Please write about the marshall plan, but focus on the critics. The advantages and disadvantages of the marshall plan. Furtermore, provide an analyse about why URSS didn’t wanna participate to this plan.
Resource: What Kind of Thinker Are You? assignment from Week One
Review your Week One assignment and reflect on what you learned about critical thinking during the course.
Write a 350- to 700-word paper in which you reflect on the following questions:
• What is critical thinking?
• What are the three most significant things that you learned about critical thinking during this course?
• How has your critical thinking changed since starting this course?
• Re-evaluate your stage of development in critical thinking and why you placed yourself in that stage. If your rating has changed since Week One, explain why you think this change occurred.
• How do you plan to move yourself from your current stage of development in critical thinking to the stage of master thinker?
Format your paper consistent with the Short Form Writing Style Guide.
Write a paper concerning the ethic case and answer these questions. what went wrong, what went right, How, why and what you would do in their situation?
focus should be on bakersfield but be sure to include other areas of kern county. please include several graphs and charts in power point (a min of 3). please cite sources in a smaller font on the slides. slides should be detaied and include a page number and the source used. presentation should be eyecatching and grab the attention of the audience. please cite the source on the slide in a smaller font.
sources used include scholarly article, newpapers, books, journals. etc. 12 pt. news times roman font.
1. include a thesis- tell why poverty and eduction is an important topic to study.
2. povide historical background on eduaction and poveryt in kern county. who where some of the people who first addressed the issue of poverty and eduaction in kern county.
3. use graphs, charts, statitcs to analyse eduaction and povery in kern county.
4. review the research of others in eduaction and poverty in kern county. what are their key findings. include at least one statement from a expert in this field. what laws have been passed to help children?
5. what are solutions to fix the problem of poverty in education in kern county.
include a bibliography at the end of presentation. use a variety of sources.
Explain, in your own words, the carbon cycle and the impact that humans have on the carbon cycle.
D L2L Q1 Under what circumstances might it be beneficial to design a group in which both children and their parents would participate? What special issues might arise in such a group, and how would you manage them?
7DL2PQ2Review the group proposal for children who have been abused, described on pages 313-319 in the textbook. If you were screening children for such a group, what would be some signs that this group would be contraindicated for a particular child? How would you strive to obtain consent from parents or legal guardians, and how would you want to involve them? How might you orient children to this kind of group? Group Work with Children and Adolescents
Notes Introduction
The effects of child abuse are pervasive and often multifaceted. Aside from the obvious physical injury sustained by any number of abusive violations, children who are abused often experience a range of feelings and thoughts related to anger and hostility, fear and anxiety, vulnerability
and powerlessness, sadness and loss,
shame, and guilt. The detrimental outcome
of child abuse often presents itself
in children who struggle with trust issues,
self-blame, depression, isolation, poor selfimage,
and many other interpersonal relationship
issues. The literature and research
have addressed the mental health services
needed, but counselors continually yearn
for new ideas about how to work with children
affected by abuse. Many experts contend
that effective interventions focus on
the appropriate expression of emotions, a
positive self-image, interpersonal relationship
skills, and rebuilding trust in a variety
of social situations. Therefore, interventions
that explore interpersonal and social
relationships can be highly effective with
those who suffer from abuse. In particular,
group counseling provides a nonjudgmental
and safe climate in which children
are encouraged to address a multitude of
issues and in which they have the opportunity
to establish relationships with their
peers who have similar experiences. After
several years of experience, I have found
group counseling to be very helpful for
children affected by abuse. The model that
follows has emerged from my experiences
as an individual, group, and family counselor
with children affected by varying
forms of abuse.
Group Goals
The main goal of this group is to foster a therapeutic
relationship in which children who
have been abused feel safe enough to risk
trusting other children and another adult.
