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Undergraduate Studies ePortfolio

Jessica GriffinBA Criminal Psychology, 2010

Personal Statement

I have spent the last 10 years dedicated to the United States Air Force. Though the Air Force deemed me a computer technician, I have always had an affinity for learning more about the human condition. Unfortunate circumstances led me to witness a breadth of mental illness and disability within my own family, and my willingness to watch and learn strengthened my resolve to learn more. After completing degrees in Journalism and Computer Operations as dictated by my Air Force career, I finally settled into my passion. My focus has been on criminal psychology and wish to continue my Master’s program in Forensic Psychology.

Curriculum Vitae

Education

Argosy University

BA Criminal Psychology

Online

Community College of the Air Force

AS Computer Information Systems

AS Public Affairs

Curriculum Vitae

Employment historyUnited States Air Force

Editor, Fairchild Connection

2000 - 2003

92nd Air Refueling Wing

Fairchild AFB, WA

Theater Battle Management

Computer Systems - Force Level

2006 - 2007

82nd Communication Squadron

Langley AFB, VA

Network Operations Center Time

Compliance Network

Technician

2003-2006

83rd Communications

Squadron Langley AFB, VA

C2 Systems Network Technician

2006 - 2007

82nd Communication Support

Squadron Langley, AFB, VA

Curriculum Vitae

Employment historyUnited States Air Force

Theater Battle Management Computer

Systems - Unit Level

2007 - June, 2010

82nd Communication Support Squadron

Langley AFB

Unix System Administrator

July, 2010 – present

Department of the Air Force

Las Vegas, NV

Curriculum Vitae

Professional Memberships

American Psychology Association

Competencies and Interests

Computer Skills:

Security+ Certification, Microsoft Office, Unix, Photoshop, Apple

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Curriculum Vitae

References

David Peay, MSgt, USAF

3991 St Erics Turn

Williamsburg, Va 23185

757-903-7892

David.Peay@Langley.af.mil

Martie Moore, MSgt, USAF

1004 Halehaka St

Honolulu, HI 96818

808-397-7783

martie.moore@hickam.af.mil

Melissa Clites, MSgt, USAF2223 Mobeetie Trail

San Antonio, TX 78245Melissa.Clites@Lackland.af.mil

Reflection

Upon completing my Bachelors of Arts in Psychology with a focus in Criminal Psychology, I find myself enthralled with the amount of knowledge I have gained and retained.

I no longer hesitate in my explanations, and often find myself competing assignments based solely on past learned objectives. Though I am far from being an expert in my field, I feel I have gained a solid foundation of information that will propel me through my future education and into the work force.

I lack no confidence in my ability to continue in the field of Forensic Psychology and only look forward to what more I have left to learn. My studies in physiological, developmental, organizational, criminal, and forensic psychology coupled with counseling techniques and substance abuse classes has prepared me well.

Reflection

Throughout this degree program I have not only learned the basic and most interesting aspects of psychology and the human condition, but also the mechanics of how to fully contribute to the field.

Classes in research methods and statics enlighten me to the intrinsic nature of psychology as a science and how important it is to maintain integrity of our research through valid and reliable techniques.

Courses in ethics has also made me understand the importance of informing and guiding clients and subjects as not to cause physical or mental harm. It is very important to be aware of the laws and responsibilities that govern our actions, as we sometimes hold in our hands the well being of a fellow citizen.

I also have learned of the importance of understanding the cultural differences that are presented here in America where so many people come from varying backgrounds and ethnicities. It is part of our ethical duty to take these cultural differences into account when applying treatment or conducting research.

Reflection

Now that I have come to the conclusion of my undergraduate program, I am in awe at how much I have learned, and how easily it has become second nature to me.

All of the knowledge I have learned, along with abilities to conduct proper research, and adhere to ethical requirements will allow me to continue with my Master Degree program in Forensic Psychology this spring.

I look forward to taking what I have learned and applying to future research designs I have constructed. I am eager to further my education and start contributing to the field of Forensic Psychology while consistently learning, teaching, and enlightening society.

