Criminal Justice
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First, identify at least three key ideologies or purposes of punishment. Select the ideologies or purposes you would like to explore a bit more and enter one in each open text box in the “Ideology/Purpose” column in the provided Module Two Assignment Template.
Note: You may repeat ideologies or purposes more than once if you would like, but you must use a different sentencing structure with which to explore the impact.
Finally, in 100 to 150 words for each of the three effects, you will explore, and describe how each ideology or purpose and the sentencing structure you selected in that row affect sentencing. What is the impact of each sentencing structure when you are trying to achieve the ideology or purpose you have identified? Consider the following in your response:
Does it help achieve the goals of that ideology or purpose? Does it hinder them?
Does it create potential new pathways of punishment or, at the very least, new approaches to punishment?
What happens to the system when you combine these different ideas?
ANSWER
CJ 210 Assignment 2-2 Template
Complete the table below by replacing the bracketed text with your responses. An example has been provided in the first row.
| Ideology/Purpose | Sentencing Structure | Effects |
| Example: Retribution | Example: Mandatory minimum | Example: Mandatory minimums are aimed at imposing fixed penalties for offenders committing similar crimes and typically result in tougher penalties for more serious offenders. Retribution refers to “just deserts” and “an eye for an eye.” According to the textbook, Corrections Today (2014), the goal of retribution is to impose punishment that holds the offender accountable and that is proportionate to the crime. Retribution is not concerned with future outcome, only that the offender is held accountable and that the appropriate punishment is granted (Siegel & Bartollas, 2014). A first-time nonviolent offender, then, should be treated less severely than a repeat offender. Mandatory minimum sentencing laws seem to be perfectly aligned with the goal of retribution. Laws such as three-strikes and truth in sentencing result in harsher penalties for repeat and/or violent offenders. It must be mentioned that mandatory minimums may interfere with other long term goals, such as struggles with reentry.
Siegel, L & Bartollas, C. (2014). Corrections Today, |
|
Deterrence |
Incarceration | Deterrence involves the belief that their actions have a deterrent effect. Deterrence is beloved to stop criminals from committing crimes in the future. Deterrence is swift and visible to others to prevent them from doing the same. Incarceration is an example of deterrence (Collica-Cox & Sullivan, 2017). It is swift and meant to serve as an example to other offenders. It is also a form of punishment that is supposed to stop the offender from committing further crimes. In incarceration, punishment sometimes continues long after the punishment has been served. This is seen in the American system, where they are stigmatized, and it becomes almost impossible to get a job. |
| Incapacitation | Life Sentence | The concept of incapacitation is the belief that the only and best way to limit the offender from breaking the law is by locking them up for an extended period of time. This is a nothing else works approach (Auerhahn, 2017). In this approach, the offenders stay in prison because all the other methods have failed to work. This approach requires correctly identifying those who can be corrected and taken to correctional facilities and those who cannot change and have to be imprisoned for long periods to prevent them from committing a crime. |
| Rehabilitation | Educational and vocational programs | The rehabilitation model means the use of treatment to restore an offender to levels of social functioning they have not yet attained. The rehabilitation approach involves treating the offender as if they were mentally ill, neglected, or underprivileged. The rehabilitation model does not allow coddling of the inmates (Collica-Cox & Sullivan, 2017). This is a correctional program; thus, they must follow the rules and work towards readjusting into society. This means they have to study or do what it takes to ensure by the time they are taken back to society; they have the skills they need to prevent them from committing a crime. |
References
Auerhahn, K. (2017). Incapacitation. The Encyclopedia of Corrections, 1-4.
Collica-Cox, K., & Sullivan, L. (2017). Why retribution matters: Progression not regression. Theory in Action, 10(2), 41.