Therefore this group is designed to establish
a safe environment, empower children, and
enhance their sense of self. This group is also
structured to assist children in discovering
that they are not alone in their experiences
and feelings and that others understand
and care, which is accomplished by providing
an environment in which children have
an opportunity to express diffi cult and complex
emotions and act out the intrusive and
abusive experiences. By assisting children to
express the full range of mixed and confusing
emotions felt toward the perpetrator, children
experience a sense of control and mastery,
which is another goal of this group. By the end
of the group, it is hoped that all children have
learned to express their feelings appropriately,
acknowledge their personal strengths,
and develop skills about how to have healthy
interpersonal interactions and relationships.
Setting Up the Group
Screening
Screening is crucial when counseling children
who have been abused, and timing is
essential when determining when children
are ready for group. Most of all, children
must be ready and willing to interact with
other children in a therapeutic setting as
evidenced by their desire to play games,
talk, and generally spend time with peers.
GROUP PROPOSAL
A Group for Children Who Have Been Abused
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314 PART 3 Application of Group Process to Specific Groups
All children in my groups have completed or
are concurrently involved in individual and
family counseling, and I utilize case notes and
clinical impressions to assist in the screening
process. When I believe children are ready, I
invite them to participate in group counseling.
I emphasize that they can decline, thus
empowering them to make choices.
Group counseling is contraindicated if
(1) the abuse happened recently, (2) the
abuse is still highly traumatizing to the
child, (3) the child has experienced serious
psychological disturbances such as suicidal
behavior, self-mutilation, severe mood
swings, or thought disturbances (hallucinations
or delusions), or (4) the child was
abused by more than one person at a time.
The functioning and climate of the group
are dependent on the behavioral patterns
of prospective members. Accordingly, it is
essential to balance the group with members
similar in age, physical size, and gender. Likewise,
the type and severity of the abuse must
be considered when composing the group so
that children are not re-traumatized by other
children’s stories. Once children are deemed
appropriate for group counseling, consent
from the legal guardian must be obtained.
Parent/Legal Guardian Consent
In most cases, I converse with parents/legal
guardians in person, but sometimes I send a
letter of consent. The letter outlines issues of
confi dentiality, therapeutic factors, topics to
Dear Parent/Legal Guardian:
As you are well aware, the detrimental outcome of child abuse often
presents itself in children who struggle with trust issues, self-blame,
depression, isolation, poor self-image, and many other interpersonal
relationship issues. While such problems are currently or have been
addressed with your child in individual and/or family counseling, I
believe that group counseling is yet another opportunity that can be
highly therapeutic and benefi cial to your childʼs mental well-being.
Throughout my experience as a counselor and play therapist, I have
found that many children affected by abuse struggle with relationships,
namely peer relationships. Research has indicated and I fi rmly believe
that group counseling can assist many children in (a) learning how to
trust others, (b) understanding that they arenʼt alone in their experiences,
(c) developing healthy interpersonal relationship skills, and
(d) increasing their sense of control and mastery when in social situations.
By interacting with others who have similar feelings, experiences,
and concerns, children learn how to accept and cope with their emotions
and thoughts more effectively.
Based on clinical observations and my professional judgment, I
believe that your child is ready and prepared for a group counseling
experience. Accordingly, I am requesting that you grant permission for
___________________________ (childʼs name) to take part in a 10-week
group that will be made up of approximately fi ve to seven other children
who have similar concerns and are compatible in terms of age, size, and
gender.
Group sessions will include an array of structured and nonstructured
conversations and activities related to abuse and other mental health
issues. All children and parents will be informed about confi dentiality,
but I cannot control what children say or do outside of the session. However,
I will make every effort to enforce confi dentiality and ensure the
physical and emotional safety of your child. Should you have any questions
or concerns about the group, please contact me at ____________.
By signing this form, you acknowledge and support your childʼs
participation in this group counseling experience and hereby provide
written consent.
________________________________ ___________________
Parentʼs/Guardianʼs Signature Date
________________________________ ___________________
Witnessʼs Signature Date
________________________________ ___________________
Teresa M. Christensen, PhD Date
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CHAPTER 9 Groups for Children 315
be discussed in the group, and a description
of the process, which provides a rational for
group counseling with children affected by
abuse (see letter). I emphasize that group
does not take the place of individual or family
counseling, but that it is a supplement to
the current treatment plan.