Table of Contents

Cognitive Abilities: Critical Thinking and Information Literacy

Research SkillsCommunication Skills: Oral and WrittenEthics and Diversity AwarenessFoundations of PsychologyApplied PsychologyInterpersonal Effectiveness**What follows is a list of works I have completed while

attending Argosy University in pursuit of my BA in Criminal Psychology.

Critical Thinking

Effects of Society on the Decision to Commit Suicide

Emile Durkheim open the door to think of suicide for a psycho-social perspective, whereas the society an individual resides in can directly effect a person’s decision making when considering suicide (Dunman, 2003). Durkheim’s research lead to his theory that society contributed to a person’s decision to commit suicide based on social integration and moral regulation. His work separated suicides into four different categories: Egoistic, altruistic, anomic, and fantastical.

A person’s ability to conform or integrate into a society and subgroups determines their predisposition to suicide as their personal desire do not match that of the collective (Jones, 2009). Though the thought is still that a person is an individual in control of their own decisions, it is acknowledged that a person’s personal desires and goals are often the result of the social norms created by their social status.

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Research Skills

A Literature Review: Inmates and the Effects on

Recidivism

A Literature Review: Inmates and the Effects

on RecidivismJessica Griffin

Argosy University

History of Rehabilitation in American Prison Systems

Prison systems were initially intended to rehabilitate law breakers and release them back into society as law abiding citizens (Cullen & Gendreau, 2000, from Wines, 1871, p. 541)

Indeterminate sentencing was used as a motivational tool to conform. Release was based on good behavior.

Authorities of the time recognized the need for goals. When setting a determinate sentence period, inmates had no motivation to change; however, by varying sentences based on behavior, inmates worked harder to conform.

Focus was on training inmates with usable skills, correcting moral deficiency with religion, and expanding possibilities with education.

Isolation was found to be dehumanizing, which increased anti-social behavior.

Devastating results of “Nothing Works”

Robert Martison published the “Nothing Works” doctrine in 1974 based on the very little research available at that time, which was confounded due to lack of reliable and validated independent variables and research techniques (Cullen & Gradreau, 2000).

Out of 231 studies claimed to be reviewed by Martison, only 55 were determined usable after reliable and validated categorized independent variables were applied.

Research studies compiled by Martison did not include cognitive behavioral programs and often had confounding with-in group variances due to lack of controls (Klockars, 1975).

Fueled by polictical upheaval of the 1970s and lack of trust in the government to protect its citizens, criminologists of the time adopted the “Nothing Works” doctrine.

The “Get Tough on Crime” platform swept the nation as politicians hoped to gain favor in voters by cleaning up the streets with an iron fist.

Research marches on after Martison

Psychologist trained in the Learning Theory saw an obvious flaw in the “Nothing Works” doctrine: People learn and adapt, so SOMETHING must work.

Martison recanted his statement in 1975, and though politicians and criminologists were already set on their path, psychology took a step back and refocused their research on what causes recidivism.

Recidivism is the rate at which criminals recommit crimes after being incarcerated and released. This measurable dependent variable can be evaluated by focusing on the types of independent variables applied to the subjects - such as therapy within prison, work programs, and transitional help after release.

Continued research shows that the effect size on recidivism stems mostly from cognitive behavioral therapies, skilled oriented training, and multimodal programs (Palmer,m 1995).

Where research is now

Prisoners must learn how to participate, learn, work, and grow in social environments (Lipsey & Wilson, 1998). Long sentences that include periods of isolation have shown to increase recidivism rates.

Work programs have shown to have positive results by exposing inmates to positive peer relationships and skill sets they can use to continue positive growth upon release.

Programs that keep inmates busy while incarcerated, keeps them out of trouble during their sentence while teaching them healthy social skills (Bahr, Harris, Fisher, & Harker, 2009).

Prisoners who have a history of prison misconduct are more likely to return to crime once released (Drury & Delisi, 2010).

