Fluent Essays

Instructions: Restorative Justice in Prisons Research Topic Submission Instructions This section is the opening 1–2 paragraphs of the student’s dissertation, which will be titled “Background” or something of that nature, in his/her dissertation. This paper section must contain a title page, body of the paper, and a reference page. This section is the opening paragraph or two of your dissertation, titled “Background” or something of that nature, in your dissertation. It tells the reader what your study is about, why it is important, and who will benefit from the study. It also contains a basic or general history of the problem (those historical details will be included in a different section). This paper section should contain a title page, body of the paper, and a reference page. At least 2 references (all peer-reviewed) should be included in this draft. All references (here and future parts) should be no more than five (5) years old. Include Bible content. Please make sure you have an abstract and keywords. Due: by Sunday 10:59 a.m. (Eastern Time) on October 3, 2021 Restorative Justice in Prisons Pamela Farrar School of Criminal Justice, Liberty University Author Note Pamela Farrar I have no known conflict of interest to disclose. none Correspondence concerning this article should be addressed to Pamela Farrar Email: [email protected] 2 RESTORATIVE JUSTICE IN PRISONS 1 Background In this study, I will be conducting a research study on restorative justice in prisons. It is vitally important that we have restorative justice in prisons to help offenders to see the wrong they have caused in their community as well as with their families. When a offender commits a crime, he/she causes pain, shame, and anger within the victim in which the pain/anger is upon, community has a sense of anger and want harsh sanctions for that offender, and family/love ones feels the shame that their family member have brought upon their family. The victim, community, and family will benefit from the study because the data will show that offenders participating in the restorative justice program in the prison is beneficial for all. Comment by Latreace Flynt: ‘an’ Research Questions 1. How effective is restorative justice in prisons? 2. Can restorative justice end school to prison pipeline? 3. What challenges need to be considered when implementing restorative justice programs in United States prisons? 4. What type of disciplinary actions are initiated by prisons based on the restorative justice programs in prisons in America? 5. Are there any policies in place for restorative justice in prisons and what are the implications? Source Support for Research Topic and Research Questions Restorative justice is modern-day approach which provide help to offenders that have committed a crime and claim ownership for their behavior. Victims get the chance to voice their opinion on how the criminal act against them effects their lives. Restorative justice goal is to correct the wrong that the offender has caused and build a new relationship between the victim and the offender (Suziki & Yuan, 2021). If a person committed a crime that caused devastation towards the victim, for instance, sexual assault, the offender would receive a harsh sanction, handed down by the Judge and Prosecutor. An individual turning away from any form of crime because they do not want the harsh punishment is call deterrence theory (Cullen & Jonson, 2017). The Bible says, “Learn to do good; seek justice, correct oppression; bring justice to the fatherless, and please the widow’s cause” (King James Bible, 1970, Isaiah 1:17). References Cullen, F. T., & Jonson, C. L. (2017). Correctional Theory: Context and consequences. Sage Publications. King James Bible. (1970). The Holy Bible. Camden, New Jersey. Thomas Nelson, Inc. Suzuki, M., & Yuan, X. (2021). How Does Restorative Justice Work? A Qualitative Meta-synthesis. Criminal Justice and Behavior. https://doi-org.ezproxy.liberty.edu/10.1177/0093854821994622 Chapter 1: Crime, Criminal Justice, and Scientific Inquiry 1 Learning Objectives • Understand why knowledge of research methods is valuable to criminal justice professionals. • Describe the different ways we know things. • Distinguish inquiry as a natural human activity from inquiry through systematic empirical research. • Recognize that much of our knowledge is based on agreement rather than on direct experience. • Explain how tradition and authority are important sources of knowledge. © 2018 Cengage Learning. All Rights Reserved. 2 Learning Objectives, cont. • Understand the role of experience and systematic observation in criminal justice research. • Recognize that social science guards against, but does not prevent, political beliefs from affecting research findings. • Distinguish the different purposes of research. • Understand how to design a research project. • Be able to conduct a review of research literature. • Describe how to write a research proposal. © 2018 Cengage Learning. All Rights Reserved. 3 Why Study Research Methods? • Criminal Justice professionals are both consumers and producers of research • It is important for Criminal Justice professionals to be informed consumers of research • Need to understand findings and how to apply those findings to his or her department © 2018 Cengage Learning. All Rights Reserved. 4 Two Realities • Experiential reality – The things we know from direct experience (e.g., learning that a burner is hot by touching a stove) • Agreement reality – Things we consider real because we have been told they are real, and everyone agrees (e.g., sun sets in the West) • Kansas City Preventive Patrol Experiment revealed the agreement reality that simply increasing patrols decreased crime was misleading © 2018 Cengage Learning. All Rights Reserved. 5 The Role of Science • Empirical research - Knowledge produced based on experience or observation • Scientists have certain criteria to be met when accepting experiential and agreement realities • An assertion must have both logical and empirical support • Methodology - The science of finding out © 2018 Cengage Learning. All Rights Reserved. 