approach. This allows individuals to see things from a new
perspective by allowing them to respond to aggression in a
manner other than they typically would. Treatment programs for
ex-offenders should be made available since they may help
minimize the likelihood of recidivism (Long, 2019).
Why Incorporates TIC
Enhanced resilience and empowerment for a better quality of
life are achievable outcomes of learning to include evaluations
and implementing TIC in a range of contexts, including state
education, healthcare systems, and penal institutions (Bartlett et
al., 2018). The promise of TIC to empower individuals,
societies, and families worldwide and to enable people who
have endured trauma to alter their anticipated paths is immense.
To maintain equilibrium in the face of life's inevitable
disruptions, people need to develop adaptive skills like TIC.
Dana (2021) states that for individuals incarcerated, TIC
provides a solid groundwork for development, integrity, and
future paths. If helping people is really the primary goal, then
the patients should be given the opportunity to grow from their
experiences with trauma and error with the help of TIC.
Moreover, integrating TIC, which is based on research and
reading comprehension, may help us create more efficient and

useful programs as per Gifford (2019) findings.
Conclusion
In summary, a number of promising approaches for expanding
programming to address violent crime have been identified via
analysis of current initiatives. The vast majority of these
interventions are cognitive-behavioral and include a variety of
strategies to combat violent tendencies, including the correction
of erroneous beliefs and the development of more realistic
perspectives. Management or an independent relapse prevention
process could be included, as well as preemptive treatments to
boost motivation and treatment responsiveness. There is still
have a long way to go before correction facilities can create
interventions for violent offenders. Assessment batteries (self-
report survey questions, vignette and role-playing) that are
adequate to evaluate treatment variations and scientifically
associated with reoffending; violent offenders' comprehensive
needs assessments; risk measures that distinguish between
overall reoffending and violent recidivism are all areas that
require improvement for this diverse population (Long, 2019).
Lastly, as more studies are conducted, it becomes clearer that
TIC is essential for all inmates, not just those on probation.

References
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conduct, fith edition.
Bartlett, J. D., Griffin, J. L., Spinazzola, J., et al. (2018). The
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DeLisi, M., Conis, P. J., & Beaver, K. M. (2011). F or most of
the 20th century, criminology floundered because it focused on
normal processes and situations that were purported to cause
people to be delinquent. Strain, anomie, stress, poverty, living
in a bad neighborhood, discrimination, and hanging out with
friends who enjoyed breaking the law were some ofthe dominant
explanations ofcrime. Over time, especially during the 1960s
and 1970s, the causes.
Violent Offenders: Theory, Research, Policy, and
Practice, 1.

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molesters.
Journal of Interpersonal Violence,
10(4), 452-472.
Woodhouse, R., Neilson, M., James, M. S., Glanville, J.,
Hewitt, C., & Perry, A. E. (2016). Interventions for drug-using
offenders with co-occurring mental health problems: a
systematic review and economic appraisal.
Health & Justice,
4(1), 1-15.
Woody, R. H. (2019). Violence and Criminal Psychopathy. In
Risks of Harm from Psychopathic Individuals (pp. 33-35).
Springer, Cham.
Wylie, L. E., & Rufino, K. A. (2018). The impact of
victimization and mental health symptoms on recidivism for
early system-involved juvenile offenders. Law and Human
Behavior, 42(6), 558–569.
https://doi-org.proxy-
library.ashford.edu/10.1037/lhb0000311
1
6
The Roles of Diversity in Research and Practices

Arlenn Campos
Department of forensic psychology, Northcentral University
Dr. John Mitchell
October 14, 2022
Article 1
To improve the forensic sciences, the Office of Investigative
and Forensic Sciences (OIFS) at the National Institute of Justice
(NIJ) draws on the expertise of researchers from several fields.
The Office of Integrity in the Forensic Sciences (OIFS) has
initiated a strategic planning process aimed at increasing the
number of people from underrepresented groups who participate
in the forensic science community as funding candidates,
reviewers, as well as graduate student fellows (Wagstaff &
LaPorte, 2018). Evaluation, public involvement, and
sustainability are the three pillars of this strategic planning
process.
The positive effects of a diverse workforce have long been
recognized.Workplaces with a diverse group of employees tend
to be more creative, solve problems more effectively, and push
themselves to the next level of competition. Studies have
indicated that teams with a wide range of backgrounds and
perspectives are more successful overall. New and more
complicated research questions and challenges can be tackled
with a greater diversity of thought, perspective, and background
(Wagstaff & LaPorte, 2018). According to the results of this