Research continues to show that variances in rates between similar programs across the nation vary due to individual differences as well as program implementation. Proving that the “Nothing Works” doctrine is a fallacy, and that some programs do work in varying circumstances.

Where research is lacking and needs to be examined

Research continues to evaluate the different cognitive behavioral treatment programs as independent variables directly relating to recidivism rates; however, more research is needed to determine the effect of the prison social construct as a subculture directly related to an individual’s ability to conform to societal norms.

Research on skills training programs shows that it reduces recidivism rates by introducing inmates to positive peer relationships. It might stand to reason, that continued integration with negative peer groups could increase recidivism rates.

Going to prison often means loss of a job, family, and friends. While incarcerated, inmates are surrounded by fellow criminals with similar prejudices of the justice system. Without proper guidance, these negative influences can inhibit positive rehabilitation.

A lack of hope can lead to anger, depression, and resentfulness (Nieuwbeerta, Nagin, & Blokland, 2009). These individual emotions when shared in a group can breed a social norm of “us against them.” A person’s need to seek social acceptance can mean that more inmates are rejecting treatment programs in order to maintain social status while within prison walls.

Where research is lacking and needs to be examined

The criminal justice system bends to demands of the people, who often cry for harsher punishment while ignoring the need for reform (Geraghty, 2004).

Judges, and other officers of the court, appease these pleas by handing out longer sentences and utilizing diversion programs less.

More criminals being imprisoned means overcrowding and less categorical control. Criminals of lesser crimes, or non-violent crimes, are being housed in maximum and even super-max prisons.

The subculture created within prison walls is one of survival. Survival while within the walls. Though most inmates will profess to want their release, their goals are more short-sided with daily endurance.

This subculture combined with miss categorized inmates could lead a non-violent criminal to commit heinous crimes while incarcerated. It is very possible for someone imprisoned for simple burglary, first offense, to end up with a life sentence for crimes committed while incarcerated.

Hypothesis

What we know:

We know that cognitive treatment programs work to reduce recidivism

We know that positive peer relationships and programs geared toward learning social norms with proper support groups work.

We know that prisons are over crowded and prison assignments are mishandled.

We know that social constructs within prison walls breeds criminal behavior.

What we need to know:

Will carefully assigning criminals to appropriate security level prisons help foster better treatment progress by lessing the subculture affect of prison life?

Will keeping non-violent criminals separate from violent criminals increase treatment results?

The future of continued research

With a focus on how the subculture of prison life combined with the social norms created from it, recidivism studies can point to improved ways of housing criminals in order to foster a more positive environment for learning, working, growing, and changing: the initial ideal of the American Justice System.

ReferencesBahr, S. J., Harris, L., Fisher, J. K., & Armstrong, A. H. (2009). Successful reentry: what differentiates successful and unsuccessful parolees. International Journal of Offender Therapy and Comparative Criminology , 54(5), doi: 10.1177/0306624X09342435

Cullen, F. T., & C. Gendreau, P. (2000). Assessing correctional rehabilitation: Policy, practice, and prospects. In J. Homey (Ed.), Criminal justice 2000: Vol. 3—Policies, processes, arid decisions of the criminal justice system (pp. 109-175). Washington, DC: U.S. Department of Justice, National Institute of Justice

Drury, A. J., & DeLisi, M. (2010). The past is prologue: prior adjustment to prison and instritutional misconduct. The Prison Journal, 90(3), doi: 10.1177/0032885510375676

Gendreau, P., & Keyes, D. (2001). Making prisons safer and more humane environments. Canadian Journal of Criminology, 43(1), 123-130. Retrieved from www.csa.com

Klockars, C. B. (1975) The true limits of the effectiveness of correctional treatment. The Prison Journal 55 (Spring-Summer): 53-56

Lipsey, M. W., and Wilson, D. B. (1998). Effective interventions for serious juvenile offenders: A synthesis of research. Serious and Violent Juvenile Offenders: Risk Factors and Successful Interventions. Retrieved from

Nieuwbeerta, P., Nagin, D. S., & Blokland, A. A. J. (2009). Assessing the impact of first-time imprisonment on offenders' subsequent criminal career development: A matched sample comparison. Journal of Quantitative Criminology, 25(3), 227-257. doi:10.1007/s10940-009-9069-7

Palmer, T. (1995). Programmatic and non-programmatic aspects of successful intervention: New directions in research. Crime & Delinquency 41 (January): 100-131.

