The Role Media Plays in Promoting the Plight of Crime Victims in the Criminal Justice System

The Role Media Plays in Promoting the Plight of Crime Victims in the Criminal Justice System

The media as the voice of the people, from time to time reports on criminal activity. The conversation of whether the media reports news as they are or as they can sell has been going on for so long. It has also been there in criminology, many question the role of it in exaggerating crime rates and exacerbating the public’s fear of crime. From the likes of Stanley Cohen’s moral panics and folk devils to the now conversations of media’s target on minorities, the conversation is still being had. This paper aims to critically examine the role the media plays in the existence of victims in the criminal justice system.

Specific attention will be on parallel media. These are forms of media that differ from the already established or state run mainstream media, whether it be by content, format, or distribution, (Downing, 2001.) It can be print,audio,video,or the internet, for example blogs, youtube chanells and private websites. In a nutshell, social media.

Cohen, (2002) starts by paying attention to how media’s attention of the Ku Klux Klan in the 1900s led to chills of fear running through spines of black people and Jews as they got the picture that white supremacy is at its peak in America. If the media did not pay much attention to it, many Jews would have not felt at risk of victimisation or let alone expose themselves to victimisation by trying to avoid members of the Klan but exposing themselves in that attempt. It is also through this obsession of parallel media on white supremacy that they gained momentum and thus burnt more black people, burnt ore crosses and assaulted more non-whites, this led to many victims of racism.

On moral panics Cohen, (2002) shows how the media can create waves of fear of crimes which might exacerbate victimisation. Trueman, (2019) defines moral panic as a term used to describe media presentation of something that has happened that the public will react to in a panicky manner. Moral panics have a tendency to exaggerate statistics and to create a bogey-man, known as a folk-devil in sociological terms. This is what usually leads to media induced victims that end up showing up in the system and increasing the plight of crime.

Let’s focus on the criminal justice system. The system enrols many victims because of many reasons, one of the most influential ones being pushed by parallel media. In the status quo where the likes of call out culture populate parallel media, many victims of related offences are seen in the system (Bliss, 2017). The likes of women who have been subjected to sexual assaults by influential people are seen to be populating the system as movements such as hashtagMeToo that have been trending on social media outlets. Thus, parallel media serves as a tool of exposure of criminality therefore leading to more victims coming in the criminal justice.

In addition, due to popular culture and aired out standpoints of prominent civil society activists on boiling issues such as police brutality, drug wars, gender based violence, sexism, homophobia, etc as displayed by social media outlets, majority of people that fall under minority members of the society are victimised and fill up the criminal justice system (Downing, 2001). The likes of the ‘When they see us’ series and the movie ‘the hate you give’ leads to discourse being had about racial minorities and how the system has been subjecting them to disadvantageous situations. This either leads to many minorities that have not been reporting the mistreatments they have been subjected to reporting more or the assumed superior races being confronted by minorities thus having them victimised. Either way, the system has a plight of victimisation as because of the portrayal of issues some side of the society feels victimised while some part gets victimised.

Note how crime becomes newsworthy when it can be presented as serious, random and unpredictable enough so that a moral panic occurs in the sense that we all get scared of becoming a victim ourselves (Courtauld, 2014). For example, the ‘war on terror’ meant that initially many people felt that every person in the US was at a risk. Courtauld, (2014) also stresses that Selection of crime news stories, depending on their newsworthiness, and the over-representation and exaggeration of certain crimes, which can increase the risk of some individuals believing that they are more likely to be a victim. As these newsworthy stories appear on a wide range of parallel media outlets that have large buy in from members of the society, research evidence shows that there is a link between media use and fear of crime. It is this fear of crime that will make one more likely to be victimised.

Parallel media does not only report on crime, it can also be a cause or hub for crime, especially among millennials. McGovern, (2016) highlights that the popularity of social media platforms such as Facebook, Twitter and Snapchat have transformed the way we understand and experience crime and victimisation. Among that transformation, the good; access to the public. The bad; Also, the ability for criminals to use social media platforms to track potential victims (and their possessions) as highlighted in the recent Kim Kardashian robbery. In addition, crimes such as harassment and threats, as well as fraud and identity theft, have been conducted in new ways through social media.