study, there is a correlation between the presence of diverse
groups in scientific research teams and the number of citations
that team members receive in scholarly publications.
To keep up with the rapid pace of change in the forensic
sciences, it is essential that we draw on the knowledge and
experience of a diverse range of people. The forensic sciences
rely on the growth of the science and engineering sectors, which
saw a 10.5% increase in employment (817,260 jobs) between
May 2009 and May 2015, compared to a net growth of 5.2% in
nonscience-related occupations. This expansion outstrips the
ability to fill these positions with newly qualified workers
(Wagstaff & LaPorte, 2018). We need to teach and hire more
forensic scientists and create a culture where people's
differences are celebrated if we want to see progress in the
forensic sciences.
When it comes to the law, forensic scientists apply their
knowledge of a wide range of scientific fields, including
biology, chemistry, mathematics, and engineering. After
completing undergraduate or graduate studies in science
disciplines, forensics experts may choose to specialize in areas
such as toxins, pathologies, or Genetic analysis (Wagstaff &
LaPorte, 2018). Since outgrowths of these broad scientific
domains, several investigative disciplines had evolved, each of
which requires specific knowledge and skills.
The National Institute of Justice (NIJ) recognizes the
importance of having input from all sectors of society in order
to effectively carry out its purpose. The National Institute of
Justice (NIJ) is dedicated to recruiting top scientists from a
variety of fields and academic backgrounds to fund ground-
breaking research into issues in the criminal justice system.
Article 2
When it comes to expanding the pool of people who conduct
research in forensics and criminal justice, diversity in terms of
gender, race, and ethnicity is extremely important. However, if
we are to enjoy the benefits of much more direct interventions
to problem-solving, it is just as crucial that we have a diverse

group of scientists working on these issues (Koppl, 2017).
There is a wealth of evidence pointing to the positive effects
that diversity may have within a company. Diversity in a
workforce can be beneficial for innovation, problem-solving,
and competitiveness (Koppl, 2017). Diversity can be defined as
the presence of individuals who differ from one another in
terms of race, ethnicity, gender, socioeconomic status, and
background. Research has demonstrated that diverse teams
outperform homogeneous teams in terms of performance, as
well as creativity and overall effectiveness. An increase in the
number of different ways of thinking, perspectives, and
backgrounds paves the way for the investigation of brand new
and more difficult research questions and challenges (Koppl,
2017). A direct connection between diversity in the scientific
community and the quality of work, as determined by peer
review, has also been established through research.
If we want to find new ways to solve old challenges in the field
of forensic science, it is crucial that we draw on the expertise of
people from many different backgrounds. The Bureau of Labor
Statistics reports that between May 2009 and May 20154, the
number of positions in the science and engineering sectors—
which provide support for forensic sciences—rose by 10.5%, or
817,260 people. This increase was far larger than the overall net
rise of 5.2% seen in non-scientific occupations (Koppl, 2017).
This growth is outstripping the rate at which new workers are
being educated and prepared to fill these positions. To improve
the forensic sciences, it is crucial that more forensic scientists
be educated and hired, and that an atmosphere be created in
which individuality and diversity are celebrated (Koppl, 2017).
More forensic scientists need to be trained, thus it's also
important that we establish a conducive learning environment.
Diversifying the pipeline for STEM fields will allow us to tap
into the intelligence and potential of groups of people who have
been historically excluded from scientific activities (STEM). As
a result, the range of issues that may be tackled and the number
of questions that can be answered will both increase as a direct

result of our work. Experts in the forensics sector come from
the STEM fields, which means that diversity in those
professions needs to be improved. Koppl (2017) argues that this
can be done by making concerted and intentional attempts to
recruit students by providing routes to STEM employment
(Koppl, 2017). We are well aware that the low number of
persons working in STEM disciplines is due in large part to the
lack of diversity among STEM undergraduate majors.
Additionally, we are aware that efforts must begin at an early
age, spanning the years K-12, and they must include both active
learning and guided inquiry. We will be able to retain and
support a greater number of students, particularly those who
come from a variety of backgrounds, if we place our primary
emphasis on eliminating crucial transition gaps between middle
school, high school, colleges and graduate schools (Koppl,
2017). The United States of America will not be able to compete
on a global scale or develop new solutions to reduce crime and
protect public safety if it does not have a STEM workforce that
is both stable and highly skilled. This workforce will underpin
the forensic sciences.
References
Wagstaff, I. R., & LaPorte, G. (2018). The importance of
diversity and inclusion in the forensic sciences.
National Institute of Justice Journal,
279, 81-91.
https://www.ojp.gov/pdffiles1/nij/250701.pdf

