PBS 431 – Victimology

PBS 431 – Victimology
Credit Hours:
3
Contact Hours:
This is a 3-credit course, offered in accelerated format. This means that 16 weeks of material is covered in 8 weeks. The exact number of hours per week that you can expect to spend on each course will vary based upon the weekly coursework, as well as your study style and preferences. You should plan to spend 10-25 hours per week in each course reading material, interacting on the discussion boards, writing papers, completing projects, and doing research.
Course Description and Outcomes
Course Description:
This course examines the definitions, theories, and causes of victimology. Students learn about the criminal and civil process as it relates to victims, the social, personal, and economic impacts of crime on individuals, organizations, and society.
The course begins by presenting a number of different definitions of victimology to include early theorists and recent theories as to the causes of victimization. Methods of reporting crimes, both official (governmental) and unofficial reports will be examined including the Uniform crime Report (UCR). The course will offer an examination of the criminal and civil process as it relates to victims.
Specific areas of victimization will be examined, including: Workplace violence and harassment; hate crimes; familiar and unfamiliar violence; victims belonging to special populations; and global victimization in the form of human trafficking and terrorism. The theories of proactive vs. reactive responses to victimization will be examined.
The course will focus on victim’s rights, preventive measures, and the concepts of compensation and restitution.
The course will close with a summary of victim empowerment through the use of legislation, the media, public discourse, and private enterprise.
The goal of this course is to make the student a more informed critic and analyst of the world of crime, criminology, and victimology. It is hoped that by the end of the course you will be better able to explain the impact of crime on victims; a global perspective of victimization; and responses to victimization. As a student of criminology, you should develop the ability to better interpret the changing world of crime, become a more informed citizen, and be better prepared to enter the world of professional criminology and criminal justice.
Course Learning Outcomes:
1. Define the term of victim and examine victimization patterns.
2. Assess the social and economic impact of crime on individuals, organizations, and society.
3. Examine correlates of victimization and predictors of future victimization. SAMPLE
4. Discuss victim participation in the criminal justice system decision-making, victim services and restitution, and restorative justice initiatives.
5. Develop a global perspective of victimization.
Participation & Attendance
Prompt and consistent attendance in your online courses is essential for your success at CSU-Global Campus. Failure to verify your attendance within the first 7 days of this course may result in your withdrawal. If for some reason you would like to drop a course, please contact your advisor.
Online classes have deadlines, assignments, and participation requirements just like on-campus classes. Budget your time carefully and keep an open line of communication with your instructor. If you are having technical problems, problems with your assignments, or other problems that are impeding your progress, let your instructor know as soon as possible.
Course Materials
Textbook Information is located in the CSU-Global Booklist on the Student Portal.
Course Schedule
Due Dates
The Academic Week at CSU-Global begins on Monday and ends the following Sunday.
• Discussion Boards: The original post must be completed by Thursday at 11:59 p.m. MT and Peer Responses posted by Sunday 11:59 p.m. MT. Late posts may not be awarded points.
• Opening Exercises: Take the opening exercise before reading each week’s content to see which areas you will need to focus on. You may take these exercises as many times as you need. The opening exercises will not affect your final grade.
• Mastery Exercises: Students may access and retake mastery exercises through the last day of class until they achieve the scores they desire.
• Critical Thinking: Assignments are due Sunday at 11:59 p.m. MT.
• Live Classroom: Although participation is not required, a Live Classroom session is held during Week 4.
Week #
Readings
Assignments
1
• Chapters 1 and 3 in Victimology: Legal, Psychological, and Social Perspectives
• Beck, E., Blackwell, B., Leonard, P., & Mears, M. (2003). Seeking sanctuary: interviews with family members of capital Ddefendants. Cornell Law Review, 88(2), 381-418. 88 Cornell L. Rev. 382.
• Cantor, D. & Lynch J. (2005). Exploring the effects of changes in design on the analysis uses of the NCVS data. Journal of Quantitative Criminology, 21(3), 293-319. doi:10.1007/s10940-005-4273-6
• Discussion (25 points)
• Opening Exercise (0 points)
• Mastery Exercise (10 points)
SAMPLE
2
• Chapter 7 in Understanding Violence and Victimization
• Chapters 12 and 13 in Victimology: Legal, Psychological and Social Perspectives
• Clemmons, J. (2014). Blind injustice: the supreme court, implicit racial bias, and the racial disparity in the criminal justice system. American Criminal Law Review, 51(3), 689-713.