McGovern, (2016) continues to say that social media is also changing the nature of post-crime behaviour. So-called performance crimes – where offenders boast about their criminal behaviour to their friends and followers online – are increasingly common. Social media can be further be used as a weapon through which the friends and families of victims of crime are exposed to secondary victimisation. In extension Academy, (1999) adds that the media often results in painful re-victimization of the victims involved. This leads many members of the society being victimised and the criminal justice system having more victims.

Furthermore, Tandon, (2007) asserts that children, who are the most sensitive and vulnerable section of society provide for best human-interest stories and alternative media tends to capitalize on this. Often stories pertaining to children involved in crime are hyped and sensationalised by parallel media outlets resulting in their re-victimisation. This shows that the role of parallel media in victimisation is to a greater extent that even children feel it.

Furthermore, there exists peer victimisation. Hawker, (2000) describes this the experience among children of being a target of the aggressive behaviour of other children. Under this occurrence a majority of children are subjected to violent responses and engagements from their peers, which makes them victims of such.

Geer, (2007) brings in a point of a hierarchy of victimisation. The author says not all crime victims receive equal attention in the broadcasts of parallel media. Rather, alternative media resources are most often allocated to the representation of those victims who can be portrayed as ‘ideal’, the ‘ideal victim’ is described as ‘a person or category of individuals who – when hit by crime – most readily are given the complete and legitimate status of being a victim’. This group includes those who are perceived as vulnerable, defenceless, innocent and worthy of sympathy and compassion. Elderly women and young children, it is suggested, are typical ‘ideal victims’, whereas young men, the homeless, those with drug problems, and others existing on the margins of society may find it much more difficult to achieve legitimate victim status, still less, secure a conviction in court, (Geer, 2007). In this sense, there exists a ‘hierarchy of victimization’, both reflected and reinforced in social media and official discourse. Under this hierarchy, those who are perceived as ideal are most likely to report and be recorded by the system as victims while those who are perceived as not ideal either don’t report or when they do might suffer from re-victimisation from the system.

Benson, (2015) talks about the predicament of cybercrime. The vast majority of people who consume parallel media stand a risk of cyber victimisation. To add on to that Bliss, (2017) speaks on how anyone can become a victim of abuse online. This adds onto categories of victims that have been discussed , subsequently, increasing victimisation.

It is apparent though, that certain behaviours are gender specific. For instance, women are more likely to have comments aimed at them threatening rape and other forms of sexual violence. This is particularly the case for women in the public eye. For example, Gina Miller (the claimant in R (Miller) v The Secretary of State for Exiting the European Union [2016] EWHC 2768) has found herself at the centre of a campaign of online abuse. Abusive comments of sexual violence have been aimed at her. Finkerlhor, (2007) speaks on how there is a pattern wherein the victim of abuse and/or crime has a statistically higher tendency to be victimised again due to parallel media.

Summing up this paper, the media generally impacts people’s perceptions of crime, crime rates and how much they are exposed to victimisation. Parallel media as a form of media that has a wide coverage in the 21st century reaches more people and has a greater influence on the plight of victimisation. This manifests through people’s reactions, in relation to their fear of crime and their assumption of victimisation. It also relates to the up rise of new victims that have been hidden but since parallel media called out their assaulters they are now in the forefront. It also brings about victims of the platform itself as they are new victims that stem out of subscription to parallel media outlets, the likes of victims of cyber bullying. This serves to say that the media, specifically parallel media has a greater role in promoting the plight of crime victims in the criminal justice system and society at large.