Koppl, R. (2017). Diversity and forensics: diversity in hiring is
not enough.
Medicine, science and the law,
47(2), 117-124.
1
2
An Annotated Outline
Student’s Name
University
Course
Professor
Date
An Annotated Outline
Tasselli, S., Kilduff, M., & Landis, B. (2018). Personality
change: Implications for organizational behavior. Academy of
Management Annals, 12(2), 467-493.
The existence of a group is independent of any one member and
persists after that member has left. Scholars write in this
academic work, outlining the existence oh and organization

before and after personnel arrive and go.
Landrum, N. E., & Ohsowski, B. (2018). Identifying worldviews
on corporate sustainability: A content analysis of corporate
sustainability reports. Business Strategy and the
Environment, 27(1), 128-151.
In the business environment, overcoming a temptation to place
blame is a major problem. "There are six stages of a project:
excitement, disillusionment, panic, blame-shifting,
scapegoating, and finally, reward for those who stayed on the
sidelines.
Beňo, M. (2018). Working In The Virtual World-An Approach
To The" Home Office" Business Model Analysis. Ad Alta:
Journal of Interdisciplinary Research, 8(1).
Working in a digital space presents managers and staff with
their own unique set of organizational behavior issues.
Lai, C. Y., Hsu, J. S. C., & Li, Y. (2018). Leadership,
regulatory focus and information systems development project
team performance. International Journal of Project
Management, 36(3), 566-582.
In order to help students and managers cope with the growing
amount of uncertainty in the hospitality industry, OB courses
will need to place greater emphasis on frameworks that teach
people how to deal with uncertainty on their own or in groups.
Burstein, P. (2019). The influence of organizations on policy:
theories, findings, conclusions. Interest Groups &
Advocacy, 8(1), 1-22.
Organizational theories provide implementation researchers
with a wealth of preexisting, highly relevant, yet mostly
untapped explanations of the intricate interplay between
organizations and their environments.
Sousa, M. J., & Rocha, Á. (2019). Digital learning: Developing
skills for digital transformation of organizations. Future
Generation Computer Systems, 91, 327-334.
Sustaining success in digital transformation requires a well-
thought-out organizational change management approach that

serves two primary goals: the corporate culture and the
empowerment of its workers.
De Clercq, D., Rahman, Z., & Haq, I. U. (2019). Explaining
helping behavior in the workplace: The interactive effect of
family-to-work conflict and Islamic work ethic. Journal of
Business Ethics, 155(4), 1167-1177.
Hospitality managers, regardless of the presence or absence of a
pandemic, would benefit greatly from a deeper familiarity with
how employees behave in the workplace. However, it is possible
that the COVID-19 pandemic will induce changes in human
interaction in the workplace, thus it may be necessary to
condense some themes that focus on traditional workplace
relationships.
Fuchs, S., Rietsche, R., Aier, S., & Rivera, M. (2021, March). Is
more always better? Simulating feedback exchange in
organizations. In International Conference on
Wirtschaftsinformatik (pp. 521-536). Springer, Cham.
One of the most important things a leader can do to motivate
their team is to provide them with constructive feedback when
it's needed. Guests' comments may be interrupted, and feedback
on performance from coworkers and superiors is typically
severely limited, in virtual workplaces.
References
Tasselli, S., Kilduff, M., & Landis, B. (2018). Personality

change: Implications for organizational behavior.
Academy of Management Annals,
12(2), 467-493.
Landrum, N. E., & Ohsowski, B. (2018). Identifying worldviews
on corporate sustainability: A content analysis of corporate
sustainability reports.
Business Strategy and the Environment,
27(1), 128-151.
Beňo, M. (2018). Working In The Virtual World-An Approach
To The" Home Office" Business Model Analysis.
Ad Alta: Journal of Interdisciplinary Research,
8(1).
Lai, C. Y., Hsu, J. S. C., & Li, Y. (2018). Leadership,
regulatory focus and information systems development project
team performance.
International Journal of Project Management,
36(3), 566-582.
Burstein, P. (2019). The influence of organizations on policy:
theories, findings, conclusions.
Interest Groups & Advocacy,
8(1), 1-22.
Sousa, M. J., & Rocha, Á. (2019). Digital learning: Developing
skills for digital transformation of organizations.
Future Generation Computer Systems,
91, 327-334.
De Clercq, D., Rahman, Z., & Haq, I. U. (2019). Explaining
helping behavior in the workplace: The interactive effect of
family-to-work conflict and Islamic work ethic.
Journal of Business Ethics,
155(4), 1167-1177.