• Simon, D. (2014). Criminal law at the crossroads: turn to accuracy. Southern California Law Review, 87, 421-458. Retrieved from http://lawreview.usc.edu/wp-content/uploads/Simon-Final-PDF.pdf
• Discussion (25 points)
• Opening Exercise (0 points)
• Mastery Exercise (10 points)
• Critical Thinking (95 points)
• Portfolio Milestone (10 points)
3
• Chapters 4, 14, and 15 in Victimology: Legal, Psychological and Social Perspectives
• Carey, C. (2014). Domestic violence Torts: righting a civil wrong. Kansas Law Review, 62, 695-758. Retrieved from http://law.ku.edu/sites/law.drupal.ku.edu/files/docs/law_review/v62/3-3%20Carey_Website.pdf
• Kaufman, A. & Baydala, B. (2011). Cyberbullying and Intentional Infliction of emotional distress. New York Law Journal, 245(27). Retrieved from http://kbrlaw.com/kaufman7.pdf
• Discussion (25 points)
• Opening Exercise (0 points)
• Mastery Exercise (10 points)
• Critical Thinking (95 points)
4
• Chapters 6 and 11 in Victimology: Legal, Psychological and Social Perspectives
• Chapter 4 in Understanding Violence and Victimization
• Cooper, A., & Smith, E. (2011, November). Homicide trends in the United States, 1980-2008. NCJ 236018 Retrieved from http://www.bjs.gov/index.cfm?ty=pbdetail&iid=2221
• Saletan, W. (2013, July 15). You are not Trayvon Martin. Retrieved from http://www.slate.com/articles/news_and_politics/frame_game/2013/07/trayvon_martin_verdict_racism_hate_crimes_prosecution_and_other_overreactions.html
• Discussion (25 points)
• Opening Exercise (0 points)
• Mastery Exercise (10 points)
• Portfolio Milestone (20 points)
• Live Classroom (0 points)
5
• Chapters 7 and 8 in Victimology: Legal, Psychological and Social Perspectives
• Chapter 3 in Understanding Violence and Victimization
• Blumstein, A. & Benedict, J. Criminal violence of NFL players compared to the general population. Retrieved from https://stat.duke.edu/~dalene/chance/chanceweb/123.nflviol.pdf
• Tjaden, P. G., & Thoennes, N. (2000). Extent, nature, and consequences of intimate partner violence: Findings from the national violence against women survey. Washington, DC: U.S. Dept. of Justice, Office of Justice Programs, National Institute of Justice. Retrieved from https://www.ncjrs.gov/pdffiles1/nij/181867.pdf
• Discussion (25 points)
• Opening Exercise (0 points)
• Mastery Exercise (10 points)
• Critical Thinking (95 points)
6
• Chapters 9, 10, and 12 in Victimology: Legal, Psychological and Social Perspectives
• Discussion (25 points)
• Opening Exercise (0 points) SAMPLE
• Chapter 6 in Understanding Violence and Victimization
• Steffgen, G., & Ewen, N. (Hrsg.) (2007). Teachers as victims of school violence – The influence of strain and school culture. International Journal on Violence and Schools, 3rd ser., 81-93. Retrieved from http://www.ijvs.org/files/Revue-03/pp-81-93-Steffgen-IJVS-n3.pdf
• Mastery Exercise (10 points)
• Critical Thinking (85 points)
• Portfolio Milestone (20 points)
7
• Chapter 16 in in Victimology: Legal, Psychological and Social Perspectives
• Chapter 9 in Understanding Violence and Victimization
• Office for Victims of Crime on NCJRS. (2013). Landmarks in victims’ rights & services. Retrieved from https://www.ncjrs.gov/ovc_archives/ncvrw/2013/pdf/Landmarks.pdf
• National policy guidelines for victim empowerment. (n.d.) United Nations Office on Drugs and Crime, retrieved from http://www.issafrica.org/crimehub/uploads/vep-policy-guidelines.pdf
• Discussion (25 points)
• Opening Exercise (0 points)
• Mastery Exercise (10 points)
8
• Chapter 17 in Victimology: Legal, Psychological and Social Perspectives
• Chapter 8 in Understanding Violence and Victimization
• Albrecht, H., & Kilchling, M. (2007). Victims of terrorism policies: should victims of terrorism be treated differently? European Journal of Criminal Policy and Research, 13(1/2), 13-31.