Bibliography

  1. Academy, N. V. (Director). (1999). The News Media’s Coverage of Crime and Victimization [Motion Picture].
  2. Alice McGovern, S. M. (2016, October 16). Social media and crime: the good, the bad and the ugly . Retrieved from The Conversation: http://theconversation.com/social-media-and-crime-the-good-the-bad-and-the-ugly-66397
  3. Bliss, L. (2017). The Law, Social Media and the Victimisation of Women. Socio-Legal Studies Association (SLSA) Annual Conference. Newcastle: Edge Hill UniversityFaculty of Arts & Sciences.
  4. Cohen, S. (2002). Folk Devils and Moral Panics (3rd edition). London: Routledge.
  5. Courtauld, A. (2014, November 7). How the media controls our perceptions of crime. SHOUT OUT UK, THE VOICE OF THE NEXT GENERATION.
  6. D Finkerlhor, R. K. (2007). Re-victimization patterns in a national longitudinal sample of children and youth. 479-502.
  7. Downing, J. (2001). Radical Media. Thousand Oaks.
  8. Garland, D. (2008). On the concept of moral panic. SagePub, 23-24.
  9. Geer, C. (2007). News Media, Victims and Crime. SagePub, 21-23.
  10. Hawker, D. (2000). Twenty years’ research on peer victimisation and psychosocial maladjustment: a meta-analytic review of cross-sectional studies. Journal of Child Psychology and Psychiatry, 441- 455.
  11. Tandon, N. (2007). Secondary Victimization of Children by the Media: An Analysis of Perceptions of Victims and Journalists. International Journal of Criminal Justice Sciences , 120-123.
  12. Trueman, C. N. (2019, September 21). The History Learning Site ‘The Media and Crime’. Retrievedfromhistorylearningsite.co.uk.:https://www.historylearningsite.co.uk/sociology/crime-and-deviance/the-media-and-crime/
  13. Vladlena Benson, G. S. (2015). Purpose of social networking use and victimisation: Are there any differences between university students and those not in HE? Science Direct, 867-869.

Please comment on the course reading materials, discussion board and the content

Please comment on the course reading materials, discussion board and the content

Please comment on the course reading materials, discussion board and the content. How would you improve the course? Do you feel the course was effective? Was the textbook applicable?
Textbook:Payne, 2017) White Collar Crime, The Essentials, Second edition, Sage Publications, 2455 Teller Rd. Thousand Oaks Calif., ISBN: 978-1-5063-4477-5
here is another classmates example
Ex 1.The Payne textbook was very helpful. It covered a lot of areas of white-collar crime that I perhaps hadn’t heard of before. Part of my professional background has been working with employee fraud, but the textbook covered so many other areas such as real estate, different criminal behaviors, cases, etc. I learned a lot from the discussion board and from reading thoughts and professional opinions of my classmates as well. A few of the classmates shared their professional experiences as public law enforcement, and how they have initiated investigations related to white collar crimes in the past and what they have seen, much different from my own perspective. The content was pretty good. I especially enjoyed the Bernie Madoff Frontline documentary. I felt that it was relevant to the course and was helpful to understand what happened in detail. Overall, this was a phenomenal course and was very effective to help me with my perspective. The workload was manageable for me and the grading by Dr. Kelley was extremely fair.
example 2:I did not know what to expect when taking this class by the title. I also saw that this class would focus on any topic relevant to criminal justice In today’s society. The reading material was interesting as it talked about white-collar crime, which I didn’t know about. The class itself was exciting and challenging at the same time, as the discussion questions were to be in-depth. One thing that I loved most about this class was reading everyone’s point of view from the discussion questions. Everyone responded, making you think about the different points in the topics. There couldn’t be much improvement in the course as an online class since we are not physically in a classroom. For what the class turned out to be, I think that the course was great; it was informative, and it also made you think beyond and see the topics. I’ve learned much from this class, as I didn’t know white-collar crime existed. I just called it embezzlement or fraud, which I didn’t have a name categorized for. Overall, I am glad I took the class to learn about something I didn’t know existed. The textbook was applicable as it was mostly referred to in this class, and it was very grave to get details about what was needed for tests and discussion questions. I enjoyed learning about white-collar crime.

