@A
Online Instructor’s Manual with Test Bank
pl
for
Corrections
us
Third Edition
Leanne Alarid
st
University of Texas, El Paso
Philip Reichel
University of Northern Colorado
uv
ia
Boston Columbus Hobokon Indianapolis New York San Francisco
Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto
Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo
i
@Aplusstuvia
, Chapter 1: An Evidence-Based Approach to Corrections
CHAPTER OVERVIEW
The primary goal of this chapter is to introduce the evidence-based approach as a key concept in
@A
this book’s content and organization. This is done by first setting the corrections system in the
context of the broader criminal justice system. As the focus turns to corrections specifically, a
distinction is made between community-based corrections and institutional-based corrections.
Because they will receive more complete coverage in later chapters, only brief comment is made
about the U.S. incarceration rate and media’s influence on public opinion and correctional
policy. The chapter concludes with an explanation of evidence-based practices and a description
pl
of criteria used to determine “what works.”
CHAPTER LEARNING OUTCOMES
1. Describe how corrections is part of the criminal justice system that is dependent on
decisions made earlier in the process by the police and the courts.
2. Compare and contrast both institutional and community-based corrections.
3. Explain the effect that rising incarceration rates between 1970 and 2010 had on racial and
us
economic disparity.
4. Analyze the relationships among mass media, public opinion, and the making of
correctional policy.
5. Characterize the meaning of evidence-based practice and explain how it can improve the
correctional system.
st
LECTURE OUTLINE
CORRECTIONS: AN INTEGRAL PART OF THE CRIMINAL JUSTICE SYSTEM
Figure 1-1 shows the criminal justice system in a flow chart with the corrections system
identified as the final part of the system.
Police
uv
o The criminal justice process begins with the report to the police of a crime by a victim
or witness or, with the observation of a crime by the police.
o After investigation, and depending on the seriousness of the offenses, the police may
issue a warning or a citation, or make an arrest.
o Following an arrest or citation, the case moves to the courts.
Pretrial/Courts
ia
o Prosecutors examine quality of evidence and determine whether to charge the suspect
with a crime or to dismiss the case.
o When the decision is to charge the suspect, the person will enter a plea of guilty or
not guilty and go before a judge to be sentenced (when the plea is guilty) or to have a
trial date set (when the plea is not guilty).
o Prosecutors may make plea offers to defendants that could encourage a guilty plea or
that can result in a sentence recommendation that prosecution and defense feel is
most appropriate given the facts of the case.
1
@Aplusstuvia
, Preadjudication Diversion
o Early in the court process, the judge may offer diversion or deferred adjudication to
misdemeanor or first-time felony defendants.
o Diversion (e.g., deferred probation supervision) allows defendants to be supervised in
the community before pleading guilty. With successful completion of diversion,
@A
charges are dropped and there is no formal record of conviction.
o Defendants not qualifying for diversion may be offered a plea agreement wherein the
defendant pleads guilty in return for a favorable sentence.
CORRECTIONS AS COMMUNITY-BASED OR INSTITUTIONAL
Final case disposition lies with the judge who has available a continuum of sanctions
pl
from which to select the sentence.
Figure 1-3 shows the continuum of sanctions as falling into either community-based or
institutional.
Community Corrections
o Sanctions that rely on resources available in the community are referred to as
community corrections.
us
o Examples include probation and residential community corrections facilities.
Institutional Corrections
o Sanctions that require the offender to live in an institutional environment apart from
their friends and family are referred to as institutional corrections.
o Examples include jail and prison.
st
INCARCERATION RATES
The United States has one of the highest incarceration rates in the world.
The war on drugs greatly increased the number of prisoners in the federal system.
Latinos and African-Americans are incarcerated disproportionately and this may be the
result of police targeting minorities for closer attention or possibly that minorities are
uv
more likely to engage in behavior for which incarceration is the appropriate sanction.
MEDIA INFLUENCE ON PUBLIC OPINION AND CORRECTIONAL POLICY
Much of the public’s view about the criminal justice system is determined by the mass
media.
With their focus on maximum and supermaximum units, the media present a one-
ia
dimensional and incomplete picture of prison life.
Crime Control Policy
o Affected by media influences and public opinion.
o Fear of crime, whether based in fact or on selected media reports, may result in more
punitive crime policies that lead to more reliance on imprisonment.