Written consent is obtained from legal
guardians prior to informing the child about
the group. (It is important to attain proof of
legal guardianship, particularly when children
don’t reside with their biological parents.)
Legal guardians may include foster
or adoptive parents, grandparents, or other
members of the extended family.
Group Composition and Characteristics
This type of group works most effi ciently
with children of similar ages (only 1 to 2 years
apart) who have suffered the same type of
abuse. Adolescents can also benefi t from
such a group, but the activities described
here pertain to a group for children ages 7 to
12 who have been sexually abused. Because
developmental and gender issues need to be
considered, each group is structured a bit
differently depending on the specifi c needs
of the members. Due to factors such as
trust, power and control, group cohesion,
and boundary issues, this is a closed group.
The group consists of fi ve to seven members
who meet for 45 to 60 minutes once a week
for 10 consecutive sessions.
Setting
Because of my experience as a play therapist,
I prefer to facilitate groups with children ages
4 to 12 in the playroom. This space allows for
a variety of structured activities that incorporate
both nondirective and directive play
(therapeutic toys and games, art supplies,
sand, and other creative materials).
Group Format
I use a combination of directive and nondirective
techniques, and development and
process issues are addressed by dividing
each group session into three basic segments
(warm-up, work, wrap-up). The structure
and topic for each session varies depending
on the issues and needs of the individual
members and the group as a whole. Therefore,
aside from the initial session (Orientation)
and the last session (Celebration),
weekly sessions alternate between structured
and nonstructured activities. Sessions 1–4,
6, 8, and 10 are highly structured through
one or more activities focused on topics
related to abuse. I use a variety of activities
and games in the structured sessions that
are derived from my clinical experience and
other resources. Sessions 5, 7, and 9 are
process oriented and begin with nonstructured
time in the playroom or a space with
a variety of games, toys, art supplies, and
activities that group members are free to
choose from. All sessions begin with 5 to 10
minutes for warm-up, which includes (a) a
check-in with each member about how he
or she is feeling today, (b) time to refl ect on
and talk about what happened in the last
session, and (c) discussion about what the
group session will be like. The next 25 to
35 minutes of the group, the work phase,
includes either a structured activity or free
play. The fi nal 10 to 15 minutes of each
session is reserved for wrap-up, also known
as T&T (Treat and Talk Time). During
T&T group members are offered a healthy
snack and encouraged to take turns sharing
their reactions to the session. Discussions
focus on what members learned in
the session and on how these experiences
might be generalized to their life outside of
the group. The following outline includes
examples of topics and activities for each
of the sessions.
Session 1: Orientation
The initial session includes discussions about
confi dentiality, the purpose and structure of
the group, and rules (policies). I usually begin
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316 PART 3 Application of Group Process to Specific Groups
by thanking members for choosing to be a
part of this group. I also state that everyone
in the group has been abused but that this is
not the only reason members were selected
for this experience. I indicate that this group
is about getting to know others, learning how
to express feelings appropriately, and learning
how to make positive choices. To assist children
in getting acquainted with one another,
I facilitate an icebreaker in which children
take turns stating their name and something
about themselves (favorite color, animal, or
time of day). This type of go-around continues
for approximately 15 to 20 minutes.
During the last half of the session, I use
the term “group policies†to discuss rules
and enlist the help of group members in
making a list of rules for this group. This
sets the tone for empowering the children to
co-construct the group experience. I record
this information on a poster titled our
“Group Declaration Banner†and provide
a variety of art materials and encourage
children to sign their names and decorate
the Group Banner, which will be displayed
during each group session and referred to
whenever necessary to set limits. I closely
monitor what policies members choose to
adopt and make certain that we include
rules to protect physical and emotional
safety. I make certain that our declaration
gives children the freedom to remain silent
or pass on go-around activities, and I also
emphasize boundary issues such as confi –
dentiality and physical touch. In most cases,
group members come up with policies that
far surpass the rules or limits that I would
enforce. Accordingly, I monitor the group to
make certain that they don’t make too many
policies, or that the policies aren’t too rigid.