The purpose of this assignment is to enhance your critical thinking skills throu

The purpose of this assignment is to enhance your critical thinking skills throu

The purpose of this assignment is to enhance your critical thinking skills through a “mini” writing assignment.
What is critical thinking? It is the ability to think rationally and clearly, understanding the logical connection between concepts and ideas. It requires you to be an active learner rather than just a passive recipient of knowledge and information. Critical thinking is a way of thinking about specific things at a specific time. It is not just the accumulation and recollection of facts that you can use in the same format down the line as you would with a grammar or multiplication table learned in elementary school. Critical thinking is an adaptive skillset that helps enable a way of thinking about the issue/argument to arrive at the best possible conclusion/solution.
TASK:
You must write an original post of at least 250 words showing your critical analysis of the problem or issue presented. This is free writing, but your writing must be professional, and you are still required to properly use and cite at least 2 external sources in APA format and style (the textbook may count as one external source). After all, you cannot truly think critically without understanding the issue, and you cannot understand the issue without first gathering (accurate) information about it. Additionally, you are required to respond to at least 1 other student’s “mini” by providing constructive feedback in a respectful and professional manner.
Helpful Resources:APA formatting – for more information on how to use and properly cite in APA formatting, please use the following resources:APA: The BasicsLinks to an external site.– VIDEO
Purdue University APA GuidelinesLinks to an external site.
Why is it important to learn how to write in APA formatting?“What is the Purpose of APA Formatting in College Writing?”Links to an external site.
The Classroom – “Why Use APA Formatting in College Writing?”Links to an external site.
Remember, this won’t be the last time you must write in APA formatting. This is just the best time to learn and ask questions so you can succeed in your future courses and overall academic journey.
ASSIGNMENT TOPIC: BETTER CALL SAUL
Many Americans get their impressions of the criminal justice system from television crime procedurals. In the Vice article below, ethics attorney Nicole Hyland discusses what it means to be an ethics attorney as well as her blog, The Ethics of Better Call Saul.
How many police procedurals like Law and Order: SVU or Better Call Saul do you watch? What are your initial impressions of the attorneys in these shows?
Read the following article:
We Asked an Ethics Lawyer About Defense Attorneys Who Break the Rules
THE QUESTION(S) YOU NEED TO ANSWER IN YOUR “MINI:”
What makes someone an ethical attorney?
What is an ethics attorney?
What are some typical ethical violations committed by attorneys in shows like Law and Order SVU or Better Call Saul?
CRITERIA:
Your assignment will be graded based on the following checklist:
Organization –Did you write at least 250 words?
Are your sentences in a logical and cohesive order?
Topic –Does your “mini” answer the question above?
Formatting –Did you access the resources provided above to familiarize yourself with APA style formatting?
Is your writing in APA style formatting?
Did you include properly formatted APA in-text citations?
Did you include a works cited page or sources page in APA style formatting?
Mechanics –Did you read your paper out loud to check for any grammatical errors?
Did you write in complete sentences, punctuate correctly, and use a spell checker?

3 pages Discussion Questions: 1. List different sources of workplace violence. 2

3 pages
Discussion Questions:
1. List different sources of workplace violence.
2

3 pages
Discussion Questions:
1. List different sources of workplace violence.
2. Explain the association of bullying and harassment to workplace violence.
3. What are the different legal precedents used by attorneys when litigating employer liability for workplace victimization? What is the difference between negligent hiring and negligent training?
4. Discuss several risk factors that contribute to youth violence.
5. Explain how schools are a source of victimization.

