Criminology
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This collection includes scholarly output from both faculty and students in Criminology.
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Browsing Criminology by Subject "Criminology"
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Item From the jailhouse to capitol hill: Impacting mental health court legislation and defining what constitutes a mental health court(Administrative Office of the U.S. Courts, 2003) Slate, Risdon N.This article examines congressional testimony preceding the passage of legislation authorizing federal funds for mental health courts and makes the case for the importance of anecdotal evidence in the process. The magnitude of persons with mental illness in the criminal justice system is considered, as well as factors that have led to the criminalization of this population. The concept of therapeutic jurisprudence is discussed, and commonalities in the emergence of mental health courts and methods of supervision are examined. Areas of concern are addressed, and mental health courts are advocated as a commonsense approach to diverting persons with mental illness from the criminal justice system and ensuring linkages to treatment.Item The future of community corrections is now: Stop dreaming and take action(Sage Publications, Inc., 2012) Lutze, Faith E.; Johnson, W. Wesley; Clear, Todd R.; Latessa, Edward J.; Slate, Risdon N.The political, economic, and social context in which community corrections functions makes it extremely difficult to achieve successful outcomes. The current fiscal crisis, however, is forcing change as many states can no longer support the cost of our 30-year imprisonment binge. As in the past, community corrections will be expected to pick up the pieces of an overcrowded and expensive prison system. The authors argue that community corrections is capable of taking on this challenge and can be successful if policy makers take action to reduce prison and community supervision populations, ensure that agencies are structured to proactively support evidence-based practice, and recognize corrections as a human services profession. The authors present a number of actions that can be taken to promote a new era of shared responsibility in corrections that is framed within a human rights perspective and driven by an ethic of care.Item Knowledge and Perceptions of the Death Penalty: Examining the Marshall Hypothesis(2017-04-14) Hearthstone-Leroux, Kaitlin Marie; Carter, Lisa M.; Blankenship, ChastityThe Marshall Hypothesis suggests that ignorance of the death penalty is correlated with support for its use unless an individual views capital punishment’s purpose as retribution for a crime. The researchers of this study were interested to see if students that take courses in which capital punishment is discussed, (i.e. criminology majors and minors) would be more knowledgeable and less likely to support the death penalty. Participating students completed a questionnaire testing their knowledge of the death penalty and their attitudes toward its use. Overall, students were more likely to support the death penalty and results also suggest students view its use as retribution for particularly heinous crimes.Item “Sing me back home:” Using country music to clarify criminological theory in undergraduate courses(Taylor & Francis, 2022) Stogner, John; Slate, Risdon N.; Blankenship, Chastity; McKee, JesseThe inclusion of music is central to early education pedagogy as an efficient means of conveying information and a mechanism for knowledge retention, yet these tools are generally omitted from higher educational approaches. Drawing on prior studies highlighting how musical assignments successfully supplemented traditional criminal justice coursework, a criminological theory course was redesigned with music as a core component. Musical selections were included and discussed in each class meeting as well as being tied to class assignments within a pilot course. Teaching techniques were refined over several semesters with the revised course framework including more student involvement, somewhat approaching a flipped classroom model whereby the instructor and students equally shared musical selections relevant to course curriculum. The instructor perceived students were more invested in the course. The professor-student dynamic also appeared to become more intimate due to both sharing music about which they were personally passionate. Further, the instructor’s inclusion of crime-specific songs from older musical genres appeared to disrupt students’ stereotypes associating crime with other genres and demographics. We offer a summary of the techniques for teaching a criminological theory course framed by instructor presentations of “outlaw” country music; guidance is also provided for utilizing other genres.Item “Sing Me Back Home:” Using Country Music to Clarify Criminological Theory in Undergraduate Courses(Routledge, 2022-03) Stogner, John; Slate, Risdon N.; Blankenship, Chastity; McKee, JesseAbstract The inclusion of music is central to early education pedagogy as an efficient means of conveying information and a mechanism for knowledge retention, yet these tools are generally omitted from higher educational approaches. Drawing on prior studies highlighting how musical assignments successfully supplemented traditional criminal justice coursework, a criminological theory course was redesigned with music as a core component. Musical selections were included and discussed in each class meeting as well as being tied to class assignments within a pilot course. Teaching techniques were refined over several semesters with the revised course framework including more student involvement, somewhat approaching a flipped classroom model whereby the instructor and students equally shared musical selections relevant to course curriculum. The instructor perceived students were more invested in the course. The professor-student dynamic also appeared to become more intimate due to both sharing music about which they were personally passionate. Further, the instructor’s inclusion of crime-specific songs from older musical genres appeared to disrupt students’ stereotypes associating crime with other genres and demographics. We offer a summary of the techniques for teaching a criminological theory course framed by instructor presentations of “outlaw” country music; guidance is also provided for utilizing other genres. [ABSTRACT FROM AUTHOR] Copyright of Journal of Criminal Justice Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)