This group session ends with a fi nal wrapup
T&T go-around.
Session 2: Awareness Activity
Session 2 includes a relationship-building
activity intended to promote member interaction.
Each member of the group creates
an “identity collage,†choosing four or fi ve
magazine images, phrases, or words that
describe how the member sees her- or himself.
Therapists are encouraged to select a
wide range of magazines that support diversity
and are developmentally appropriate.
Once members have had the opportunity to
share their collages, they are encouraged to
refl ect on how they have changed since the
abuse. Group members are then encouraged
to select at least one more item, word, or
phrase that represents how they believe they
have changed as a result of the abuse and
how they feel about this change. These items
are used to alter the existing collage, and
group members are again given the opportunity
to share their revised collages.
This activity gives group members an
opportunity to self-refl ect and engage in selfexploration
regarding how the abuse has
affected them. When processing this activity,
it is important to discuss the multitude of
intense feelings that children associate with
the abuse as well as the changes that they
have encountered. For example, the following
remarks were shared in groups I facilitated
with children who had been molested:
“I am sad that I don’t live with my mom
and dad anymore.†“I hate being a boy! My
body does strange and dirty things.†“I don’t
know if I will ever fi nd a husband, because
no boy will want me after they learn about
what happened with my dad.â€
Session 3: Secrets and Touches
This session includes an activity specifi c
to inappropriate and appropriate touching
and safe and unsafe secrets. Because this
activity is intended to help children learn
how to both establish and adhere to appropriate
physical boundaries and distinguish
between safe and unsafe secrets, it is important
to fi rst defi ne these concepts in developmentally
appropriate terms to children. For
example, I would explain: “A safe secret is
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CHAPTER 9 Groups for Children 317
not telling about something that won’t harm
anyone else, like keeping a surprise birthday
party a secret. Whereas an unsafe secret
is when something hurtful or dangerous is
happening to you or someone else and you
keep it a secret by not telling anyone.†As
a group activity, members are then encouraged
to come up with lists of appropriate
and inappropriate forms of touching and
safe and unsafe secrets. This activity ends
with members developing a plan about how
to handle touching and secrets in a healthy
manner in the future.
Session 4: Trust Activity
Session 4 focuses on activities pertaining
to trust such as a trust walk. The walk
involves some members being blindfolded
while other members serve as guides as
they both proceed through a maze or series
of directions. This activity facilitates issues
pertaining to trust, vulnerability, powerlessness,
risk-taking, facing anxiety, and relying
on others for support. Once members have
processed their reactions to the trust walk
experience, they are instructed to create a
list of people whom they can trust in their
lives and to indicate why. Members are given
the option of sharing their list with the rest
of the group.
Session 5: Process Oriented
Similar to other sessions, Session 5 begins
with a check-in process. Then members
are encouraged to make their own choices
about what they would like to do during
this session. As the leader, I become a keen
observer in the ways children choose or do
not choose to engage with other members.
I offer verbal and nonverbal encouragers
and refl ections as members make their own
choices about what to do in the session.
Children often choose to play games or
build sandtrays together. Some children
use the time to explore the playroom or to
create a drawing or painting on their own.
The session ends with the traditional treat
and talk time when children are offered an
opportunity to refl ect on their experiences
in the group.
Session 6: Interpersonal Interaction Activity
At this point in the process, I believe it is
important to help members address relationship
issues, and we cover a variety of topics
related to communication: using “I†messages,
how to show respect for emotional
and physical boundaries, how to ask for what
one needs, and ways to appropriately express
feelings. A number of games and structured
activities that are specifi cally designed to
address these topics including The “talking,
feeling, doing†game, role-plays, puppet
shows, family drawings, blowing bubbles (to
represent physical boundaries), and the telephone
game. We also might read from books
that address issues related to abuse.
At the end of this session I remind members
that we only have three more sessions
until our last meeting, and I ask members
to begin to think about how other groups
in their lives have ended. I give examples of
endings by talking about what it might be
like when clubs or teams don’t meet anymore
or the end of the school year. In particular,
we discuss how members have learned to
say good-bye to others, we talk about “goodbye
rituals†that members have experienced
in their families and communities, and we
begin to prepare for the end of our group.