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Communication Skills

Memo for Civil Commitment TO: Sara Bender, Chief Psychologist

FROM: Jessica Griffin, Staff Psychologist

DATE: May 20, 2009

SUBJECT: Civil Commitment of John Q pending release

Dear Dr. Sara Bender, This memo is to state my recommendation for prison John Q’s civil commitment based on my review of his history and most current infractions at the State Prison.

Purpose of Civil CommitmentCivil commitment is used to protect individuals from harm due to mental illness. Civil commitment can be used in two different ways. First is Parens Patriae that is used commit individuals who are unable to care for their most basic needs. Second, and more relevant to this case, is Police Power that allows dangerous mentally ill persons to be committed in order to protect the community along with the individual in question (Argosy University, 2009). An individual’s dangerousness is gauged using psychological assessments and evaluation that are then compared to state criteria (Bartol & Bartol, 2004). A complete history is reviewed to include past psychological evaluations and incarcerations. Also included are the person’s treatment history and progress. Other assessment tools and state checklists are then reviewed to determine dangerousness. The evaluation process then leads to a committal decision in order to preserve the individual’s constitutional rights as well protect the society (Bartol et al., 2004).

Communication Skills

Events of Most Recent Incarceration The following is a list of disobedience from the State Prison over the last 10 years.

• Physically Assaulting Security Staff: 25

• Possession of Weapons: 10

• Physically Assaulting Other Inmates: 10

• Obscene Language Toward Staff: 10

• Disobeying a Direct Order: 25

When John Q was brought to State Prison 10 years ago he was evaluated by you and diagnosed with Schizophrenia – Paranoid Type. He was then seen by the prison psychiatrist and prescribe anti-psychotic medications to alleviate his symptoms. Most of his offenses recorded at the prison were due to his continued non-compliance with treatment and medication. John Q has been sent to the psycho ward 15 times for six months at a time for these instances. Immediately after release form the ward John Q would remain compliant for a period of time, but would eventually refuse treatment; leading to more assaults on staff and fellow prisoners. Due to this pattern of non-compliance and continued violence, John Q meets the qualification criteria set forth by the state of Virginia to be committed (www.dmhmrsas.virginia.gov, 2008).

Virginia’s civil comment standardsAccording to § 37.2-817B (2008), a person is considered dangerous if there is “a substantial likelihood that, as a result of mental illness, the person will, in the near future cause serious physical harm to himself or others as evidenced by recent behavior causing …” As explained by (Cohen, 2008), this wording allows a person to be evaluated by their most recent acts and not those that happened years ago and may have been corrected.

Communication Skills

John Q’s most recent behavior illustrates destructive and violent behavior because of his continued refusal of treatment and medication.

FindingsBased on John Q’s violent history, his continuous infractions, and reoccurring treatment failures, it is my recommendation to have him civilly committed in order to secure his safety as well as that of the community. John Q has demonstrated that his only able to continue proper treatment under the watchful eye of a psychologist, and his failure to comply on his own results in violent psychotic episodes that could lead to the injury or death of himself or other individual. Thank you for your consideration on this matter.

Ethics and Diversity Awareness

Prison Therapy EthicsA statement of confidentiality addresses and explains the rights of confidentiality that a

client can expect based on their situation. In a normal therapy environment this may include explaining to the client that they are required to inform the police of any statements that threatens themselves or others with bodily harm (APA, 2001). In a prison/jail environment, those statements of harm may include incidents of breaking prison rules, or failing to obey court orders (Argosy, 2010).