Critical Thinking Content As seen in Lesson 2 Lecture 2 please read the assigned

Critical Thinking Content
As seen in Lesson 2 Lecture 2 please read the assigned

Critical Thinking Content
As seen in Lesson 2 Lecture 2 please read the assigned NCVS report and refer to Table 12 on page 12. Summarize the data as indicated in the table. Can you see the differences in how overall counts of crime are tabulated by the NCVS when compared to how the FBI UCR data are reported? Agree or disagree with the following statement, “When attempting to measure the extent of female criminality, both FBI UCR data and NCVS data arrive at the same place in the end: females are much less likely to be involved in crime as are males.”Write a SummaryFont: 12pt times new roman
Format: MLA or APA format
Minimum: 300 words
Maximum: 400 words
Sources: Utilize 2 sources with proper citations
You must include references, but this does not count toward the 300-400 words
Critical Thinking Content
As seen in Lesson 3 Lecture 3 read how Barberet (2014) describes females who engage in human trafficking, who take part in genocide, and who commit horrific terroristic acts of violence. In what ways could agency play a role in any of these criminal actions? Write a Summary Font: 12pt times new roman
Format: MLA or APA format
Minimum: 300 words
Maximum: 400 words
Sources: Utilize 2 sources with proper citations
You must include references, but this does not count toward the 300-400 words

New Directions This Week: In week 4, you completed a brief of Tennessee v. Garne

New Directions This Week:
In week 4, you completed a brief of Tennessee v. Garne

New Directions This Week:
In week 4, you completed a brief of Tennessee v. Garner, 471 U.S. 1(1985). This week, you will edit your previous assignment based on instructor feedback, but also reflect on the things you learned. The reflection is designed to help you think through the many phases of the assignment, including the editing phase you’re doing this week.
Reflect on the briefing process you completed in week 4 and the edit phase this week. Place and label the reflection section under the ethical policy and procedure section called, Reflection Considerations.
In this reflection considerations section answer the following questions. What did you learn about how to analyze cases? What was most difficult thing about it? What was the easiest thing about it? Feel free to incorporate additional ideas you may have into the reflection as you brainstorm thoughts on those questions.
Original Directions from Week 4 (with the new section shown in red font):
Please read Tennessee v. Garner, 471 U.S. 1(1985). In a few sentences, briefly explain what happened in this case. Please list the facts of the case, the issue before the Supreme Court, the outcome of the case (holding), and the Court’s reasoning (rationale). Please list as follows:
· Facts
· Issue
· Holding
· Rationale
You may refer to the case briefs in the lecture to help you prepare your brief. Do not use your own words. You must use the words in the opinion. In this case, the Tennessee statute provided that if, after a police officer has given notice of an intent to arrest a criminal suspect, the suspect flees or forcibly resists, “the officer may use all the necessary means to effect the arrest.”
· Next, write an effective, ethical policy and procedure for officers when faced with fleeing suspects that addresses all three components of the criminal justice system relative to this issue.
· Lastly, write down your Reflection Considerations (NEW this week).

Criminal Justice System: Lessons from “The Kalief Browder Story”

Criminal Justice System: Lessons from “The Kalief Browder Story”

Introduction

In this paper, I will summarize the documentary “The Kalief Browder Story,” which judges the community justice aspects within New York City. Kalief Browder was a 16-year-old who was accused of stealing a backpack. This high school student was imprisoned for three years, two of them in solitary confinement on Rikers Island, without being convicted of a crime. Kalief, throughout the process, refused to take a plea deal because he wanted to go to trial to prove his innocence. When you plead guilty, you lose the civil and constitutional rights that you had as a non-convicted felon, and you never get it back.

The Unjust Imprisonment of Kalief Browder

Kalief Browder was a 16-year-old boy who was wrongfully convicted in the city of New York in 2010. The officer who arrested Kalief was following up on a robbery that was reported over the weekend. The suspect was described as an African-American man. Kalief, however, was at the wrong place at the wrong time. Kalief was then sent to Riker’s island correctional facility, where he would await his conviction. Rikers Island, as many know, has a reputation for violence, abuse, and neglect of all inmates.

Kalief Browder, who was asked to plead guilty numerous times by his public defendant, refused to do so because he was an innocent man, and he believed the system would defend him. These young spend three years in the system, two out of the three years in solitary confinement. He was jumped by city gangs and mistreated, beaten, and starved by the facility’s correctional officers. Months after months, his trial was pushed back because the court was not ready.

