TO:
Students in CJ 141
FROM: R.
B. Taylor
DATE:
11/22/00 [DO NOT START WORK ON THIS BEFORE 11/22 - assignment may be changed]
RE:
Assignment for paper 3
DUE:
11/6/00 FORMAT: typed, double spaced; SSN only on EACH
PAGE; Excluding the references, no more than THREE pages
We
have spent a considerable fraction of the course considering factors
that affect both how the victim feels about the criminal justice
system, what the system can do to affect that, and factors affecting
how well the victim copes with the victimization event itself, or how
well indirect victims cope with things like unexpected loss.
The
program described by Mary Atlas serves the indirect victims of
homicide: those who are left behind.
The
paper assignment has three different parts.
First,
describe two specific activities that are carried out by the
Families of Murder Victim program. Suggested guideline: about a half
a page.
Second,
describe, using specific readings that we have covered in this
course, or specific materials that we have covered in class, the
theoretical reasons why these program elements should be helpful to
indirect victims. In other words, what is the theory behind the
program. You need to use at least two specific references either to
class material or to readings. The reading on the buffering
hypothesis is obviously relevant. The class lecture material on
reactions of family members to unexpected loss (the original article
is Lehman et al.), the impacts of victimization on psychological
assumptions (original article by Janoff-Bulman), and lecture material
on social support is all extremely relevant. If you missed those
lectures you might want to get the notes from a classmate. Suggested
guideline: about a page.
Third,
please answer the following questions, and give your reasoning: Is
this something you think the criminal justice system should be
supporting or not? Do you think the program is helping the criminal
justice system by helping the victims? Suggested guideline: 1/2 to
one page.
Here
is a rubric that gives you some idea of how the paper will be graded.
|
What gets a ____ grade |
||||
|
Section |
% of grade |
Low |
Medium |
High |
|
Describe 2 elements |
10 |
General statement about what program does |
Clear description of 1 specific program feature |
Clear description 2 specific program features |
|
Connect to class content |
60 |
Weak connection to empirical and theoretical work, vague descriptions of relevant concepts or processes |
Makes some connection to empirical and theoretical work, describing one relevant process or concept or one result |
Clearly explains the empirically theoretical processes underlying program elements |
|
Answer broader questions |
20 |
Unsupported answer(s); no rationale provided |
Clear answer to at least one question, one rationale |
Clear answer to 2 questions; clear rationale(s) |
|
References |
10 |
Quotes have supporting in-line references; bibliography list follows standard formats |
||
References
to some of material covered in lectures
Janoff-Bulman,
R. and I. Frieze 1983 "A Theoretical perspective for
understanding reactions to victimization." Journal
of Social Issues 39:1-17.
Coates,
D. and T. Winston 1983 "Counteracting the deviance of
depression: Peer support groups for victims." Journal
of Social Issues 39:171-196.
Forst,
B. E. and J. C. Hernon 1985 The criminal justice response to victim
harm. Washington, DC: National Institute of Justice.
Lehman,
D. R., C. B. Wortman, and A. F. Williams 1987 "Long-term
effects of losing a spouse or child in a motor vehicle crash." Journal
of Personality and Social Psychology 52:218-231