Annotated Bibliography Student’s Name: Juliana Harris Institutional Affiliations: American Public University Fader, J. J., Lockwood, B., Schall, V. L., & Stokes, B. (2015). A promising approach to narrowing the school-to-prison pipeline: The WISE arrest diversion program. Youth Violence and Juvenile Justice, 13(2), 123-142. Comment by Dr. Mark Bond: References need to be formatted in alphabetical order Comment by Dr. Mark Bond: Double space between all lines and paragraphs. Remove the extra spacing. Apply this throughout the paper. Comment by Dr. Mark Bond: Missing information:A Promising Approach to Narrowing the School-to-Prison PipelineJournal Article published Apr 2015 in Youth Violence and Juvenile Justice volume 13 issue 2 on pages 123 to 142Authors: Jamie J. Fader, Brian Lockwood, Victoria L. Schall, Benjamin Stokes https://doi.org/10.1177/1541204014521249  This article is based on the WISE Arrest Diversion Program which is used as a pipeline to limit school to prison pipeline. This article has mentioned a list of programs which were evaluated in Uthica in New York. Based on the information obtained from this article, this program has so far proved to be successful since it has reduced the number of schools going teenagers from being imprisoned. As such, the research conducted in this article has shown the possibility of an alternative to what is popularly known as the school to prison pipeline. Comment by Dr. Mark Bond: What type of research methods were used in the study? Make sure that you fully analyze the entire article. Castillo, J. (2014). Tolerance in schools for Latino students: Dismantling the school-to-prison pipeline. Harvard Journal of Hispanic Policy, 26, 43-58. According to Castro, the American Bar Association enforces the zero tolerance policies. These policies do not differentiate between offenses that are trivial from those offenses considered as significant. Furthermore, these policies hardly differentiate between those who have intentionally committed offenses from school going children who suffer from behavioral disorders. The author is of the opinion that, zero-tolerance policies are linked to other policies enforced in learning institutions, by metal detectors, body searches, or security cameras. Rather than having zero-tolerance policies, school districts ought to implement other options that are less stringent. As such, this article highlights existing differences between zero-tolerance policies and how they relate to over policing in learning institutions, and considers restorative justice as the best alternative. Cole, H. A., & Heilig, J. V. (2011). Developing a school-based youth court: A potential alternative to the school to prison pipeline. JL & Educ., 40, 305. Comment by Dr. Mark Bond: Spell out the journal name The authors of this article, Cole and Vasquez described how juvenile courts has implemented a policy resolution with the aim of reducing the phenomenon of “push-out”. These authors.

1. Annotated Bibliography
Student’s Name: Juliana Harris
Institutional Affiliations: American Public University
Fader, J. J., Lockwood, B., Schall, V. L., & Stokes, B. (2015).
A promising approach to narrowing the school-to-prison
pipeline: The WISE arrest diversion program. Youth Violence
and Juvenile Justice, 13(2), 123-142. Comment by Dr. Mark
Bond: References need to be formatted in alphabetical order
Comment by Dr. Mark Bond: Double space between all
lines and paragraphs. Remove the extra spacing. Apply this
throughout the paper. Comment by Dr. Mark Bond: Missing
information:A Promising Approach to Narrowing the School-to-
Prison PipelineJournal Article published Apr 2015 in Youth
Violence and Juvenile Justice volume 13 issue 2 on
pages 123 to 142Authors: Jamie J. Fader, Brian Lockwood,
Victoria L. Schall, Benjamin
Stokes https://doi.org/10.1177/1541204014521249
This article is based on the WISE Arrest Diversion Program
which is used as a pipeline to limit school to prison pipeline.
This article has mentioned a list of programs which were

2. evaluated in Uthica in New York. Based on the information
obtained from this article, this program has so far proved to be
successful since it has reduced the number of schools going
teenagers from being imprisoned. As such, the research
conducted in this article has shown the possibility of an
alternative to what is popularly known as the school to prison
pipeline. Comment by Dr. Mark Bond: What type of research
methods were used in the study? Make sure that you fully
analyze the entire article.
Castillo, J. (2014). Tolerance in schools for Latino students:
Dismantling the school-to-prison pipeline. Harvard Journal of
Hispanic Policy, 26, 43-58.
According to Castro, the American Bar Association enforces the
zero tolerance policies. These policies do not differentiate
between offenses that are trivial from those offenses considered
as significant. Furthermore, these policies hardly differentiate
between those who have intentionally committed offenses from
school going children who suffer from behavioral disorders. The
author is of the opinion that, zero-tolerance policies are linked
to other policies enforced in learning institutions, by metal
detectors, body searches, or security cameras. Rather than
having zero-tolerance policies, school districts ought to
implement other options that are less stringent. As such, this
article highlights existing differences between zero-tolerance
policies and how they relate to over policing in learning
institutions, and considers restorative justice as the best
alternative.
Cole, H. A., & Heilig, J. V. (2011). Developing a school-based
youth court: A potential alternative to the school to prison
pipeline. JL & Educ., 40, 305. Comment by Dr. Mark Bond:
Spell out the journal name
The authors of this article, Cole and Vasquez described how
juvenile courts has implemented a policy resolution with the
aim of reducing the phenomenon of “push-out”. These authors
are of the opinion that juvenile courts are designed in ways that
align to the ways of customary courts. As such, the authors