• Danlilovic, N., & Manojlovic, D. (2013). Criminology and victimology and typology aspects of terrorism. Megatrend Review, 10(3), 65-91.
• Department of Justice, W. P. (1998). New directions from the field: victims’ rights and services for the 21st century.
• Interpol. (n.d.). Trafficking in human beings. Retrieved from http://www.interpol.int/Crime-areas/Trafficking-in-human-beings/Trafficking-in-human-beings
• United Nations. (2010). United Nations approach to transitional justice. Retrieved from http://www.unrol.org/files/TJ_Guidance_Note_March_2010FINAL.pdf
• Discussion (25 points)
• Opening Exercise (0 points)
• Mastery Exercise (10 points)
• Portfolio (350 points)
Assignment Details This course includes the following assignments/projects:
Module 1
PORTFOLIO PROJECT REMINDER
A Portfolio Project is due at the end of the course. You will select a topic and description in Week 2, SAMPLE
submit your annotated bibliography in Week 4, and submit your project outline in Week 6. These preliminary deliverables for the Portfolio Project are worth points toward your final score.
This week, review the full Portfolio Project description in the Week 8 folder. Also, review the final Portfolio Project grading rubric, which you can access in the Week 8 folder. Contact your instructor with any questions.
Module 2
CRITICAL THINKING ASSIGNMENT (95 points)
Choose one of the following two assignments to complete this week. Do not do both assignments. Identify your assignment choice in the title of your submission.
Option #1: Victims’ Role In The Court Process
Read the article: Where do I stand?: An exploration of the rules that regulate victim participation in the criminal justice system.
Compare and contrast the major differences between the criminal and civil court processes in relation to victims’ role in the process. What are the benefits, or problems, associated with having victims involved in the process?
Your paper should be 2-3 pages in length and conform to CSU-Global Guide to Writing and APA Requirements. Include at least three scholarly references in addition to the course textbook. The CSU-Global Library is a good place to find these references.
Reference
Englebrecht, C. (2012). Where do I stand?: An exploration of the rules that regulate victim participation in the criminal justice system. Victims and offenders, 7, 161-184.
Option #2: And Justice For All?
Review the article: Engine of Injustice: the criminal justice system in theory and practice.
Briefly discuss sources of injustice in the criminal justice process, including the criminal justice procedures.
Your paper should be 2-3 pages in length and conform to CSU-Global Guide to Writing and APA Requirements. Include at least three scholarly references in addition to the course textbook. The CSU-Global Library is a good place to find these references.
Reference SAMPLE
Handberg, R. (1979). Engine of Injustice: the criminal justice system in theory and practice. Public Administration Review, 99-102.
PORTFOLIO PROJECT MILESTONE (worth 10 points toward your final Portfolio Project)
This week you will be posting your topic for your project in the ‘Portfolio Project Topic’ discussion board. You should also begin gathering resources to complete an annotated bibliography for your Week 4 Portfolio Milestone.
Module 3
CRITICAL THINKING ASSIGNMENT (95 points)
Choose one of the following two assignments to complete this week. Do not do both assignments. Identify your assignment choice in the title of your submission.
Option #1: Victim Restitution and Compensation
Discuss the difference between victim restitution and compensation and the philosophy underlying these concepts.
Your paper should be 2-3 pages in length and conform to CSU-Global Guide to Writing and APA Requirements. Include at least three scholarly references in addition to the course textbook. The CSU-Global Library is a good place to find these references.
Option #2: Terrorism and Victim Restitution and Compensation
Discuss the different consequences of victimization likely suffered by survivors of 9/11. Would the survivors be more likely to obtain restitution or compensation for their loss(es)?
Your paper should be 2-3 pages in length and conform to CSU-Global Guide to Writing and APA Requirements. Include at least three scholarly references in addition to the course textbook. The CSU-Global Library is a good place to find these references.
Module 4
PORTFOLIO PROJECT MILESTONE (worth 20 points toward your final Portfolio Project)
At this point you should have decided on the resources and information related to your Portfolio Project. Please submit the 3-5 scholarly and peer reviewed sources you plan to use to complete your project and identify:
• What makes these resources pertinent to your topic?