2
@Aplusstuvia
, o Research suggests that the more punitive states tend to also have higher rates of
poverty, more persons who are African-American, lower percentage of voter turnout,
and less generous welfare payments for impoverished persons.
Teaching Note: Ask students how the media has influenced their own and/or their friends’ views
about crime and corrections. Draw out specific examples from television, movies, newspaper
@A
reports, and social media. Discuss both positive and negative aspects of media influence.
EVIDENCE-BASED PRACTICES
There is a need for responses to crime that are more cost-effective than imprisonment.
Using evidence-based practices (EBP) is one way to accomplish that goal.
Figure 1-5 shows the two parts of EBP: Does it work? and Applying the techniques.
pl
How to Determine What Works
o Must rely on methodologically strong evaluations to identify programs that work, are
promising, or don’t work.
o Practitioners will then use program elements that work and discard those that do not.
EBP Techniques
us
o Meeting the six conditions for a rigorous study is difficult.
o Programs are said to “work” when two or more studies show a significant difference
between treatment and control groups.
o At least 12 states have implemented EBP for offender supervision.
LIST OF CHANGES/TRANSITION GUIDE
st
The chapter has a new chapter-opening on California’s attempt to reduce its prison
population.
A new chapter introduction explains how recent changes in decriminalization and closing
of prisons are reducing prison population numbers.
A new section on Preadjudication Diversion was added to better differentiate diversion
from postsentencing outcomes.
uv
ADDITIONAL ASSIGNMENTS AND CLASS ACTIVITIES
1. In classrooms with Internet access and a projector, show the Criminal Justice Flowchart
(Figure 1-1 in the textbook) provided by the Bureau of Justice Statistics at
http://www.bjs.gov/content/largechart.cfm. This not only provides a useful visual to aid
in class discussion of progress through the system, but can also help identify student base
knowledge about corrections. Point to one of the words in the Corrections section of the
ia
flow chart and ask students to explain what happens at that stage.
2. Get the most recent incarceration rate data from World Prison Brief at
http://www.prisonstudies.org/map/europe . This very interesting and interactive site
provides information about prison populations and prison rates throughout the world. Not
only does it have interesting data for class lecture or discussion, it is also a good site for
students to know about early in the term for any research papers that may be assigned.
3
@Aplusstuvia
Online Instructor’s Manual with Test Bank
pl
for
Corrections
us
Third Edition
Leanne Alarid
st
University of Texas, El Paso
Philip Reichel
University of Northern Colorado
uv
ia
Boston Columbus Hobokon Indianapolis New York San Francisco
Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto
Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo
i
@Aplusstuvia
, Chapter 1: An Evidence-Based Approach to Corrections
CHAPTER OVERVIEW
The primary goal of this chapter is to introduce the evidence-based approach as a key concept in
@A
this book’s content and organization. This is done by first setting the corrections system in the
context of the broader criminal justice system. As the focus turns to corrections specifically, a
distinction is made between community-based corrections and institutional-based corrections.
Because they will receive more complete coverage in later chapters, only brief comment is made
about the U.S. incarceration rate and media’s influence on public opinion and correctional
policy. The chapter concludes with an explanation of evidence-based practices and a description
pl
of criteria used to determine “what works.”
CHAPTER LEARNING OUTCOMES
1. Describe how corrections is part of the criminal justice system that is dependent on
decisions made earlier in the process by the police and the courts.
2. Compare and contrast both institutional and community-based corrections.
3. Explain the effect that rising incarceration rates between 1970 and 2010 had on racial and
us
economic disparity.
4. Analyze the relationships among mass media, public opinion, and the making of
correctional policy.
5. Characterize the meaning of evidence-based practice and explain how it can improve the
correctional system.
st
LECTURE OUTLINE
CORRECTIONS: AN INTEGRAL PART OF THE CRIMINAL JUSTICE SYSTEM
Figure 1-1 shows the criminal justice system in a flow chart with the corrections system
identified as the final part of the system.
Police
uv
o The criminal justice process begins with the report to the police of a crime by a victim
or witness or, with the observation of a crime by the police.
o After investigation, and depending on the seriousness of the offenses, the police may
issue a warning or a citation, or make an arrest.
o Following an arrest or citation, the case moves to the courts.