3. suggest that, the main goal of student-run juvenile courts is to
reduce juvenile delinquency and the rate of criminal activities
by school children. This can be made possible if the juveniles
are led away from the official intake of the juvenile justice
system. as such, this article is an example of restorative justice
system.
Wilson, H. (2014). Turning off the school-to-prison pipeline.
Reclaiming Children and Youth, 23(1), 49-53.
In this article, Wilson puts up a discussion about a professional
learning community and the designing of a model that can
eliminate the zero tolerance policies in learning institutions.
The author is of the opinion that, educators ought to
professionally discuss and analyze available evidences on
successful strategies. He says that, the stringent policies in
schools can be modified if at all the school to prison pipeline is
to be eliminated. This study can be used in understanding how
stringent policies affect students and how they can be adjusted
to reduce the number of juveniles subjected to the criminal
justice system.
Cregor, M., & Hewitt, D. (2011). Dismantling the school-to-
prison pipeline: A survey from the field. Poverty & Race, 20(1),
5-7.
According to Cregor and Hewitt, there has been an increase in
the disciplinary rate despite several researches that have been
conducted on the harms of exclusion discipline. These authors
are of the opinion that race is a contributing factor to school
discipline. The authors think that racial disparities contribute to
the history of disenfranchised people in the history ofd
America. They are specific about the ever-growing diversity of
stakeholder group that has created measures to end exclusionary
discipline at both the local and state levels. In sum, this article
highlights a research that was conducted in exclusionary
discipline, those affected majorly, and measures to end it.
Curtis, A. J. (2014). Tracing the school-to-prison pipeline from
zero-tolerance policies to juvenile justice. The Georgetown Law
Journal,102, 1251-1277.

4. In this article, the author discusses about the phenomenon of
school-to-prison. He says that the school environment is
unwelcoming due to its extreme corrective policies. Most
schools turn their students over to law enforcement due to
minor violations. That the school-to-prison pipeline is highly
promoted by the lack of discretion in the juvenile justice
system. The author provides options to stringent disciplinary
policies and recommends the implementation of new behavioral
techniques. Rather than forwarding juveniles to the justice
system, they can be subjected to community-based program as a
way toto atone for their mistakes.
Feierman, J., Levick, M., & Mody, A. (2009). The school-to-
prison pipeline…and back: Obstacles and remedies for the re-
enrollment of adjudicated youth. New York Law School Law
Review, 54, 1115-1129.
The authors of this article put up a discussion regarding the
endorsement of school reintegration for juveniles forwarded to
the criminal justice system. based on the Due Clause Process,
these authors think that, the interest of the juvenile offenders
can be considered based on the opinions of the school
community and potential values of procedural protection.
Therefore, this article shows how the due process can be used as
an alternative to eliminate the school-to-prison pipeline.
Clair, M., & Winter, A. S. (2016). How judges think about
racial disparities: Situational decision-making in the criminal
justice system. HOW JUDGES THINK ABOUT RACIAL
DISPARITIES: SITUATIONAL DECISION‐MAKING IN THE
CRIMINAL JUSTICE SYSTEM. Criminology, 54(2), 332-359.
Comment by Dr. Mark Bond: Missing information:HOW
JUDGES THINK ABOUT RACIAL DISPARITIES:
SITUATIONAL DECISION-MAKING IN THE CRIMINAL
JUSTICE SYSTEM*Journal Article published May
2016 in Criminology volume 54 issue 2 on
pages 332 to 359Authors: MATTHEW CLAIR, ALIX S.
WINTER https://doi.org/10.1111/1745-9125.12106
This research has theorized how the decisions made by