Session 7: Process Oriented
During this session children typically read
books, play with puppets, or utilize the art
material to create a picture or journal for
themselves.
Session 8: Resilience Activity
The goal of this session is to assist members
in developing a positive self-image.
The focus is on helping children identify
personal strengths and learn how to use
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318 PART 3 Application of Group Process to Specific Groups
their strengths to make healthy choices in
the future. At the beginning of the session,
I clarify what strengths are and encourage
members to take a few moments to construct
a list of at least four strengths they
recognize in themselves. Examples have
included: “I am a good listener.†“I am a
good friend.†“I have learned how to show
my anger without hitting someone or something.â€
“I know how to say NO.†Because
self-esteem can be damaged by child
abuse, the group counselor’s assistance is
especially important here. As a group we
decide what we can do to creatively exhibit
our strengths. Any number of activities and
games can be used to accomplish this task,
and I encourage members to create something.
Sometimes they use art and construction
materials to build kites, personal or
family shields, personalized license plates,
or T-shirts. Then members list their wants
and needs in life, and we brainstorm ideas
about how they can use their strengths to
get their needs met and satisfy their desires
in a healthy manner. I emphasize that they
still have a choice about many aspects of
their lives regardless of what people have
said or done to them in the past. We talk
about how their strengths can help them
make healthy choices, about how to get
their needs met in the future, and how to
express their feelings and thoughts.
At the end of this session, we discuss the
upcoming celebration session. We brainstorm
ideas about what they want to do
(activities, games, art, talk, sing, or dance).
I inform group members that I will provide
some sort of drink (usually juice) and at
least one treat (usually fruit or popcorn)
and tell members that they are welcome
to bring something but are not required
to do so. This takes pressure off children
who are anxious about bringing something
or whose parents/guardians don’t have the
resources or aren’t actively involved in this
process.
Session 9: Process Oriented
Due to the power of group development and
enhanced trust, members typically choose
activities in which they verbally interact
more during Session 9. For example, children
often play board games and draw and
share their pictures.
Session 10: Celebration
The last session is a celebration and a time
to reminisce about the group experience,
which includes members talking about
what they have learned about themselves
and others. The intent of this session is
to achieve some sense of closure, and
because group members have a hand in
planning this session, the structure often
varies. Final sessions have included, but
are not limited, to the following. Younger
children may want to create good-bye pictures
that everyone in the group signs, create
and act out a skit or role play, or play a
game together. Older children and adolescents
are more likely to appreciate a nondirective
session in which group members
have free time to reminisce about previous
sessions and talk about their experiences
in the group. On many occasions, older
children and adolescents have brought
refreshments to the last session and created
personal journals out of art materials,
which were then autographed or decorated
by every member in the group as
a memory of this experience. Regardless
of the format, I request that all members
share the following information: (a) what
they have learned about their individual
strengths and talents, (b) how they plan
to continue making positive choices and
building healthy relationships outside of
group, and (c) their individual plans about
how to take care of themselves.
Expected Group Outcomes
Children who have been abused deserve
opportunities to express their thoughts,
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CHAPTER 9 Groups for Children 319
feelings and overall reactions with others
in a safe and constructive environment.
Over 14 years of experience facilitating
groups with children affected by abuse I
have come to believe that group counseling
provides an ideal environment for teaching
children how to establish a trusting and
healthy relationship with other children,
and with adults as well. Participating in a
group allows children to break down the
barriers of isolation, express their innermost
struggles, clarify misplaced blame,
and feel more comfortable about interacting
with others. In my view, the group
atmosphere provides a deeper level of healing
for children who have been affected by
abuse. Enhanced interpersonal relationship
skills, increased confi dence and independence,
and self-assurance are but a few
of the outcomes exhibited by children who
participate in these groups. The struggle
to assist children in healing from abusive
experiences can be complex and challenging.
Thus, I encourage group counselors to
pursue unique and creative ways to incorporate
the therapeutic factors of group
work in their interventions with children
affected by abuse.