Pretrial/Courts
ia
o Prosecutors examine quality of evidence and determine whether to charge the suspect
with a crime or to dismiss the case.
o When the decision is to charge the suspect, the person will enter a plea of guilty or
not guilty and go before a judge to be sentenced (when the plea is guilty) or to have a
trial date set (when the plea is not guilty).
o Prosecutors may make plea offers to defendants that could encourage a guilty plea or
that can result in a sentence recommendation that prosecution and defense feel is
most appropriate given the facts of the case.
1
@Aplusstuvia
, Preadjudication Diversion
o Early in the court process, the judge may offer diversion or deferred adjudication to
misdemeanor or first-time felony defendants.
o Diversion (e.g., deferred probation supervision) allows defendants to be supervised in
the community before pleading guilty. With successful completion of diversion,
@A
charges are dropped and there is no formal record of conviction.
o Defendants not qualifying for diversion may be offered a plea agreement wherein the
defendant pleads guilty in return for a favorable sentence.
CORRECTIONS AS COMMUNITY-BASED OR INSTITUTIONAL
Final case disposition lies with the judge who has available a continuum of sanctions
pl
from which to select the sentence.
Figure 1-3 shows the continuum of sanctions as falling into either community-based or
institutional.
Community Corrections
o Sanctions that rely on resources available in the community are referred to as
community corrections.
us
o Examples include probation and residential community corrections facilities.
Institutional Corrections
o Sanctions that require the offender to live in an institutional environment apart from
their friends and family are referred to as institutional corrections.
o Examples include jail and prison.
st
INCARCERATION RATES
The United States has one of the highest incarceration rates in the world.
The war on drugs greatly increased the number of prisoners in the federal system.
Latinos and African-Americans are incarcerated disproportionately and this may be the
result of police targeting minorities for closer attention or possibly that minorities are
uv
more likely to engage in behavior for which incarceration is the appropriate sanction.
MEDIA INFLUENCE ON PUBLIC OPINION AND CORRECTIONAL POLICY
Much of the public’s view about the criminal justice system is determined by the mass
media.
With their focus on maximum and supermaximum units, the media present a one-
ia
dimensional and incomplete picture of prison life.
Crime Control Policy
o Affected by media influences and public opinion.
o Fear of crime, whether based in fact or on selected media reports, may result in more
punitive crime policies that lead to more reliance on imprisonment.
2
@Aplusstuvia
, o Research suggests that the more punitive states tend to also have higher rates of
poverty, more persons who are African-American, lower percentage of voter turnout,
and less generous welfare payments for impoverished persons.
Teaching Note: Ask students how the media has influenced their own and/or their friends’ views
about crime and corrections. Draw out specific examples from television, movies, newspaper
@A
reports, and social media. Discuss both positive and negative aspects of media influence.
EVIDENCE-BASED PRACTICES
There is a need for responses to crime that are more cost-effective than imprisonment.
Using evidence-based practices (EBP) is one way to accomplish that goal.
Figure 1-5 shows the two parts of EBP: Does it work? and Applying the techniques.
pl
How to Determine What Works
o Must rely on methodologically strong evaluations to identify programs that work, are
promising, or don’t work.
o Practitioners will then use program elements that work and discard those that do not.
EBP Techniques
us
o Meeting the six conditions for a rigorous study is difficult.
o Programs are said to “work” when two or more studies show a significant difference
between treatment and control groups.
o At least 12 states have implemented EBP for offender supervision.
LIST OF CHANGES/TRANSITION GUIDE
st
The chapter has a new chapter-opening on California’s attempt to reduce its prison
population.
A new chapter introduction explains how recent changes in decriminalization and closing
of prisons are reducing prison population numbers.
A new section on Preadjudication Diversion was added to better differentiate diversion
from postsentencing outcomes.
uv
ADDITIONAL ASSIGNMENTS AND CLASS ACTIVITIES
1. In classrooms with Internet access and a projector, show the Criminal Justice Flowchart
(Figure 1-1 in the textbook) provided by the Bureau of Justice Statistics at
http://www.bjs.gov/content/largechart.cfm. This not only provides a useful visual to aid
in class discussion of progress through the system, but can also help identify student base
knowledge about corrections. Point to one of the words in the Corrections section of the
ia
flow chart and ask students to explain what happens at that stage.
2. Get the most recent incarceration rate data from World Prison Brief at
http://www.prisonstudies.org/map/europe . This very interesting and interactive site
provides information about prison populations and prison rates throughout the world. Not
only does it have interesting data for class lecture or discussion, it is also a good site for
students to know about early in the term for any research papers that may be assigned.
3
@Aplusstuvia