5. magistrates can potentially result to disproportionate existence
of the minority such as Latinos or African-AmericanAfrican
American in the criminal justice system. this article is based on
a research where 59 interviews were conducted among the state
magistrates. The objective of this study was to understand how
judges make their rulings based on racial alignments. The study
utilized the noninterventionist approach used by almost every
judge. Results from the study suggests that, most judges
unintentionally use the noninterventionist approachapproach,
and this results in reproduction of dispositions.
Spohn, C.C. (2000) “Thirty Years of Sentencing Reform: The
Quest for a Racially Neutral Sentencing Process.” Criminal
Justice 2000, Vol. 3. National Institute of Justice. Comment by
Dr. Mark Bond: APA Style (7th ed.) Guide
The author of this article conducted a research with the
objective of understanding the existing connection between the
severity of the sentence and the race of the convicted persons.
From the study, it was evident that there is prejudice when it
comes to sentencing individuals from the minority groups. As
such, there is unconcealed discrimination int he criminal justice
system. this research informs researchers regarding the structure
of sentencing in courts and the existing racial discrimination.
Blumstein, A. (1993) “Racial Disproportionality of US Prison
Populations Revisited.” University of Colorado Law Review.
Vol. 64. Comment by Dr. Mark Bond: APA Style (7th
ed.) Guide
Blumstein conducted a study to understand racial discrimination
in most of the reformatory facilities. From the study, it was
evident that there is a huge disproportion in racial disparities of
individuals who are convicted for minor offences. As such, this
study can be utilized in studies of racial disparities in the
criminal justice system.
Butler, P. (1997) “Affirmative Action: Diversity of Opinions.”
University of Colorado Law Review. Vol. 68, No. 4.
Comment by Dr. Mark Bond: APA Style (7th ed.) Guide
According to Butler, there have been efforts to eliminate racial

6. discrimination in different sectors such as education,
employment, and voting. However, similar efforts have not been
put towards the elimination of racial disparities in the criminal
justice system. the author suggests that, customary justifications
ought to be implemented in order toto compensate for earlier
discrimination in the judicial system. he goes further to
highlights some legal issues with relation to racial prejudice in
the administration of justice. This study is relevant to studies
that will be conducted on racial prejudice in the criminal justice
system.
Wacquant, L. (2000) “Deadly Symbiosis: When Ghetto and
Prison Meet and Mesh.” Punishment and Society. Comment by
Dr. Mark Bond: Missing information:Deadly Symbiosis: When
Ghetto and Prison Meet and MeshBook
Chapter published in Mass Imprisonment: Social Causes and
Consequences on pages 82 to 120Authors: Loïc
Wacquant https://doi.org/10.4135/9781446221228.n8 Make sure
that you format book references in APA Style.APA Style (7th
ed.) Guide
The author of this article is of the opinion that, prison is used as
a modern institution where the criminal justice system practices
marginalization and control of the minorities. He thinks that
both the prison and ghettos have been made to blend with each
other. As such, prisons have been designed to serve as a
warehouse that fails to rehabilitate because they have become
federal control facilities. Also, prisons have been made to seem
like ghettos because they house the poor minority being
controlled by white policemen. This article can best be used in
the study of racial disparities in the criminal justice system.
Criminal Justice Formal Written Paper Rubric 100 points total
Content (Possible 50 Points): 48
Use of Sources (Possible 20 Points): 14
Grammar (Possible 20 Points): 20
Structure of the Paper (Possible 10 points): 7

7. Total Points Earned: 89
Original Discussion Board:
Since man first began attempting to figure out why some
individuals seemed "normal" and some
did not, the focus has consistently been on what is "wrong" with
these people and how can we
make them "right" and if we can't make them "right" what
should we do with them?
This perspective is known as The Disease Model in which we

8. classify clusters of behavior and/or
thoughts into categories that we can then label. In fact, the very
DSM version that we will study
in this course (5) is still largely based on this Disease Model.
For this discussion board, I want
you to go to Ted Talks and look up Martin Seligman and
Positive Psychology and watch this 20
minute video and then discuss amongst your group how this idea
relates to our current
understanding of diagnostics. Are we on the right track? Is
there a better way? Do we need to
focus more on not just helping individuals to "not be depressed"
anymore, but also help them to
flourish?
TED Talk:
https://www.ted.com/talks/martin_seligman_the_new_era_of_po
sitive_psychology
TED Talk transcript:
https://www.ted.com/talks/martin_seligman_the_new_era_of_po
sitive_psychology/transcript
Respond to Classmate 1:
Dr. Seligman’s Ted Talk was very enlightening. I would say it

9. was a bit of an “Ah-Ha!” moment
for me. When I began to think about pursuing counseling as a
career, I encountered several
people that were discouraged because the people that they
worked with never seemed to get
better. Dr. Seligman was proud that progress meant that we
could “make miserable people less
miserable”. That’s a long way from cured!
It’s obvious that there will always be a need for the “Disease
Model”. Just as there’s a need for a
hospital to treat people physically, there’s going to be a need to
diagnose people mentally. That
said, I think the science of positive psychology is a wonderful
approach, just as the science of
living healthy physically. I think that’s a fair comparison. That
said, I think the results of the
testing were pretty predictable (easy to say in hindsight, I
realize). The results of lasting
happiness being linked more strongly to the “meaningful life” is
actually a Biblical concept. We
would call it altruistic, but scripture would call it loving others
more than yourself which is
second only to loving God. I realize that not everyone
subscribes to the truths of the Bible,

