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Describe some of the theoretical best practices for restorative justice, crime prevention, and corrections.

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 Psychology homework help
In 1,250-1,500 words, do the following:

  1. Describe some of the theoretical best practices for restorative justice, crime prevention, and corrections.
  2. Explain how the theoretical best practices are, and are not, manifested in current correctional settings in the United States.
  3. Explain different ways to improve rehabilitative services to make them more readily utilized within the criminal justice system, and better aligned to the theoretical best practices you identified.

Provide five to seven peer reviewed resources to support your explanations.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

  1. Describe some of the theoretical best practices for restorative justice, crime prevention, and corrections.
  2. Explain how the theoretical best practices are, and are not, manifested in current correctional settings in the United States.
  3. Explain different ways to improve rehabilitative services to make them more readily utilized within the criminal justice system, and better aligned to the theoretical best practices you identified.

Provide five to seven peer reviewed resources to support your explanations.Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

Explain how you will terminate your group

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Please no plagiarism and make sure you are able to access all resource on your own before you bid. One of the references must come from Corey, M. S., Corey, G., & Corey, C. (2018). You are expected to include at least one scholarly and peer-reviewed resource outside of those provided in the readings for each discussion post. I need this completed by 07/18/18 at 6pm.
By Day 3
· Explain how you will terminate your group. Be specific in describing the strategies you would use.
· Provide at least 2 supports or resources that you would offer members in need of help outside the group.
· Explain how you would evaluate the group experience. (This can be a more subjective gauge of group satisfaction.)
· Explain how you would measure progress toward group goals. (This should be an objective measure of group outcomes, such as a rating scale, standardized instrument, or a questionnaire.)
Here is an example of a post that a classmate completed from my group. We are doing a group for Domestic Violence Survivors:
The group that has been established is a group of Domestic Violence survivors.  With this particular group it is important to not wait until the final session to prepare the participants for the end.  As the initial stage of a group is critical to the groups functioning preparing members for the end of the group is equally imperative.  Since dealing with a group that can be an emotionally charged group, to end the group I would educate the group about what to expect during the final stages.  For instance, about two to three sessions prior to the final stage, I will remind members that the group will end and the importance of making the most of the group time; as well as helping them comprehend the benefits of being involved in the group before it ends. According to Corey, Corey, and Corey (2018) termination can begin on the first day of the group so leaders should prepare members throughout their interactions for the ending of the group.  During the video Dr. Corey (Haynes, 2014) emphasize reminding members of the ending and always preparing the for termination.  With a group like Domestic Violence survivors it can be most helpful to let them know what can be expected in an attempt to ease tension of the unknown since they come from situations that can often times be unpredictable.
Resources after Group
Even though the group sessions have been terminated it is still important to offer group members resources that they can take with them when the weekly group experience is no longer available to them.  Two resources or supports I would offer group members after the sessions have ended include a follow-up session and the option of linking with a group member.  One objective of the follow-up session would be for the member to realize how he or she is utilizing the tools learned in group in their everyday life. Dr. Corey detailed the importance of follow-up groups and how they allow members to explore what they have achieved while in the group outside of the group (Haynes, 2014).  Like the follow-up sessions, linking with a former group member will give the member support as well as an accountability partner.  These resources can give members a reference when the group is no longer available for support and help members identify things that they have or wish to accomplished.
Evaluations
After the group experience has ended a tool that can be used to evaluate the group experience is a questionnaire.  According to Corey (et. al 2018) questionnaires encourage members to again reflect and one more time put into words the meaning of their experiences in the group.  Questionnaire also give the group leader a tool to measure how well the group benefitted the members and gives the leaders an opportunity to make constructive changes.  Another way to evaluate the group experience is to check in with the members during the final meeting to hear what different members have to report about their experiences of the group (Haynes, 2014).  This dialogue could help the members and leaders to gauge the mindsets of the members from the first session to the last sessions.  In other words, it will allow all involved to witness that the feelings and attitudes may have changed since the initial session.  Evaluations are helpful to the group experience since it can benefit both members and leaders.
References
Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Boston, MA: Cengage.
Haynes, R. (2014). Groups in action: Evolution and challenges [Video file]. Borderline Productions.