Resources that I found useful in designing
this group include Carman (2004),
Corder (2000); Hindman (1993), Kleven
(1997), Lowenstein (1999, 2002), and
Spinal-Robinson and Wickham (1992a,
1992b, 1993).
Here are some key points in designing and conducting a group for children:
Points to Remember
Groups for Children
â– As a prerequisite to the effective facilitation
of groups for children, it is essential to
acquire a working knowledge of the developmental
needs of children.
â– In designing a group in schools or agencies,
strive to develop collaborative relationships
with agency directors, principals, and colleagues.
â– It is essential to understand the laws of your
state regarding children and the policies of
the agency where you work.
â– It is a good practice to obtain written
permission of parents or guardians for
group members who are under the age
of 18.
â– Confi dentiality is particularly important in
groups with children. Communicate with
children about the importance of keeping
confi dences.
â– Remember that ethical practice demands
that you have the training and supervision
required to facilitate a group with
children.
â– Not all children are ready for group participation.
You need to have clear criteria
regarding who can benefi t from involvement
in a group. DeLucia-Waack (2006c) outlines
how to develop screening and selection
criteria based on group goals and member
characteristics.
â– Having some structure is particularly important
in groups with children.
â– If you practice group work with children, give
thought to helpful methods of evaluating the
outcomes of your groups. DeLucia-Waack
and Bridbord (2004) review reliable and valid
measures to assess group content and
process.
Please write a research paper on the topic of :Mothers in Prison
The paper must include at least ten scholarly sources (i.e. journal articles, scholarly texts, government reports, etc.).
The scholarly activity will be documented utilizing the American Psychological Association citation style (e.g. (Buttlar, 1981); (Haines & Rupp, 1987); or (Wynken, Blynken, & Nodd 1988)).
Citations should be arranged in alphabetical order at the end of the paper in a bibliography entitled, "References." Students should examine the APA citation guide for the proper style.
This paper must refer to the United States of America prison system.
Module 2: Assignments
Journal Reflection – Module 2
1) Each week, students are required to submit a journal entry of 150-200 words, answering a particular question. GCU style is not required, but solid writing skill is expected.
2) Topic: Give an example of how Maslow’s hierarchy of needs affects persuasion. Explain a personal experience relating to this example. Where do most college students exist on Maslow’s hierarchy of needs? Where do you exist?
3) Submit the assignment to the instructor by the end of Module 2.
Cognitive Dissonance
1) Write a 500-750-word essay that analyzes how cognitive dissonance explains the effectiveness of the arguments that you read this week. Use your text and the GCU online eLibrary as resources to support your essay.
2) Prepare this assignment according to the guidelines found in the GCU Style Guide, located in the Student Success Center.
3) Submit the assignment to the instructor by the end of Module 2.
Sports
Title: Discussion 5.1 Discussion Title: Gender and Sport Discuss ways in which gender ideology is reinforced through sport. In today’s age, why are there still stereotypes of female athletes? What are the major contributing factors? Discussion 5.2 Using the resources in this module, reflect upon the module objectives regarding the history of women in sports. Approach these blogs as (a) an opportunity to reflect upon and apply what you learn each week based on the assigned readings, discussions, and activities, and (b) an opportunity to share your knowledge and expertise based on your educational and professional experiences in the past. As a successful professional, you will need good reflective and writing skills. Blog activities offer you the opportunity to further develop these skills.
CJUS260-1203A-01 Criminal Justice Ethics
Task Name: Phase 2 Individual Project
Deliverable Length: 600–800 words
Details: Weekly tasks or assignments (Individual or Group Projects) will be due by Monday and late submissions will be assigned a late penalty in accordance with the late penalty policy found in the syllabus. NOTE: All submission posting times are based on midnight Central Time.
You have a deputy chief on your department who is a 27-year veteran, regarded by his peers as intelligent and by the press as affable. To his subordinates, he is a no-nonsense boss, quick to hold officers accountable when they do not produce results. As a high-ranking official in the department, he has the current and former police chiefs on his list of admirers. He has received a total of four commendations, including one in 2009 for exceptional investigative ability. He was one of the 3 finalists for the chief’s position.
