Macmillan Publishing. Veysey‚ B. (2009). How Offenders Transformed Their Lives. . Portland: Willan Publishing. MacKenzie‚ D. (2006). What Works in Corrections. New York City: Cambridge University Press. Roberts‚ A. (2008). Correctional Counseling and Treatment. Upper Saddle River: Pearson Prentice Hall. Cullen‚ F. (2007). Make rehabilitation corrections ’ guiding paradigm. Criminology and public policy‚ 6(4)‚ 717-728.
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Week 6 Assignment: Corrections and Treatment John Cho University of Phoenix Corrections and treatment within the Juvenile Justice System have a variety of helpful rehabilitative and crime deterrent programs. These programs can help young juvenile offenders correct behavioral patterns‚ therapeutically rehabilitate their mental state‚ and prevent long term criminal activity. The treatment options are separated into two smaller categories: community-based treatment and institutionalization. The
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David Richard DeMusz Sunday October 31‚ 2010 Corrections and Treatment Instructor: Lester G. Julian Community-based treatment The three community-based treatment efforts which I would like to focus attention on are Intensive Outpatient Counseling Services‚ abbreviated as (IOP) next‚ a community based program known as: Child Mental Health
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Most juvenile institutions have some form of treatment program available to juveniles. The most common programs include: counseling‚ vocational and educational training‚ recreational programs and religious counseling. Two community based programs are guided group interaction (GGI) and positive peer culture (PPC). Guided group interaction is a program where a delinquent can acknowledge and solve personal problems with support from other members in the group. Individual members can be supportive and
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Maintenance and Aftercare Mandy McCurdy Southern Oregon University Abstract Corrections‚ is an ever changing field today. One goal of corrections is to rehabilitate and treat offenders so they are ready or prepared to reenter society. It is stated that‚ “Reentry is the process of transition that incarcerated individuals make from prison or jail to the community‚” (Velasquez‚ 2010‚ p. 8). In order for any form of maintenance and aftercare to be effective‚ post prison and after release‚ there
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Test Corrections- Chap 1 and 2 *I missed questions # 6‚ 15‚ 22‚ 23‚ 24‚ 25‚ 35‚ and 39* 6. The statement‚ “people who have more than 12 years of education and who own a personal computer are more likely to use online dating services than those who have less than 12 years of education and who do not own a personal computer” is a: Incorrect answer: B- theory Correct answer: A- Hypothesis‚ The statement above shows an educated guess between these two variables and how they are related to eachother
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Corrections MW 2:30-3:45 8/28/13 Deterrence Two types - General and specific General: Punishment as an example to the general public Specific: Punishment inflicted on criminals to deter Asumptions Operates under utilitarianism: human behavior is governed by the individual’s risk vs reward Punishment must be certain‚ swift‚ severe Are these reasonable assumptions? Incapacitation Defined: Simply put‚ when individuals are incarcerated or executed‚ they cannot commit further crimes
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Erikson’s Timeline Erik Erikson’s approach to personality development is different from Jane Loevinger’s theory. Although their approaches are different their perspectives corresponds in how human individuality develop across the lifespan. Loevingers theory brings attention to how people perceive their experiences and make sense of them; whereas‚ Erikson’s psychosocial development is focused more on the “what” instead of the “how.” He questions what types of psychosocial dilemmas a person confronts
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Elise Burns Timeline Part IV NOTE: Before starting the Timeline project please refer to the "Example Timeline Matrix" document in the Additional Resources folder in Canyon Connect. Instructions: Complete the matrix by providing the Time Period/Date(s) in column B‚ and the Description and Significance of the People/Event(s) to American History in column C. (See complete instructions in the Syllabus for the Module 7 assignment entitled‚ “Timeline Part IV.” NOTE: The timeline project does not
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Othello timeline doo doo doo dun dun doo dun doo doo 1.1 Iago and Roderigo discussing about Othello‚ and wakes Brabantio to tell him his daughter went behind his back to marry Othello. 1.2 Iago warns Othello about Brabantio‚ trying to get them not to meet and have Othello hide. That way‚ Iago manipulate through guises and ambiguity. Cassio tells Othello the Duke is looking for him‚ and Brabantio finds Othello and excuses him of stealing his daughter. 1.3 In which Othello defends himself
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