Explain the nature of ethical issues

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  • Competency . 1: Explain the nature of ethical issues
    • Identify key ethical issues within workplace situations.
  • Competency 3: Engage in ethical debate
    • Give examples of the strengths and weaknesses of diverse accounts of moral dilemmas.
  • Competency 4: Develop a position on a contemporary ethical issue.
    • State clearly one’s own position on ethical issues in a workplace context.
  • Competency 5: Communicate effectively in the context of personal and professional moral discourse.
    • Communicates in a manner that is scholarly, professional, and consistent with expectations for members of professional communities.

During this course you will be developing a final project, “Professional Code,” (u10a1) on the role of professional ethics in your current or future workplace. This week’s assignment is the first step in that long-term process. There will be another assignment in Unit 6, and you will pull all of the pieces together in Unit 10.
In this unit, your only task is to begin thinking about the issues. From your own experience in the workplace—or from what you have learned about your field of specialization—describe three situations that might come up in your profession, each of which presents an ethical dilemma or calls for a thoughtful moral decision.
Describe each situation fully enough to expose the potential disagreements to which it is likely to give rise. Consider the alternative responses someone might make in such a situation and assess the strengths and weaknesses of each point of view. State your own position in contrast with (at least some of) these alternatives, and explain why you have adopted it.
You will return to these examples in Unit 10 with a more detailed defense of your own view, and you will be free to change your mind then if you choose.

Assignment Requirements

  • Written communication: Written communication is free of errors that detract from the overall message.
  • APA formatting: Resources and citations are formatted according to current APA guidelines for style and format.
  • Number of resources: There are no minimum number of resources required; however, use your judgment to ensure your topic is thoroughly researched.
  • Length of paper: 3–4 typed double-spaced pages.
  • Font and font size: Arial, 12 point.

Compare the characteristics and appropriate uses of the different methods and explain if your research question

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400 Words Well-Written (No Introduction)    Due 7/18/2018   
Topic—  Bullying             Topic— Bullying
                          Prior to beginning work on this discussion, read Chapters 1 and 2 of the Hesse-Biber e-book, Mixed Methods Research: Merging Theory with Practice, and the two required articles for this week. Mixed methods is a current popular methodology. While this type of methodology is useful for some studies, because of its dual nature as both quantitative and qualitative, it is not effective or appropriate for all research.
For this discussion, you will consider the use of mixed methods for the topic, (BULLYING), you have chosen for your Research Proposal. In your initial post, apply the scientific method to your research topic by defining your research question and determining the method(s) necessary to answer that question. Compare the characteristics and appropriate uses of the different methods and explain if your research question could best be answered through qualitative or quantitative methods, or a mix of both. Identify the dominant method (quantitative or qualitative) for your proposed study. Explain whether or not a mixed methods approach is the best way to study the topic, demonstrating that the second method is not added as an afterthought or merely to impress journal editors who favor mixed methods. If you have decided not to use mixed methods, explain why the study is best completed with either a quantitative or qualitative focus. Justify your design choice and support your position with scholarly sources. Include a discussion explaining how you would apply ethical principles to your design to address concerns which may impact your research.
 

E-Book

Hesse-Biber, S. N. (2010). Mixed methods research: Merging theory with practice. New York, NY: Guilford Press.

  • Chapter 1: Introduction to Mixed Methods Research
  • Chapter 2: Formulating Questions, Conducting a Literature Review, Sampling Design, and the Centrality of Ethics in Mixed Methods Research
  • The full-text version of this e-book is available through the ebrary database in the Ashford University Library. The database that houses this resource allows for online reading. Please be aware that checking this item out of the library may prevent other users from accessing it.

Articles

Bryman, A. (2006). Integrating quantitative and qualitative research: How is it done? Qualitative Research, 6(1), 97-113. doi:10.1177/1468794106058877

  • The full-text version of this article can be accessed through the Sage Journals database in the Ashford University Library. The author of this article presents a variety of mixed methods research designs, which are classified according to the answers to five questions.

Fetters, M. D., Curry, L. A., & Creswell, J. W. (2013). Achieving integration in mixed methods designs – principles and practices. Health Services Research, 48(6), 2134-2156. doi:10.1111/1475-6773.12117

  • The full-text version of this article can be accessed through the EBSCOhost database in the Ashford University Library. Integration of qualitative and quantitative methods within a study can occur at one or more of three levels (design, methods, and interpretation/reporting). The authors of this article discuss how integration is achieved in several different mixed methods research designs.