The police didn’t do the proper investigation of this case from the moment he got arrested. This story classified all the issues of racism, corruption, and a criminal justice system that is simply not working. Browder was punished for implementing his constitutional right to a trial; he also was denied the right to a speedy trial because prosecutors repeatedly asked for postponements due to not having proper documentation or a witness. Yet no one advocated for his release during years of delay. His bail was set at $3,000, higher than his mother, or almost any family in the South Bronx, could afford.

I felt that there was so much that could’ve been done to prevent this young man from spending three years of his life in prison. “African Americans are only 13% of the American population, but a majority of innocent defendants are wrongfully convicted of crimes and later exonerated” (Gross, 2017). Knowing that the officer that night didn’t care what they had to say makes me worry about our society. Being that I myself am from the Bronx, breaks my heart to see what the NYPD is doing, and it brings fear for my family that still lives there. We are a community and should look after each other, not hurt one another.

Conclusion

Kalief Browder wanted to make sure that his story was heard and hoped that he was going to make a difference in the criminal justice system. His suicide brought changes to Riker’s island and helped lead to a “$3 million settlement” (Weiser, 2019). His tragic death will always be a reminder that mental health should be taken more seriously and it should be provided to anyone. Although he wasn’t able to enjoy his settlement, he at least was able to help his brother and sister.

References

  1. Gross, S. R. (2017). Race and wrongful convictions in the United States. In Routledge Handbook of Criminal Justice Ethics (pp. 225-237). Routledge.
  2. Weiser, B. (2019). $3 million settlement in Kalief Browder lawsuit is approved. The New York Times. Retrieved from https://www.nytimes.com/2019/04/16/nyregion/kalief-browder-settlement.html

Integrating Kohlberg’s Stages of Moral Development in the Justice System

Integrating Kohlberg’s Stages of Moral Development in the Justice System

Introduction

Incorporating Kohlberg’s Stages of Moral Development in the Criminal Justice System Assonia Sims Professor Earl Pinkney November 18, 2018, This paper will identify and discuss three levels of Kohlberg’s Stages of Moral Development and how to incorporate them into the criminal justice system. Next, it will discuss how police officers can use Kohlberg’s stages to evaluate three types of criminals at different stages of moral development. Then, it will illustrate several ways in which to address self-interest and the pursuit of pleasure to prevent police corruption. Finally, this paper will identify and discuss three PrimaFacie duties that all law enforcement should fulfill. In order to be able to incorporate Kohlberg’s Stages of Moral Development into the criminal justice system, one should be able to identify and understand what each stage is.

Understanding Kohlberg’s Stages of Moral Development

Moral development is defined in three levels, with specific stages attached to each level, according to Kohlberg. They are levels 1) Preconventional Morality, 2) Conventional Morality, and 3) Postconventional Morality (Williams & Arrigo, 2012). The first level is conventional morality. Obedience and punishment are considered. This level deals with children aged ten or younger. They are taught rules, values, and societal norms early in life by their parents, and they learn what behaviors their parents will allow and which actions have consequences attached. Kohlberg attributes this conventional way of thinking to children drawing near to a “self-interest” of values driven by external forces or outside influences and consequences. (Williams & Arrigo 2012).

For example, an adult with knowledge of the laws and good morals and values would think twice about the consequences of committing a crime. A child, on the other hand, with no real knowledge of the law may commit a crime because they understand their parent’s punishment and who have not yet developed morals and values based on societal views will think more about what they can get out of committing a crime as opposed to the consequences. Their behavior is purely based on punishment vs. reward (Williams & Arrigo, 2012). To address this level, officers should ensure that whether the behavior is good or bad, everyone is treated fairly according to the appropriate level of punishment or reward based on the laws and ethical and moral judgment.