I would present the confidentiality restrictions, which may include explaining that statements eluding to the breaking of prison rules, the harm of those around them, or the inconstancy with fallowing their specific court orders would require me to inform the warden (Argosy, 2001).

This initial meeting will also help the counselor address “red flag” situations with individuals since these may be slightly different for each inmate. “Red flag” incidents are those set by the holding facility specifically or by the court based on the type of offenses committed by that inmate (Argosy, 2010).

Once again, this should be done with an emphasis on protecting the inmate, by allowing the inmate to continue discussing information that you know you may have to report, without first reminding him of his confidentiality contract, could be considered a breach of ethics, and would most likely lead to their distrust by the inmate.

Knowledge of Foundation in my Field

A Criminal Profile

Albert Fish

ALBERT FISHA criminal profile

By Jessica Griffin

RAISING A CRIMINAL Family history (Wertham, 1949)–

Mother suffered from hallucinations.Paternal uncle suffered religious psychosis

and died in mental hospital.Paternal aunt was determined to be

completely crazy.Half brother died in mental hospital.Younger brother was mentally deficient and

died of hydrocephalus.Another brother was an alcoholic.Sister also had an unknown mental

affliction.

RAISING A CRIMINAL Childhood –

Born in 1870 during a time of American evangelization. Maintaining orderly Christian homes was

paramount (Gaustad, & Noll, 1983). Sent to St. John’s Orphanage at age 5 after

father died (Bardsley, 2010). During age when Fish should have been learning

acceptance from parents and difference from fantasy and reality, he was witnessing severe beatings (Niolon, 2010, and Schechter, 2003).May have began to associate love and

acceptance with pain and retribution.

SIGNS OF DISTORTED THOUGHT Wife left after 20 years leaving Fish with

six children (Wertham, 1949).Children reported him as attentive, but

often required them to beat him with a nail studded paddle (Bardsley, 2010).

Married three more times (though not recognized because was never officially divorced). All three “wives” left (Wertham, 1949).

Answered marriage ads in newspaper by requesting women to beat him.

SIGNS OF DISTORTED THOUGHT Continued religious obsession with

gradually increasing hallucinations. Believed God and angels required tasks of him

(Schechter, 2003). Children reported seeing and hearing him call

himself God (Wertham, 1949). Believed he had to be punished physically for

sins – could be cognitive distortions caused by associating love with beatings due to religious deviations during childhood.Would self mutilate and torture himself for

repentance and sexual satisfaction (Wertam, 1949).

CRIMINAL HISTORY (WERTHAM, 1949)

Grand Larceny – Paroled after 16 months

Unknown arrest – sent to work camp, then state prison for parole violation.

Check fraud – suspended sentence. Check fraud – suspended sentence. Mailing obscene letters – served 25 of a

90-day sentence. Violation of probation – returned to

probation.

CRIMINAL HISTORY (WERTHAM, 1949)

Sent to mental facility in 1930 for observation after daughter reported strange behavior – was released after a month and given sox months probation.

Again sent to a mental hospital in 1931 after mailing the obscene letters – Released after two weeks.

GRACIE BUDD Edward Budd placed a want ad in the newspaper

requesting a job in the country (Wertham, 1949). Fish went to the Budd home under the alias

Frank Howard. with intentions of overpowering Edward Budd and castrating him (Wertham, 1949).

Upon seeing Grace, Fish knew his chances of overpowering her were more likely and that he needed to sacrifice her before her life became tormented (Wertham, 1949).

Received permission from Gracie’s parents to take her to a birthday party (Schechter, 2003).

Bought a one-way train ticket for Grace to Westchester (Bardsley, 2010).

GRACIE BUDD Once at his country house in

Westchester, Fish undressed while Gracie was picking flowers.

He called her into the house and when she started screaming, he choked her.

Then he dismembered her body.He took some parts home with him where

he ate them over a course of nine days.He returned to the country house and

scattered the remaining body parts.

