Trepidation among the “keepers”: Gendered Perceptions of Fear and Risk of Victimization among Corrections Officers

Determining the attitudes of correctional officers relative to their level of fear and risk of victimization is important to investigate due to the relationship of the conditions of confinement and the care and custody of offenders. Furthermore, consideration of such attitudes by gender may uncover differences because of the unique obstacles female corrections officers face. This study examines the level of fear and risk of both inmate and staff related victimization by gender through administering a survey to all corrections officers employed in the adult prisons within one-state. The overall analysis indicated some level of apprehension among officers regarding their fear and risk of victimization for inmate-precipitated victimization more than staff-to-staff victimization. Female officers were also more likely to demonstrate a higher level of perceived fear and risk of inmate-precipitated and staff-precipitated victimization. In addition, race and security level were shown to be significant as predictors of both fear and perceived risk of victimization among officers.     

The impact of sentencing options on recidivism among domestic violence offenders: A case study

Past domestic violence research has tended to focus on issues related to law enforcement responses. More recently, the focus has shifted to other components of the criminal justice system, such as prosecution and correctional responses, to determine the best way to reduce domestic violence. This project is a case study of 177 male convicted domestic violence offenders who were sentenced to one of five options: community corrections; jail; a suspended sentence; private counseling, a fine, or restitution; and advisement. The focus of this inquiry is on the likelihood of each sanction reducing future arrests and convictions for domestic violence. The results reveal that no one sanction is more effective than the other options. A draft of this paper was presented at the annual meeting of the Southern Criminal Justice Association, Chattanooga, TN, 1999. The authors would like to thank the editor and the anonymous reviewers for their insightful comments and suggestions on an earlier version of this paper. This work stems from a project started by Chesterfield County and Melissa Gross to complete her Master of Social Work degree requirements. The primary authors of this piece are Jill A. Gordon and Laura J. Moriarty. The ordering of names are alphabetical after Melissa Gross.     

Using the role-play at the lectern: developing “work-ready” and confident professionals

As Waters notes, the role-play is not traditionally used as a teaching technique in law schools. Educators utilise role-play in many disciplines, including health, business, psychology, economics and literature; yet apart from clinical settings or for teaching practical legal skills, the role-play seems to be underutilised in legal education. An empirical study of 67 law students from the University of Western Australia (UWA) Law School set out to investigate the utility of the role-play as a device for instilling confidence in students and assisting them to prepare for professional practice. Although the classroom and class size were large and teaching took place in a lecture theatre, the role-play worked effectively. Students reported greater knowledge, understanding, confidence and skill with conducting themselves in a professional practice context. The study shows the need to embrace the role-play as an experiential learning technique that can work as effectively in an intensive, large-class setting as it does in smaller or clinical classrooms. The study revealed that the role-play technique worked very well and that the role-play is a versatile and very much “alive” pedagogical technique of value to any law school.