The second level is conventional morality. Interpersonal and/or social relationships are formed. This is manifested in children who have reached their teen years and have developed an understanding of social norms, laws, morals, and values. They have simply learned right from wrong and think more selflessly as opposed to children in level one. At the conventional level, people have a strong belief that they should follow the rules set by their family, law, and society and make decisions that demonstrate they think about others. Kohlberg attributes this way of thinking to a desire to be accepted by others (Williams & Arrigo, 2012). For example, a person with good morals and values will avoid unethical behaviors that violate family rules, laws, and social norms because this is what is accepted. A criminal may see themselves as deprived in some way and justify their behavior by thinking that laws and social norms are wrong as it relates to their unethical behavior.

Utilizing Kohlberg’s Stages in Criminal Evaluation

The criminal seeks to please others rather than be accepted by them. In the third and final level, known as post-conventional morality, youth have now reached adulthood. Viewpoints about life and the world around them have changed, and care for self and others is important. More consideration is placed on the values that should be upheld in society instead of their personal values. More self-reflection has occurred at this level; societal norms are incorporated within as opposed to external factors or how others view morality. For example, an adult at this level will not commit crimes because they value laws and the right to live.

The criminal mind, on the other side, does not care about the consequences and will commit the crime (W. et al., 1985). 1. Since there are different levels of crime and different types of criminals, officers could address each type by asking the series of questions that Kohlberg asked in the “Heinz dilemma”: Should the person have committed said crime? 2. Would it change anything if said crime was not committed? 3. Would it make a difference if said crime was committed against someone known or a stranger? 4. Should the criminal be arrested for said crime? In asking this series of questions, officers will be able to identify how moral reasoning morphs over time, and this should help them to be able to make the most ethical and fair decision at any level.

Now, that is not to say that civilians are the only criminals out there. This is a moral issue that exists within the criminal justice system as well. It is called “corruption,” which can be defined as an abuse of authority. Indeed, the very people that are sworn to uphold the law also break the law. Why? Because they are human first and law enforcement second, this type of behavior will never stop. It can, however, be curtailed. The steps necessary to reduce this corrupt way of thinking are to first revise and implement a more stringent code of conduct that heightens the focus on ethics and integrity within law enforcement. Second, officer training. The training received while at the academy is not as realistic as the on-the-job training one can receive.

Based on what division an officer works in, textbook learning will not be enough to prepare them for the “real” dangers they will face. If they are narcotics, they need to be trained for that. If they are homicide, they need that training. The third step should address raises or other incentives. Officers do a tough and dangerous job every day and should be compensated for that. This will greatly reduce the desire to act in self-interest or the pursuit of pleasure (White, 1999). According to W.D. Ross, the duties officers are sworn to uphold are defined as prima facia duties or conditional duties, which are binding unless overridden or trumped by another duty or duties (Williams & Arrigo). These duties include fidelity, reparation, gratitude, non-maleficence, beneficence, self-improvement, and justice. The three most important that all law enforcement should fulfill are 1) duties of fidelity.

Conclusion

This includes keeping promises, agreements, and contracts, which will allow others to be able to trust you. 2) duties of non-maleficence. This duty involves not harming and preventing harm to others in reference to health and safety, to name a few. 3) duties of self-improvement. This is done by continuing to improve knowledge in order to be effective and efficient in specific duties and maintaining good health (Garrett, 2004). Is understanding all of what has been discussed the end all, be all? Absolutely not. Will crime still exist? Absolutely. Having knowledge of why people choose to commit a crime can ultimately have a great impact on patterns of thinking, and this has the potential to address moral reasoning and decrease criminal activity.

References

  1. https://www.cs.umb.edu/~hdeblois/285L/Kohlberg’ sMoralStages.htm http://people.wku.edu/jan.garrett/ethics/rossethc.htm
  2. https://www.simplypsychology.org/kohlberg.html
  3. https://web.stanford.edu/class/e297c/poverty_prejudice/paradox/hwhite.html Williams, C. R. & Arrigo, B. A. (2012). Ethics,
  4. Crime, and Criminal Justice (2nd ed.) Upper Saddle River, NJ: Prentice Hall / Pearson.