CAUGHT Detective William King perused the case for six

years (Bardsley, 2010). According to Wertham (1949), Fish continued to kill

children and practice cannibalism during this time. King fed incorrect information Walter Winchell

who than ran the false information in the newspaper (Bardsley, 2010). Stated that police were going to apprehend criminal.

Ten days after running update, the Budd family received a letter from Howard confessing (Bardsley, 2010). Fish may have wanted to make sure that he received

credit for the murder, as he saw it as a sacrifice and a may have had a narcissistic need for God to credit him.

VICTIMOLOGY Poor, unattended children, who would

not garner police attention.Fish often chose African American children

because he knew that the police would not put much effort into finding them (Wertham, 1949).

He also chose the poor children because it was easiest to lure them with money. He once paid an African American girl $5 a week

to bring him little boys (Wertham, 1949).Also, poor children were also mostly

unattended and prone to running away (Wertham, 1949).

FUTURE CRIMINAL BEHAVIOR Fish would have continued his criminal

pattern of torturing and eating children due to several factors.His deep religious obsession was fueled by

possible paranoid schizophrenia that speckled his family history (Wethram, 1949). Hallucinations told him to torture children and

castrate young boys. Related his murders to sacrifices modeled after

Abraham’s sacrifice of Isaac.Felt that the angels would have stopped him if

he was wrong as they had Abraham from killing his son.

FUTURE CRIMINAL BEHAVIOR CNT’ Cognitive distortions learned in early

psychosocial development may have dictated masochistic behavior. Being harshly punished for normal sexual

developmental occurrences could have taught fish to associate sexual gratification with pain.

Also, because most beatings he received and witness were of a religious nature during a critical social development stage, Fish learned that God required physical retribution for sins.

Fish in turn required pain for sexual gratification and after satisfying his uncontrollable urges, he sacrificed children and mutilated himself to atone for his sins.

IDENTIFYING SIMILARITIES Identify the crime scene of a sexual sadist with

religious overtones: Victims will be of a similar type in order to fulfill

fantasy. Victims will have similar religious beliefs enacted on

them. Castration, stigmata, religious carvings in flesh, ect. Penetration may not take place, but gratification is in the

torture, so victims will be brutally tortured in order to garner the most satisfaction.

Crime scenes with be organized as the suspect will have planned his attacked and perfected execution over time. They maybe slight changes in MO as suspect becomes more

efficient, but no major deviations. Fish began wearing coveralls in order to undress quickly in more public places (Wertham, 1949).

IDENTIFYING SIMILARITIES Things to look for in future suspects:

Early childhood abuse that may have caused sexual embarrassment.

A overly religious household where the Old Testament is taught and family members fear the retribution of God.

Family history of disturbed behavior.Continued petty offenses. These small

offenses may contribute to main event. Such as stealing money or writing bad checks in

order to secure weapons, change locations, or enhance efficiency.

REFERENCESBardsley, M. (n.d.). Albert fish. Retrieved from

http://www.trutv.com/library/crime/serial_killers/notorious/fish/8.html

Gaustad, E., & Noll, M. (1983). A Documentary history of religion in america: since 1877 . Retrieved from http://books.google.com/books?id=BdigOEja038C&pg=PA189&dq=Religion+in+America,+1870&ei=105bS6aMDpGQyAT-992FDQ&cd=1#v=onepage&q=Religion%20in%20America%2C%201870&f=false

Niolon, R. (n.d.). Erickon's psychosocial stages of development. Retrieved from http://www.psychpage.com/learning/library/person/erikson.htm

Schechter, H. (2003). The Serial killer files. New York: Ballantine Books.

Wertham, F. (1949). The show of Violence. Garden City, New York: Doubleday & Company, Inc.

Knowledge of Applied Psychology

A Transitional Program Developed for the Release of a Prison

Incarcerated for Drug and Alcohol Abuse

Treatment ProgramFor Michael

Live-in Half-Way Home It is imperative to find a half-way home that

specializes in transition from highly structured institutions back into society without triggering their drug addictive behavior.