10. nevertheless, they align. These concepts referenced by Dr.
Seligman are not new. Aristotle spoke
against a hedonistic lifestyle and in support of a more
eudaemonic lifestyle that was more
virtuous (Boniwell, 2008). However, they have been given more
credibility thanks to the
rigorous study.
https://www.ted.com/talks/martin_seligman_the_new_era_of_po
sitive_psychology
https://www.ted.com/talks/martin_seligman_the_new_era_of_po
sitive_psychology/transcript
The biggest takeaway is that we are learning more and more
about the components of a happy
life as well as learning more and more how to better diagnose
and treat (even cure) mental
illness. The two combined absolutely put us on the right track
towards helping individuals not
only feel “less miserable” but to also flourish.
Reference:
Boniwell, I. (2008). What is Eudaimonia? The Concept of
Eudaimonic Well-Being and

11. Happiness. Positive Psychology. Retrieved from:
http://positivepsychology.org.uk/the-concept-
of-eudaimonic-well-being/
Respond to Classmate 2:
For this discussion board, I want you to go to TED Talks and
look up Martin Seligman and
Positive Psychology and watch this 20 minute video and then
discuss amongst your group how
this idea relates to our current understanding of diagnostics.
Are we on the right track? Is there
a better way? Do we need to focus more on not just helping
individuals to “not be depressed”
anymore, but also help them to flourish?
In the Ted Talk The New Era of Positive Psychology Martin
Seligman reveals how the field of
psychology was not good enough (2004). Seligman implies that
for decades effective treatment
of psychological disorders was nearly nonexistent and finally in
the new millennium fourteen
psychological disorders were deemed treatable with two curable
in accordance with the disease
model of mental illness. The disease model of mental illness
posits that psychological disorders

12. stem from within…biologically. But what about external
factors? This is where, I believe, the
biopsychosocial model of mental health comes into play.
Positive psychology embraces
therapeutic integration and eclecticism. There are hints of
humanistic psychology, existentialism,
Gestalt psychology, cognitive-behavioral implications etc.
Positive psychology lends itself to
efficacy and effectiveness by encouraging the client to self-
activate self-acceptance and other
holistic factors rendering personal life fulfillment (Seligman,
2004).
Kindness, wisdom, resilience, humor, optimism, hope, purpose,
vigor, passion…these concepts
are invigorated by human nature and are keystones to positive
psychology. More than just
positive thinking, positive psychology begs the question, what
makes life worth living (UM
News Service, 2020 featuring Professor Christopher Peterson)?
Additionally positive psychology
is the scientific study of how people can live meaningful and
fulfilling lives by cultivating
purpose, strength, love, work, and amusement so as to thrive in

13. community (Positive Psychology
Center at the University of Pennsylvania, 2020). Seligman is
the founding father of positive
psychology and in the formative years this approach resembled
the humanistic movement.
Contrary to initial beliefs, positive psychology is enduring the
litmus test of time. Overturning
doom and gloom and the prognosis of diagnosis, positive
psychology equips the clinician and the
client with more than coping strategies and surviving. Positive
psychology accentuates the
http://positivepsychology.org.uk/the-concept-of-eudaimonic-
well-being/
http://positivepsychology.org.uk/the-concept-of-eudaimonic-
well-being/
positive introducing the prescription of hope, perseverance,
optimism, relationship, and
empowered thriving as therapeutic goals of the treatment plan.
In our last class discussion consideration was given to the
importance of diagnosis. Assessment,
classification, causation, and intervention are essential. These
components are shared with the
science of positive psychology with additional variables

14. factored into the equation. I agree with
Seligman in that focus in treatment can be redirected to
encourage assemblage of the good life
and the meaningful life both superseding yet intertwined with
the pleasant life. Stimulating
positive emotion through work, play, love, grit, purpose,
relationships, helping, self-control,
sharing… is not ignoring the problem but cultivates resilience,
quality of life, fulfillment, self-
acceptance, and empowerment. Hence, positive psychology
could prove to be the more excellent
way in helping patients flourish instead of flounder.
References
Positive Psychology Center. (n.d.). Ppc.Sas.Upenn.Edu.
https://ppc.sas.upenn.edu
Seligman, M. (Director). (2004, February). The new era of
positive psychology [Video file].
Retrieved June 13, 2020, from
https://www.ted.com/talks/martin_seligman_ the_new_era_of_
positive_psychology
UM News Service. (2020). What makes life worth living? (Part
1) [YouTube Video]. In

15. YouTube.
https://www.youtube.com/watch?time_continue=270&v=DRiIAq
GXLKA&feature=emb_logo