Fuchs, S., Rietsche, R., Aier, S., & Rivera, M. (2021, March). Is
more always better? Simulating feedback exchange in
organizations. In
International Conference on Wirtschaftsinformatik (pp.
521-536). Springer, Cham.
1
5
Annotated Outline
Students Name
University
Professor
Course
Date
Papalia, N., Spivak, B., Daffern, M., & Ogloff, J. R. (2019). A
meta‐analytic review of the efficacy of psychological treatments
for violent offenders in correctional and forensic mental health
settings.
Clinical Psychology: Science and Practice,

26(2), e12282.
The conceptual sought out to answer the question, "Are
psychology therapies to use with adults violent offenders in
both psychological disorders plus prison contexts to minimize
recurrence in the community or violations inside the
organization?"
Makizaki, Y., Maeda, A., Oikawa, Y., Tamura, S., Tanaka, Y.,
Nakajima, S., & Yamamura, H. (2019). Alleviation of low-fiber
diet-induced constipation by probiotic Bifidobacterium bifidum
G9-1 is based on correction of gut microbiota dysbiosis.
Bioscience of Microbiota, Food and Health,
38(2), 49-53.
All adults and children are susceptible to the intestinal disorder
known as constipation, which can have detrimental impacts on
health and happiness. We investigated whether the bacterial
Bacteria bacillus bifidum G9-1 (BBG9-1) may relieve diarrhea
due to a low-fiber diet, as many patients are dissatisfied with
the efficacy of current treatments.
Levenson, J. S., & Willis, G. M. (2019). Implementing trauma-
informed care in correctional treatment and supervision.
Journal of Aggression, Maltreatment & Trauma,
28(4), 481-501.
This essay explains why correctional services should
incorporate trauma-informed care (TIC) and prompts the reader
to consider criminal behavior from a trauma perspective. The
integration of TIC, that is founded on research activities and
pass reading, can aid our efforts to develop meaningful and
efficient programmes, procedures, or regulations, in addition to
the most efficient ways to deliver these.
management guidelines report.
Investigative ophthalmology & visual science,

60(3), M184-M203.
Best practice clinical recommendations for myopic management
emphasize the need of communicating the hazards & advantages
of a given treatment to the client or their parents or carer in
language that they can comprehend. All of the information
about the causes, health conditions, manipulations inside the
surrounding image, including optic and pharmaceutical
therapies for myopic.
Nivala, J., Kahl, S., Boog, J., van Afferden, M., Reemtsma, T.,
& Müller, R. A. (2019). Dynamics of emerging organic
contaminant removal in conventional and intensified subsurface
flow treatment wetlands.
Science of the Total Environment,
649, 1144-1156.
The wetland systems' treatment efficiency was measured against
that of a nearby municipal wastewater treatment plant (activated
sludge technology).
Gao, J., & Ma, S. (2022). Instructor feedback on free writing
and automated corrective feedback in drills: Intensity and
efficacy.
Language Teaching Research,
26(5), 986-1009.
This study evaluated the effectiveness of instructor CF on
students' journaling with that of automatic CF in a tutorial
Cerec (computer-assisted language learning) context while
completing element activities.
Lafferty, L., Rance, J., Grebely, J., Lloyd, A. R., Dore, G. J.,
Treloar, C., & SToP‐C Study Group. (2018). Understanding
facilitators and barriers of direct‐acting antiviral therapy for
hepatitis C virus infection in prison.
Journal of viral hepatitis,
25(12), 1526-1532.

Infection with the hepatitis C virus (HCV) is a serious problem
in modern society. Approximately 15% of all people who are
incarcerated worldwide have a positive antibody test for HCV
(anti-HCV). Despite the availability of HCV treatment in some
correctional facilities, the number of inmates actually receiving
it has remained dismally low.
Overton, K., Clegg, J., Pekin, F., Wood, J., McGrath, C., Lloyd,
A., & Post, J. J. (2019). Outcomes of a nurse-led model of care
for hepatitis C assessment and treatment with direct-acting
antivirals in the custodial setting.
International Journal of Drug Policy,
72, 123-128.
To meet hepatitis C virus (HCV) elimination targets, treatment
of incarcerated individuals has been selected as a population to
prioritize.
References
Papalia, N., Spivak, B., Daffern, M., & Ogloff, J. R. (2019). A
meta‐analytic review of the efficacy of psychological treatments
for violent offenders in correctional and forensic mental health
settings.
Clinical Psychology: Science and Practice,
26(2), e12282.
Makizaki, Y., Maeda, A., Oikawa, Y., Tamura, S., Tanaka, Y.,