6 Personal Human Inquiry • Future circumstances are caused or conditioned by present ones • We use causal and probabilistic reasoning • The goal is to understand why certain things are related, why patterns occur, to enable us to make more accurate predictions © 2018 Cengage Learning. All Rights Reserved. 7 Secondhand Knowledge • Tradition – Things that “everybody knows” • Ex: Driving on the left side of the road in the US is dangerous • Authority – Trusting the judgment of someone with special expertise • Ex: You are more likely to believe a judge regarding your driver’s license suspension than your parents • Both provide us with a starting point for our own inquiry © 2018 Cengage Learning. All Rights Reserved. 8 Discussion Question 1 Tradition and Authority are two ways in which people ascertain knowledge. Discuss the possible biases or shortcomings that may be associated with each method of conveying knowledge. © 2018 Cengage Learning. All Rights Reserved. 9 Safeguarding Against Errors • Inaccurate Observation – Overcome by using measurement devices • Overgeneralization – Overcome by replicating the study to see if you get the same results • Selective Observation – Specify in advance the number and types of observations © 2018 Cengage Learning. All Rights Reserved. 10 Safeguarding Against Errors, cont. • Illogical Reasoning – Use systems of logic, consciously and explicitly • Ideology and Politics – Guard against its influence • To Err is Human – Take precautions to avoid error © 2018 Cengage Learning. All Rights Reserved. 11 Discussion Question 2 What are some ways to safeguard yourself from common errors in human inquiry while you are conducting research? © 2018 Cengage Learning. All Rights Reserved. 12 Purpose of Research: Exploration • Examine an issue or policy about which little is known • Might also collect data on some measure to serve as a baseline for later comparisons • Appropriate when some type of policy change is being considered • May be simple or complex and can use a variety of methods © 2018 Cengage Learning. All Rights Reserved. 13 Purpose of Research: Description • Observe and describe the scope of a problem or policy response • Make more accurate and formal observations • Often concerned with counting or documenting observations; exploratory studies focus more on developing a preliminary understanding • Example: US Census, UCR • Following exploration, we want to know the problem’s frequency/prevalence/degree/scope © 2018 Cengage Learning. All Rights Reserved. 14 Purpose of Research: Explanation • Explain things – answers “why?” • Why have we seen a certain change in scope? • Why does a certain problem exist? • Ex: Why do some people write computer viruses?, Why do some people assault their spouses? © 2018 Cengage Learning. All Rights Reserved. 15 Purpose of Research: Application • Applied research is often used to evaluate the effects of specific criminal justice programs • Two major types of applied research: • Evaluation research – Comparing program goals to results • Policy analysis – Prospective – Anticipate future consequences of alternative actions © 2018 Cengage Learning. All Rights Reserved. 16 Discussion Question 3 Name four studies that can be examples of each purpose of research: exploration, description, explanation, and application. © 2018 Cengage Learning. All Rights Reserved. 17 Thinking about the Research Process • One of the most difficult parts of the research process is framing your interest into a research question. • Researchers often have to rework or clarify research problems as they learn more about a topic • Researchers should begin with their own experiences and observations and then learn more about the existing research © 2018 Cengage Learning. All Rights Reserved. 18 The Research Process • Conceptualize: specify what is to be studied • Operate: perform concrete steps to measure specific concepts • Observe: collect empirical data • Analyze: draw conclusions from the data • Apply: apply conclusions to original inquiries © 2018 Cengage Learning. All Rights Reserved. 19 Reviewing the Literature • Tells you what is know and what is unknown • Keep notes of articles as you review them • Begin with a book or article on your topic • This is your source document • Find sources that are cited in the source document and find other sources that have cited your source document © 2018 Cengage Learning. All Rights Reserved. 20 How to Read Scholarly Research • Reading an article • Start with the abstract - It will tell you if the article is relevant to your study • Next, read the summary and conclusions • Skim the article paying attention to headings, tables and graphs • Carefully read the entire article • Ask for help if you do not understand the article © 2018 Cengage Learning. All Rights Reserved. 21 How to Read Scholarly Research, cont. • Reading a book-length report • Start with the preface — It will tell you if the article is relevant to your study • Skim the book paying attention to the organization, headings, tables, graphs, and major findings • Read it closely while taking notes • If you decide to read the book, repeat the process with each chapter © 2018 Cengage Learning. All Rights Reserved. 22 The Research Proposal • Research proposals describe the activities planned and include a budget and timeline • Certain agencies might have specific requirements for a proposal • Almost every proposal include some basic elements © 2018 Cengage Learning. All Rights Reserved. 23 Basic Elements of a Research Proposal • Problem or Objective — Describes what will be studied • Literature Review — Summarizes the prior research on the topic • Research Questions — Specifies what the research will answer • Subjects for Study — Whom or what will be studied • Measurement — Identifies the key variables of the study © 2018 Cengage Learning. All Rights Reserved. 24 Basic Elements of a Research Proposal, cont. • Data Collection Methods — Explains how observations will be collected • Analysis — Specifies how the observations will be analyzed • References — List of materials consulted and cited in the proposal • Schedule — A timeline for the various stages of the proposal • Budget — Specifies where money to support the research will be spent © 2018 Cengage Learning. All Rights Reserved. 25