CJAD330ROLEOFSCIENCE

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ROLE 1 Ashley Bishop The Role of Science in Criminal Justice Franklin University- CJAD 330 10/02/2016

ROLE 2 This paper will address errors in personal human inquiry that impact the get-tough approach on juveniles. There are a few errors in human inquiry that will be discussed throughout this paper and those errors are over generalization, inaccurate or selective observations, illogical reasoning and resistance to change or ideology and politics. Lastly this paper will include details as to what I would do if I were aware of these errors and knew how to overcome them, and how I would use the scientific approach to overcome them. According to the Franklin University student website, Over the last several decades, policy makers have turned to a more punitive approach to crime control and prevention by increasing sentence lengths. Most states changed their juvenile sentencing policies to increase the numbers of juvenile offenders that were transferred to the adult criminal court so they could receive longer adult sentences. This get-tough-on-crime approach was very popular in most states. Yet, empirical research has failed to find that juvenile crime decreased after these laws were changed. A popular senator urged his state to try more youth as adults so they could get longer sentences, learn their lesson and not recommit. He read about a youth who shot his teacher and only received two years in a juvenile institution and another gang member who received three after aggravated assault. With the given scenario, there are several possibilities and personal human inquiry errors as to why each boy received a different outcome. First the paper will cover the different types of personal human inquiry. The first out of four personal human inquiries is Inaccurate Observations. Making inaccurate observations is the act of failing to observe something. Too often specific and useful details are left out of a situation and go unsaid. Not only are important details missing, but the information that is lost may never be found again. If one makes observations in more deliberate ways such as taking notes or pictures, then this helps to reduce errors. The second human inquiry that this paper covers and that applies to the above scenario is overgeneralization. Overgeneralization is looking for patterns, not assuming, and being attentive. An overgeneralization typically occurs when imprecise information is given. Being replicative- repeating a study and determining is the same results are received each time- is a good determiner in understanding whether things are accurate.

ROLE 3 The third personal human inquiry term is selective observation. Selective observation occurs just as selective hearing- you only see and hear what you want to hear and how you want to hear it. Selective observation can also happen when understanding things to the advantage of benefitting oneself. Essentially one who is a selective observer provides biased and unreliable feedback. Lastly, illogical reasoning is basically saying that something is too good to be true. For instance, there has been too much good weather, so in a day or so, there will be bad weather. Among illogical reasoning there is no scientific correlation or any sort of relevance to what is being stated. Another example of illogical reasoning would be a bunny saying “all frogs hop, so I must be a frog.” One of the first reasons that this case could have had different outcomes is because one teenager was considered a gang-member which may be why he received a longer sentence. There is a pre-conceived notion that gang bangers are more dangerous to society, and are less likely to be rehabilitated. A question to consider when looking at this scenario is “did either man die?” Thoughts to keep in mind when answering this question is that maybe the guy who shot his teacher, took a different plea deal. Since the text states that the teacher was shot, but does not entail whether the teacher died, then that leaves the reader with a void to fill. Not only that, but it leaves the reader with many possibilities. One of those possibilities is that the system is corrupt and needs a lot of changing. Moving on to another error, there is always the chance that the youth who received 3 years for the aggravated assault actually committed a murder, but he bargained a plea deal with the prosecutor resulting in a reduced sentence of aggravated assault instead of manslaughter or murder. If the aggravated assault is a plea deal and reduced sentence, then that explains why he would have received a greater sentence than the student who shot his teacher. According to society, a gang member is more likely to recommit, and may need more time to be successfully rehabilitated. If this is true, then that would also explain why the gang-member received a larger sentence.

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ROLE 4 Another factor that can be viewed from this situation is what is the age limit of the two individuals, what is the age difference, and is either one of them being waived over into adult court. With elaboration, if the young boys were sentenced to a juvenile correction facility, then there are age limits for how long an individual can stay in the juvenile court system. In better words, there can be sentence limits dependent upon their age. If both youths were tried as juveniles instead of adults, then there could be one to two options. The first option is that the child who shot his teacher was 16 while the gang-banger who was charged with aggravated assault was 15 at the time of the offense. This depiction would explain why the shooter received 2 years and the assaulter received 3 years. The explanation is that the two aged out of the juvenile offender program. The second option is that both of the gentlemen were sentenced to juvenile detention until their 21 st birthday. Something else that makes the text misleading is that it does not state where the student shot his, so we do not know if the student seen his teacher outside of school and shot him, or if he shot him on school premises. Although firearms are not permitted in schools or on school grounds, was the student shooting in self-defense? If they were off of school grounds, was the shooter acting in self- defense? As for the gang-member, was he acting in self-defense but lives in a state that does not acknowledge a self-defense law? There are so many misleading factors and not enough information pertaining to this case. However, there are different rules for different systems and different states. Speaking of states, the text is not specific as to which state either juvenile was acquitted in. Without this information, it is harder to determine why an individual who shot someone received a lesser sentence than an individual who assaulted someone. Although aggravated assault is not domestic violence by law and term, the two are similar to one another. In final, the 1983 preliminary results, the results of the Minneapolis Domestic Violence Experiment, and the findings by Sherman and Cohn 1989, confirmed that arresting those involved in

ROLE 5 domestic violence was a successful deterrence from re-entry which could also be another reason as to why the man charged with aggravated assault received a higher sentence; it was a prevention method to stop him from re-offending and from recommitting same, similar or other acts of violence/crime. Concluding, inaccurate observations and overgeneralization best apply to the given scenario of the boys who one shot his teacher and the other aggregately assaulted someone. The best conclusion that is thought to be the most possible reasoning as to why the two received different terms is because the two offenders were sentenced to a juvenile rehabilitation facility where there were age limits placed upon their sentence. The maximum age for a juvenile offender is 18, but under certain circumstances the limit can be raised to 21 years of age. So if the youth who shot his teacher was 16 and tried as a juvenile then that explains his two-year term. Meanwhile, if the gang member who was charged with aggravated assault was 15 then that explains his three-year sentence.

ROLE 6 References Siegel, L. J., & Welsh, B. C. (2015). Juvenile delinquency: Theory, practice, and law (12th ed.). Belmont, CA: Wadsworth Cengage Learning. ISBN: 9781285458403. Maxfield, M. G., & Babbie, E. R. (2012). Basics of research methods (3rd ed.). Belmont, CA: Wadsworth Cengage Learning. ISBN: 9781285047225.

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