Nakajima, S., & Yamamura, H. (2019). Alleviation of low-fiber
diet-induced constipation by probiotic Bifidobacterium bifidum
G9-1 is based on correction of gut microbiota dysbiosis.
Bioscience of Microbiota, Food and Health,
38(2), 49-53.
Levenson, J. S., & Willis, G. M. (2019). Implementing trauma-
informed care in correctional treatment and supervision.
Journal of Aggression, Maltreatment & Trauma,
28(4), 481-501.
management guidelines report.
Investigative ophthalmology & visual science,
60(3), M184-M203.
Nivala, J., Kahl, S., Boog, J., van Afferden, M., Reemtsma, T.,
& Müller, R. A. (2019). Dynamics of emerging organic
contaminant removal in conventional and intensified subsurface
flow treatment wetlands.
Science of the Total Environment,
649, 1144-1156.
Gao, J., & Ma, S. (2022). Instructor feedback on free writing
and automated corrective feedback in drills: Intensity and
efficacy.
Language Teaching Research,
26(5), 986-1009.
Lafferty, L., Rance, J., Grebely, J., Lloyd, A. R., Dore, G. J.,
Treloar, C., & SToP‐C Study Group. (2018). Understanding
facilitators and barriers of direct‐acting antiviral therapy for
hepatitis C virus infection in prison.
Journal of viral hepatitis,
25(12), 1526-1532.

Overton, K., Clegg, J., Pekin, F., Wood, J., McGrath, C., Lloyd,
A., & Post, J. J. (2019). Outcomes of a nurse-led model of care
for hepatitis C assessment and treatment with direct-acting
antivirals in the custodial setting.
International Journal of Drug Policy,
72, 123-128.
2
Institution Name
Student’s Name
Date
There are presently 11 million individuals being kept in prisons
or jails around the globe, and each year 30 million people are
taken into and released from custody. Persons who are released
from prisons or correctional institutions have a greater
likelihood of repeat offenses than individuals who receive

community-based punishments, and they are responsible for
approximately one fifth of all new offenses perpetrated each
year. Individuals who have been released from jail have a
recidivism rate that is typically between one third and one half
within two years. The social costs of reoffending are
significant, and they include the repercussions on public health
and the economy that are connected with them. For instance, it
is estimated that the yearly economical and societal cost of
recidivism is more than £18.1 billion in the United Kingdom
and over 13 billion in only one big state in the United States
(Illinois).
Several psychological therapies have been employed in
correctional facilities in an effort to enhance outcomes for
formerly incarcerated individuals and, more specifically, to cut
the rate of recidivism. According to meta-analyses, cognitive
behavioral therapy (CBT) programs are some of the most
effective therapies, reducing the likelihood of recidivism by 20–
30%. Some evaluations have claimed that these programs are
among the most beneficial. In addition, there is a correlation
between treatment program compliance to risk–need–
responsivity principles and decreases in recidivism;
nevertheless, this association is based mostly on quasi-
experimental research. Overall, the efficacy of most prison-
based interventions on recidivism remains unknown due to
contradictory data and a variety of constraints.
Chart
Article
Article reference
Thesis/hypothesis
Sample
Methods
Findings
Evaluation
1

randomized controlled trials.
8(9), 759-773.
The efficiency of measures implemented inside of correctional
facilities to greatly reduce on re-offending after release
The samples included both men and women, but the re-
offending result was not presented separately by sex. At
minimum 90percent of the males in the samples were
documented as males, whilst those with less than 90percent
males were documented as both.
Systematic review and meta-analysis were used. Extracting
intervention effects on re-offending and projected risk of bias
on each RCT was done using a standardized approach. When
doing the planned sensitivity analysis, studies with less than 50
participants were excluded.
According to the findings of two research, therapeutic
communities were related with lower rates of criminal
reoffending.
Continuity of care in community-based settings and therapeutic
communities are highlighted as areas worthy of further study.
Modifiable risk factors for recidivism should be prioritized
while creating novel therapies.
2
Ondeng, A. M. J. (2018). Effectiveness of offender
rehabilitation programmes in addressing the psychological
needs of women offenders within the prisons in Kenya.
Unpublished thesis Submitted to the School
of Humanities and Social Sciences in Partial Fulfilment of the
requirement for the award of the degree of Doctor of Philosophy
(Counseling Psychology) of Kenyatta University.
Evaluating the efficacy of current offender rehabilitation

