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Unlike other textbooks on the subject, Criminal Justice Policy and
Planning: Planned Change, Fifth Edition, presents a comprehensive
and structured account of the process of administering planned
change in the criminal justice system. Welsh and Harris detail a
simple yet sophisticated seven-stage model, which offers students
and practitioners a full account of program and policy development
from beginning to end. The authors thoughtfully discuss the steps:
analyzing a problem; setting goals and objectives; designing the
program or policy; action planning; implementing and monitoring;
evaluating outcomes; and reassessing and reviewing. Within these
steps, students focus on performing essential procedures, such as
conducting a systems analysis, specifying an impact model,
identifying target populations, making cost projections, collecting
monitoring data, and performing evaluations. In reviewing these
steps and procedures, students can develop a full appreciation for
the challenges inherent in the process and understand the tools
that they require to meet those challenges. To provide for a
greater understanding of the material, the text uses a wide array
of real-life case studies and examples of programs and policies.
Examples include policies such as Restorative Justice, Justice
Reinvestment, Stop-and-Frisk, and the Brady Act, and programs such
as drug courts, community-based violence prevention, and halfway
houses. By examining the successes and failures of various
innovations, the authors demonstrate both the ability of rational
planning to make successful improvements and the tendency of
unplanned change to result in undesirable outcomes. The result is a
powerful argument for the use of logic, deliberation, and
collaboration in criminal justice innovations.
Unlike other textbooks on the subject, Criminal Justice Policy and
Planning: Planned Change, Fifth Edition, presents a comprehensive
and structured account of the process of administering planned
change in the criminal justice system. Welsh and Harris detail a
simple yet sophisticated seven-stage model, which offers students
and practitioners a full account of program and policy development
from beginning to end. The authors thoughtfully discuss the steps:
analyzing a problem; setting goals and objectives; designing the
program or policy; action planning; implementing and monitoring;
evaluating outcomes; and reassessing and reviewing. Within these
steps, students focus on performing essential procedures, such as
conducting a systems analysis, specifying an impact model,
identifying target populations, making cost projections, collecting
monitoring data, and performing evaluations. In reviewing these
steps and procedures, students can develop a full appreciation for
the challenges inherent in the process and understand the tools
that they require to meet those challenges. To provide for a
greater understanding of the material, the text uses a wide array
of real-life case studies and examples of programs and policies.
Examples include policies such as Restorative Justice, Justice
Reinvestment, Stop-and-Frisk, and the Brady Act, and programs such
as drug courts, community-based violence prevention, and halfway
houses. By examining the successes and failures of various
innovations, the authors demonstrate both the ability of rational
planning to make successful improvements and the tendency of
unplanned change to result in undesirable outcomes. The result is a
powerful argument for the use of logic, deliberation, and
collaboration in criminal justice innovations.
The millennium marked the beginning of a second century for the
formal system of juvenile justice in the United States. From its
inception, the central focus of the system has been delinquency, an
amorphous construct that includes not only "criminal" behavior but
also an array of youthful actions that offend prevailing social
mores. Thus, the meaning of delinquency is markedly time dependent.
Likewise, methods for addressing the phenomenon have reflected the
vagaries of social constructions of youth and youth deviance.
American juvenile justice was founded on internally conflicting
value systems: the diminished responsibility and heightened
malleability of youths versus individual culpability and social
control of protocriminality. During its first century, the latter
generally have become increasingly predominant over the former.
Those most caught up in the system, however, have remained
overwhelmingly our most marginalized youths, from immigrants'
offspring in the early 20th century to children of color in
contemporary society. The implications of such theoretical and
sociodemographic variations are considered, and their implications
are reviewed for public policy beyond mere political symbolism.
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