At about 6 p.m. on June 14, the deputy chief finished his shift at police headquarters. He was headed for one of the local popular bars in town, which is frequented by other members of the department. That night, he partied with coworkers. According to the Internal Affairs Division (IAD) report, the deputy chief consumed between 64 and 80 ounces of alcohol. At about 11 p.m., he left the bar, forgetting a briefcase containing his .38 pistol, cell phone, and homicide unit case files. He got behind the wheel of his city-issued police vehicle and took off for his home.
That night, an eyewitness filed a police report stating that she heard a loud noise outside her apartment. She heard the noise shortly after 11 p.m. A police department report related that a 1992 blue sedan was struck at that location, not far from the bar the captain just left. It was later believed that the front-end damage was caused by the deputy chief’s vehicle. Once the deputy chief determined that it was safe to do so, he left the scene of the accident. There was significant damage to his vehicle as a result of the accident.
One of your officers observed the auto, a signature unmarked police pool car, proceeding north on one of the local streets. She activated her lights and siren and notified the department that she stopped the vehicle. Then, the dispatcher made the customary request for an officer to back her up during the vehicle investigation.
According to the officer’s report, with backup en route, she approached the car. The occupant identified himself with a small, round, silver and gold badge: the badge of a police captain. By this time, her backup arrived. Like her, he was a rookie with less than a year on the job. The deputy chief was already out of the car, wobbling about and slurring his speech. He was visibly intoxicated. The officer understood the gravity of the situation, and as trained to do, she radioed for a supervisor. Her shift lieutenant arrived shortly after the initial stop.
After a lengthy private conversation with the chief, the lieutenant ordered her to place the damaged car on the sidewalk against a pillar. The lieutenant then radioed in an auto accident involving a fixed object with no injuries. This gave the appearance that an oncoming car had invaded the chief’s own path. The lieutenant ordered the officer to write the report reflecting this scenario. Because a city vehicle was involved, the department’s Accident Investigation Division (AID) had to be dispatched. Once they arrived, the lieutenant spoke for the chief, telling them the story exactly as he devised. After AID released the scene, the lieutenant drove the chief back to the bar to retrieve his forgotten briefcase. However, some time earlier a bartender had flagged down officers in a patrol wagon who had transported it with its contents back to police headquarters. The lieutenant then ordered the officer to drive the chief home. No blood alcohol test was administered.
You are notified by one of the lieutenants that the deputy chief had been involved in an accident and that it appeared like the incident might be covered up by other officers within the department. You are mindful of the fact that the deputy chief was a finalist for the chief’s position, and that his wife is an assistant to the city manager.
Assignment Guidelines
Using the library, course materials, and Web resources, research the impact that organizational culture can have on criminal justice ethics and police misconduct.
Address the following questions in an essay of 500–750 words:
How does the organizational culture impact personnel decisions?
Use examples to support your argument.
What are your options with regard to the above case? Explain.
What are the potential consequences of the choices you can make? Explain.
Explain, in detail, the moral and ethical considerations that need to be evaluated for any decision you make.
What strategies can criminal justice organizations employ to reduce any misconduct of its officers?
Describe 2–3 potential strategies and the reasoning behind why they are currently considered effective.
The blue wall of silence is a term often used when officers turn a blind eye to other officers engaged in some type of misconduct, ether on or off duty. Whistle-blowing is also a term used when reporting officer misconduct.
Describe how these terms would apply in the scenario and what legal safeguards would be afforded to you.
Be sure to reference all sources using APA style.
Please submit your assignment.
Click on Student Expectations to view the expectations for this assignment.
For assistance with your assignment, please use your text, Web resources, and all course materials.
Course Materials
Points Possible: 135
Objective: Describe organizational strategies that can be used to minimize professional misconduct.
Identify professional standards and professional codes of ethics utilized by criminal justice professionals.
Identify and understand ethical dilemmas that impact the theory and practice of justice.