programs in meeting the emotional and mental health
requirements of female criminals in Kenya and to propose
reforms aimed at improving the chances of successful
reintegration into society.
For the female criminals, the sample was selected using
Yamane's formula (Yamane, 1967), whereas the female prisons
were sampled using a purposive method.
Questionnaires, focus groups, and interview protocols were used
to compile the data. Participants were deliberately recruited
using a predetermined sample criteria in order to complete the
questionnaires and FGDs. Each interview and focus group
discussion were mediated by the researcher themselves. One
research worker took notes during interviews and focus group
talks, while the other recorded the conversations.
According to the research, most rehabilitation programs
emphasized the development of marketable skills, such as those
involved in the provision of food and clothing. Unfortunately,
not every woman’s prison offered the same programming
options. The majority of the programs were not regulated, and
thus, relatively few prisoners took part in them.
Evaluation suggests that women's particular psychological
requirement related to victimization, toxic relationships,
familial hardship, low self-efficacy, and other psychological
problems, as well as substance abuse, are not addressed during
rehabilitation. The research finds that because of this fact, most
ex-inmates return to society after their release unprepared to
deal with the problems that initially led to their imprisonment,
increasing the likelihood that they would commit new crimes
and be rearrested.
3
Wiese, P. R. (1994).
Efficacy of addiction treatment in a
correctional setting for female offenders as measured by the
Addiction Severity Index. Andrews University.
Addicts' pre- and post-test ratings of their own issue severity

will not correlate significantly with researchers' ratings of
problem severity.
The participants were a random sample of female addicts. The
use of a Non-Equivalent Control Group Design was attributed in
partially to the fact that the 2 groups were non- randomly
allocated to groups and were intended to be distinct from one
another (by philosophy and policy).
Subjects' degrees of addiction were rated on the Addiction
Severity Index's (ASI) seven-factor psychosocial scale. Pairwise
t tests were used to examine the hypotheses. The average scores
of the 3 groups on both the pre- and post-tests were examined,
in addition to the scores of the groups themselves. A correlation
analysis was then used to assess the significance of potential
predictors of treatment results based on subject characteristics.
The correlation analysis was used to compare the participant's
self-reported severity of difficulties with the study's evaluation,
which helped to settle any concerns about the relative validity
of subjective and objective data.
The treatment groups differed from one another and from the
control group on a number of psychosocial score categories, and
these variations were statistically significant. These findings
indicate that education is preferable to doing nothing at all, and
that a more all-encompassing treatment strategy is preferable to
education alone.
Evaluation shows that treatment for substance abuse was
effective for jailed women. It also showed that neither the
Education group nor the Control group (who were put on a
waiting list) saw any appreciable gains in the outcomes that
were monitored.
Podcast On Ethical Implication of Forensic Psychology

Research
By Arlenn Campos
Introduction
Forensic psychology
my subject
Ethical issues
Consent forms
protection of participants
Minors and adults
risks
This Photo by Unknown Author is licensed under
CC BY-NC-ND
CC BY

Treatment in the correctional faculties
Drug addictions
Rsat
Reductions
TREATMENTS IN A CORECTIONAL FACILITY
Treatments plans
Women
Males
education

How effected is the programs
Treatments
Tharapies
Conclusion
CC BY
CC BY
Thank you

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1
2
Arlenn Campos
Department of forensic psychology
Northcentral University
Dr. John Mitchell
September 24, 2022
Thesis Statement
The purpose of this study is to demonstrate how inmates in
different correctional facilities throughout the world do not get
the essential psychological interventions to prevent recidivism
once they are released, and how this situation has to be
improved. It would appear that publication bias and the effects
of small studies have contributed to an overestimation of the
modest effects that were reported from such interventions.

These effects disappeared when only large - scale studies were
considered in the studies.
Offenders in general
Like substance abuse
Violent
Week 4 look like a news paper
Depelove on work
What treatments work
Diversity in correctional facility races cultures more diver more
effect
Why diversity
Not only
White offendes what treatment work
Correctional counselling and treatment
Topic description
CC BY-SA
This research addresses the effectiveness of offender counseling

and treatment. (Jeglic, 2018)
the differences between correctional counseling and
psychotherapy
the steps involved in the counseling process.
Areas of study to complete the research
CC BY
CC BY
Correctional facility psychologists, counselors, staff, and
policymakers would be the people I'd be speaking to.
In order to address the shortcomings of the current system;
it is imperative that counselors and psychologists have an
accurate understanding of how effective psychological
treatments are for inmates.
In a similar vein, individuals who are in charge of formulating
policies and programs should be familiar with such best
practices and information.