• How you plan to use this source in your final project? SAMPLE
An Annotated Bibliography is a summary of an article, which includes the properly formatted reference. Here is a link to help you better understand how to develop this summary: https://owl.english.purdue.edu/owl/resource/614/01/ Your Annotated Bibliography should answer the above questions and use APA formatting for the resource. Please refer to CSU-Global Guide to Writing and APA Requirements and Library for additional resources.
Module 5
CRITICAL THINKING ASSIGNMENT (95 points)
Choose one of the following two assignments to complete this week. Do not do both assignments. Identify your assignment choice in the title of your submission.
Option #1: Who Is Vulnerable?
When we think about the victims of Jeffrey Dahmer over the course of his crimes, were there aspects of their lives that made them more susceptible to being victimized (or directed targets)?
Your paper should be 2-3 pages in length and conform to CSU-Global Guide to Writing and APA Requirements. Include at least three scholarly references in addition to the course textbook. The CSU-Global Library is a good place to find these references.
Option #2: Under the Influence
Compare and contrast the concerns about prosecuting a case from someone who has allegedly willingly used Rohypnol (a known date rate drug) vs. alcohol in college social settings.
Your paper should be 2-3 pages in length and conform to CSU-Global Guide to Writing and APA Requirements. Include at least three scholarly references in addition to the course textbook. The CSU-Global Library is a good place to find these references.
Module 6
CRITICAL THINKING ASSIGNMENT (85 points)
Choose one of the following two assignments to complete this week. Do not do both assignments. Identify your assignment choice in the title of your submission.
Option #1: Elder Crime
What theory of elder abuse provides a better understanding of why people engage in such crimes? What kinds of crime does your theory best explain?
Your paper should be 2-3 pages in length and conform to CSU-Global Guide to Writing and APA Requirements. Include at least three scholarly references in addition to the course textbook. The CSU-Global Library is a good place to find these references. SAMPLE
Option #2: Columbine School Shooting
Explain the Columbine school shooting using the risk factors outlined in Chapter 6 of the Meadow’s text. You will need to do some outside research for a better understanding of the incident.
Your paper should be 2-3 pages in length and conform to CSU-Global Guide to Writing and APA Requirements. Include at least three scholarly references in addition to the course textbook. The CSU-Global Library is a good place to find these references.
PORTFOLIO PROJECT MILESTONE (worth 20 Points toward your final Portfolio Project)
During this week you should complete an annotated outline for your portfolio project. Each topic and subtopic you are planning to address should be covered. References are not required in this presentation shell. You may submit this draft to the instructor for guidance by the end of the week.
Module 8
PORTFOLIO PROJECT (350 Points)
Important! Read First
You have a choice between two Portfolio Projects. Do not do both projects. Identify your Portfolio Project choice in the title of your document.
Portfolio Project Assignment Option #1: Research and Reflection Paper
Your Portfolio Project is to create a research and reflection paper that synthesizes information gathered from peer reviewed sources and your own interest of a chosen aspect of criminal victimization.
Be sure to read the Portfolio Project description below thoroughly before beginning to work on the project.
Portfolio Milestone Deliverables
The following deliverables are due during the following weeks, respectively:
• Week 2: Topic Submission (10 points of the Portfolio Project)
• Week 4: Portfolio Annotated Bibliography (20 points of the Portfolio Project)
• Week 6: Portfolio Project Outline (20 points of the Portfolio Project)
Paper
For your paper discuss two theories of victimization that best explains the criminal victimization aspect you chose.
• Develop your paper with a focus on your selected theories including their major concepts.
• Use evidence from prior research to conclude how the theories explain victimization.
• Discuss how different populations of people might be affected by your theories (such as the disabled, the elderly, the homeless, immigrants, and lesbian, gay, bisexual, and transgendered (LGBT) people). Are there any cultural issues that should be addressed? (female genital
SAMPLE
mutilation, rape, sexual abuse, honor killings, gang violence, and crimes against special populations (e.g., blind, elderly, homeless, and LGBT people) etc.)
• Evaluate the limitations or weaknesses in your theories.
• What victim resources are available for your theories?
Your final paper must be 8-10 pages long, not including the title and references page. It must cite a minimum of five peer reviewed/professional sources, and be formatted per the CSU-Global Guide to Writing and APA Requirements. The CSU-Global Library is a great place to find sources! Include a title page and reference list page as part of the final project (but not as part of the page count).
