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Personality Theories and Justice Discussion Assignment
Personality Theories and Justice Discussion Assignment
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Personality Theories and Justice Discussion Assignment
Description
After reading Reid’s article, http://www.inquiriesjournal.com/articles/1690/crime-and-personality-personality-theory-and-criminality-examined engage in the online discussion by debating the following questions:
How do you think personality theories are currently affecting our criminal justice system?
How do you feel about labelling offenders? Why?
What are the ethical and moral concerns around the idea of determinism – if any?
—> example of assigment
exampleHow do you think personality theories are currently affecting our criminal justice system?
Personality theories are deeply immersed in our criminal justice system. During pre-trial, a psychological evaluation will (expectantly) be done; during the trial, the defendant’s personality is a large part of how innocence or guilt will be decided. In sentencing, personality will contribute to how an inmate should be classified. And within confinement, personality theories can be used to decide what kind of treatments/rehabilitation this person may need and how they are adjusting to their new environment. Not only are personality theories used for people within the criminal justice system, but they are also used when finding employees to work in it. It is expected that one has certain personality traits that will allow them to properly and successfully do their job. Everyone from lawyers and judges, police and correctional officers to the mental health/rehabilitation staff (and others) are judged as to whether their personalities are right for the job.
I am a firm believer that personality can contribute to criminality but not necessarily cause it. Everyone’s personality sits on a continuum, with people having more or less of certain traits. Anyone with any type of personality can, with the influence of certain factors, commit a crime. I tend to be more inclined to agree with the quote by Eysneck from 2003 (as quoted by Reid, 2011, para. 19 ):
“There is no predestination about the fact that heredity, mediated through personality, plays some part in predisposing some people to act in an anti-social manner. Environment is equally important … the interaction between the two is perhaps the most crucial factor”.
How do you feel about labelling offenders? Why?
I believe that classifying offenders can be helpful. It will allow for an idea of risk assessment, what needs the offender has, and the most beneficial interventions for them. But, I do not think that labelling is helpful. Once labelled, the stigma associated with a said label can be devastating. I think about a student I once had who was cognitively behind his peers. At age 17, his mental age was more that of a 12 or 13-year-old. Regardless of his mental age, he was charged as a sex offender for having “relations” with a girl of 14. Because of consent laws, he was technically an offender but mentally had none of a 17-year-old boy’s maturity. He is now be labelled as a sex offender. Even though it will be wiped from his juvenile record, he will live the rest of his life being called one. Labels do not serve a purpose to the individuals labelled – they serve a purpose to those dealing/interacting with the individuals.
What are the ethical and moral concerns around the idea of determinism – if any?
Determinism is an archaic theory. Though many people still believe that people can be born “bad seeds,” to suggest that one’s life is predetermined is a severe injustice to those labelled in that matter. It is unethical and morally wrong. It shows the unjust cost of labelling. Labelling a person as a criminal (or anything, for that matter), regardless of the cause, be it biological, environmental, or something else entirely, can re-enforce the label, allowing free will to become obsolete. It also suggests that people can not make positive changes- which I do not believe.
Reference:
Reid, J. A. (2011). “Crime and Personality: Personality Theory and Criminality Examined.” Inquiries Journal/Student Pulse, 3(01). Retrieved from http://www.inquiriesjournal.com/a?id=1690
(Links to an external site.)Edited by Arienne Moher on Feb 5 at 10:11am
Personality Theories and Justice Discussion Assignment
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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