Future Career goals
Becoming a psychological counsellor to help people with mental
health problems in jail
Counselling inmates on how to avoid stress
intervene therapeutically with various clients, the majority of
whom happen to be offenders.
These interventions include prison adjustment, prerelease and
postrelease vocational and marital/family readjustment
CC BY-SA-NC
CC BY-SA-NC
CC BY
Future research
For the sake of both the correctional personnel and the inmates
under their care, I will research about prison security which is
of paramount importance.
Restrictive housing population management,
classification and assessment, special population management,
security examine all fall under the umbrella of prison security
research to be undertaken.
CC BY-ND
CC BY-ND

References
Jeglic, E. L., & Katsman, K. (2018). Therapist-related factors in
correctional treatment. New Frontiers in Offender Treatment,
109-126.
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11/7/22, 9:07 PMWeek 8 - Assignment: Recommend a Research
Application - PSY-6510 v…tone in Forensic Psychology

(0150104156) - Northcentral University
Page 1 of
3https://ncuone.ncu.edu/d2l/lms/dropbox/user/folder_submit_fil
es.d2l?db=256798&grpid=0&isprv=0&bp=0&ou=231215
Signature Assignment Rubric
Course: PSY-6510 v3: Capstone in Forensic Psychology
(0150104156)
Criteria
Exceeds All Expectations
(94%-100%)
Exceeds Most
Expectations (90%-93%)
Meets Expectations
(83%-89%)
Below Expectations
(73%-82%)
Does Not Meet
Expectations (0% - 72%)
Criterion Score
Introduce the topic
and population and
explain the need for
the presentation.

10%
/ 2
Identify your specific
audience and
demonstrate
alignment with the
topic. 10%
/ 2
Discuss evidence-
based approaches for
addressing the topic
or problem for the
population. 10%
/ 2
Address ethical,
cultural and diversity
needs and issues.
10%

/ 2
/ 2
2 points
The student clearly
identifies the topic of
the webinar. The
student provides an in-
depth overview of the
topic (and any sub-
themes) supported by
more than one research
citation. The student
clearly identifies the
need for the webinar
based on research
1.9 points
The student clearly

the webinar. The
student provides a
detailed overview of
the topic supported by
at least one research
citation. The student
need for the webinar.
1.8 points
The student clearly
the webinar. The
student provides a
basic overview of the
topic. The student
need for the webinar.
1.6 points

The student identifies
the topic of the
webinar, but provides
an insufficient
overview of the need
and its importance.
1.4 points
The student fails to
provide an overview of
the topic or to discuss
topic importance. The
student fails to identify
the need for the
webinar.
2 points
Student has a well-
developed training or
webinar directed at a

specific group with
clear focus and depth
appropriate for that
audience.
1.9 points
Student had a
presentation aimed at a
clear audience, chooses
research, topics, and
examples, which would
be applicable to that
audience.
1.8 points
Student had a clear
defined audience and
presents material
which would likely be
useful to that audience.

1.6 points
Student had some
focus in their
presentation and state
an audience, but the
presentation does not
appear focused for that
audience.
1.4 points
Student presentation
has little direction,
focus, or clear aim for a
particular audience.
2 points
six or more evidence-
based, best practice
approaches for

addressing/resolving
the topic/issue.
1.9 points
at least five evidence-
approaches for
the topic/issue.
1.8 points
at least four evidence-
approaches for
the topic/issue.
1.6 points

three or less evidence-
approaches for
the topic/issue.
1.4 points
identify any evidence-
approaches for
the topic/issue.
2 points
The student provides a
clear, comprehensive
explanation of multiple
ethical and multiple
cultural/diversity

needs/issues related to
their topic/issue and
their proposed
solutions. The student
clearly emphasizes the
role of ethics and
diversity/inclusion.
1.9 points
detailed explanation of
one or more ethical
and one or more
cultural/ diversity
needs/issues related to
their topic/issue.
1.8 points
basic explanation of an

ethical need/issue and
a cultural/diversity
need/issue related to
their topic/issue.
1.6 points
The student
incompletely addresses
ethical and
cultural/diversity need
or issue related to their
topic/issue.
1.4 points
address any ethical,
cultural, or diversity
needs or issues related
to their topic/issue.
2 points