Portfolio Project Assignment Option #2: Training Presentation
You will assume the role of a training officer or course developer of a local police/military organization. The organization has recently received a grant to develop a special victims’ assistance unit to be staffed by both sworn and civilian personnel. You will develop a presentation to be used as an overview to train unit personnel.
Be sure to read the Portfolio Project description below thoroughly before beginning to work on the project.
Portfolio Milestone Deliverables
The following deliverables are due during the following weeks, respectively:
• Week 2: Topic Submission (10 points of the Portfolio Project)
• Week 4: Portfolio Annotated Bibliography (20 points of the Portfolio Project)
• Week 6: Portfolio Project Outline (20 points of the Portfolio Project)
Presentation
• describe victimology
• provide an overview of the nature of the problem and the role the police have traditionally taken
• discuss the victimization of various populations, such as the disabled, the elderly, the homeless, immigrants, and lesbian, gay, bisexual, and transgendered (LGBT) people
• discuss culturally based victimization, such as female genital mutilation, rape, sexual abuse, honor killings, gang violence, and crimes against special populations (e.g., blind, elderly, homeless, and LGBT people)
• include victim assistance programs
• provide recommendations and strategies to be used by the police department in dealing effectively with victims of crime
Your presentation must contain between 15-20 slides (not including the title and references slides) that will be loaded into VoiceThread. (For additional information on using VoiceThread, review this PDF: http://at.simmons.edu/blendedlearning/learnhow/contingency/guides/VoicethreadCreate_faculty.pdf) It also must cite a minimum of five peer-reviewed sources, and be formatted per the CSU-Global Guide to Writing and APA Requirements. The CSU-Global Library is a great place to find sources! Additionally, you will prepare ‘speaker notes’ to cover the content as if you were presenting this training. You will
SAMPLE
submit that resource as a Microsoft Word document that also follows APA requirements. Submit the link.
Course Policies
Course Grading
20% Discussion Participation
0% Opening Exercises
0% Live Classroom
8% Mastery Exercises 37% Critical Thinking Assignments 35% Final Portfolio Paper
Grading Scale and Policies
A
95.0 – 100
A-
90.0 – 94.9
B+
86.7 – 89.9
B
83.3 – 86.6
B-
80.0 – 83.2
C+
75.0 – 79.9
C
70.0 – 74.9
D
60.0 – 69.9
F
59.9 or below
In-Classroom Policies
For information on late work and incomplete grade policies, please refer to our In-Classroom Student Policies and Guidelines or the Academic Catalog for comprehensive documentation of CSU-Global institutional policies.
Academic Integrity
Students must assume responsibility for maintaining honesty in all work submitted for credit and in any other work designated by the instructor of the course. Academic dishonesty includes cheating, fabrication, facilitating academic dishonesty, plagiarism, reusing /re-purposing your own work (see CSU-Global Guide to Writing and APA Requirements for percentage of repurposed work that can be used in an assignment), unauthorized possession of academic materials, and unauthorized collaboration. The CSU-Global Library provides information on how students can avoid plagiarism by understanding what it is and how to use the Library and Internet resources.
Citing Sources with APA Style
All students are expected to follow the CSU-Global Guide to Writing and APA Requirements when citing in APA (based on the APA Style Manual, 6th edition) for all assignments. For details on CSU-Global APA style, please review the APA resources within the CSU-Global Library under the “APA Guide & Resources” link. A link to this document should also be provided within most assignment descriptions on your course’s Assignments page.
Disability Services Statement
CSU–Global is committed to providing reasonable accommodations for all persons with disabilities. Any student with a documented disability requesting academic accommodations should contact the Disability Resource Coordinator at 720-279-0650 and/or email ada@CSUGlobal.edu for additional information to coordinate reasonable accommodations for students with documented disabilities.
Netiquette
Respect the diversity of opinions among the instructor and classmates and engage with them in a courteous, respectful, and professional manner. All posts and classroom communication must be conducted in accordance with the student code of conduct. Think before you push the Send button. Did you say just what you meant? How will the person on the other end read the words? SAMPLE
Maintain an environment free of harassment, stalking, threats, abuse, insults or humiliation toward the instructor and classmates. This includes, but is not limited to, demeaning written or oral comments of an ethnic, religious, age, disability, sexist (or sexual orientation), or racist nature; and the unwanted sexual advances or intimidations by email, or on discussion boards and other postings within or connected to the online classroom.
If you have concerns about something that has been said, please let your instructor know.
SAMPLE