Student evaluates
1.9 points
Student demonstrates
1.8 points
Student points to
1.6 points
Student draws limited
1.4 points
Conclusions drawn do
Page 2 of
Presentation utilizes
research to lay the
foundation for
implications

presented. 10%
Address
collaborative efforts
needed and their
purpose. 10%
/ 2
The activities,
resources, and/or
handouts are
provided and are
appropriate in scope
and quality for the
target audience. 10%
/ 2
The visual
presentation includes
15-20 slides with
speaker notes which

are professional,
organized and
written in a clear and
compelling way.
10%
/ 2
The quality of the
student's oral
presentation via
audio clips or video
recording is
professional,
organized and well
executed. 10%
/ 2
research and presents
implications related to
their topic which

demonstrate critical
thinking and a deep
understanding of the
research.
a clear understanding
of the research and its’
implications by
providing appropriate
conclusions or
summaries.
conclusions based on
the research which are
basic but demonstrate
insight.
implications from the
research.
not appear to be based
on research or the

research that is
provided.
2 points
The student
completely, and clearly
describes collaborative
efforts needed along
with their purpose.
1.9 points
The student clearly
efforts needed and
aligns this with their
purpose.
1.8 points
The student clearly
efforts needed and

their purpose.
1.6 points
The student
incompletely describes
at least one
collaborative effort
needed. The purpose
may be unclear.
1.4 points
The student failed to
address the
collaborative efforts
needed to ensure
successful application
of their proposed
solutions.
2 points
The student identifies,

creates, and includes
resources and
interactive activities
suitable for the
audience in the
webinar. The resources
and activities are
shared throughout the
presentation to
enhance learning and
meet webinar
objectives.
1.9 points
creates, and includes
more than 2 resources
or interactive activities
suitable for the

audience in the
webinar.
1.8 points
creates, and includes at
least two basic
resources or activities
suitable for the
audience in the
webinar.
1.6 points
but fails to include
resources or activities
suitable for the
audience in their
webinar.
1.4 points

identify, create, or
include any resources,
handouts or activities
suitable for the
audience in their
webinar.
2 points
The visual presentation
was exceptionally
professional, organized
and well designed. 15-
20 slides were
thoughtfully composed
and were an impressive
part of the
presentation.
1.9 points

was consistently
professional, well
organized and well
designed. Slides were
attractive. 15-20 slides
were engaging
1.8 points
was satisfactorily
professional in nature,
well organized and well
designed. 15 – 20
slides were easy to
read.
1.6 points
was poorly organized,

was less than
professional and/or
was poorly designed.
Slides were difficult to
read.
1.4 points
was very low quality
(e.g., misspelled words,
not visually appealing)
and did not support the
student's presentation.
The length of the
PowerPoint was not
satisfactory.
2 points
The student's oral
presentation was

exceptional in terms of
the organization,
length, execution and
level of
professionalism. The
student's presentation
skills are far above
average.
1.9 points
The student's oral
presentation was
consistently
professional, well
organized and well
executed. The
student's presentation
skills are above
average. Oral

presentation was
appropriate for time-
1.8 points
The student's oral
presentation was
sufficiently
professional, organized
and well executed. It
was easy to understand
and follow the
presentation. Oral
presentation was
appropriate for time-
frame.
1.6 points
The student's oral
presentation was
poorly organized,

lacked professionalism
and/or there were
problems with the
delivery.
1.4 points
The student's oral
presentation was
unprofessional,
disorganized, or was
unintelligible.
Page 3 of
Total
Overall Score
Presentation based

on 15-20 scholarly
resources which are
properly cited using
APA style in slides
and in speaker notes.
10%
/ 2
frame.
2 points
Student has used
extensive scholarly
resources to develop
their presentation,
often considering
multiple sources before
formulating an opinion.
1.9 points
Student has used the

required number of
scholarly resources or
more to adequately
answer their research
question.
1.8 points
Student used 15 - 20
scholarly resources and
does not base any
opinions on unscholarly
material.
1.6 points
Student used some
scholarly references
but also used
unscholarly resources
or no resources to back
up ideas.

1.4 points
Student has used little
to no scholarly
resources to base their
opinions.
Exceeds All Expectations
18.8 points minimum
Exceeds Most Expectations
18 points minimum
Meets Expectations
16.6 points minimum
Below Expectations
14.6 points minimum
Does Not Meet Expectations
0 points minimum

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