In this transitional setting, Michael would start out in Phase I, which is the most restrictive, and then move to Phase II where he will learn how to live with less restrictions.

Phase III would be release into society with an open-door policy back to friends and counselors still at the home.

(Argosy, 2010)

Phase I Michael will be assigned a case worker at the home

who will be in charge of his schedule in order to make sure he attends court hearings, counseling, group therapy, work, and school.• Transportation is provided to work and school.• There is a strict curfew that is enforced and Michael's

movements are restricted in order to ensure his safety.

Individual therapy takes place once a week at the residence. This allows the assigned therapist a chance to see how Michael is progressing, and also gives Michael a chance to discuss personal goals, desires, and grievances about his treatment.

(Argosy, 2010)

Phase I Group therapy is twice a week at the residence.

Counselor guided group therapy will give Michael the chance to interact with his peers and open up about the struggles he faces and fears. Sharing in these fears will give him the support he will need to succeed.

Michael will be introduced to a 12-step program that is appropriate for his addiction. This group of peers that is peer-run will be Michael’s first introduction to unsupervised self-counseling. The 12-step program allows members to seek help from their peers on their own accord, which gives them more ownership in their success.

(Argosy, 2010)

Phase II Michael will continue in individual counseling and

the 12-step program; however, group counseling participation becomes voluntary. As Michael builds his support group of peers and learns how to communicate effectively, his ability to cope outside of professional help will strengthen.

Michael will be able to attend work and school on his own and be responsible for his house obligations unscheduled. His case worker will no longer dictate a schedule, but maintain one that Michael creates for himself.

(Argosy, 2010)

Phase III After 3-6 months of Phase I through II, Michael will be

evaluated by his individual therapist for release.

Michael’s case worker will work with him throughout Phase II to secure housing, work, and transportation along with making sure Michael has access to a 12-step group.

Upon release Michael will have all of the mental and physical tools needed to succeed in society and remain drug free. His case worker will continue to check in on Michael for a given amount of time, and he will always have access to the halfway house resources if needed.

(Argosy, 2010)

Benefits Offered The halfway house also offers some classes

that may be beneficial to teaching Michael better coping skills. By learning how to cope with certain stressors, Michael has a better chances of remaining drug free:• Yoga• Meditation• Anger management• Art• Music• Exercise

(Argosy, 2010)

References Argosy University.

(2010). PSY494 module 3. Retrieved from http://myclassonline.com.

Interpersonal Effectiveness

Advice to a Political Campaign Group

Dear National Committee, After hearing a recent speech given by one your members, I have drafted four possible crime prevention strategies that focus on the imbalance between the classes in American society.

• America is a free market society based on capitalism. You work hard to earn the privilege of a good life, and everyone is afforded the same opportunities to do so. However, those who control the wealth also control policy, and this can lead to the oppression of those already living in poverty (Argosy, 2010). One main focus of your party’s platform may want to be the eradication of corrupt local government agents by ensuring equal representation of all classes in various offices. Different advocate agencies can also be used to be present for and represent the needs of the lower class in all community decisions and evaluations (Conklin, 2009).

• Another way to decrease the gap between the wealthy and poor is through education. Often times the poor do not have access to proper education because their annual salaries do not allow for enough tax dollars to be put toward public education (Conklin, 2010). There needs to be better policies in place to ensure that all tax dollars are being distributed equally. With proper educations, children are more apt to avoid delinquent behavior, continue their education, and seek proper employment as adults (Conklin, 2009).

Interpersonal Effectiveness

Advice to a Political Campaign Group• Often times the police department handles situations differently based on a

community’s status. Police officers protect and serve the members of the middle and upper classes from the crimes committed by the lower class. When policing in lower class communities, the strategy is to seek out criminal behavior in order to protect the surrounding upper classes. The upper classes of society are treated as victims and peoples needing protection whereas lower class people are treated as perpetrators needing to be stopped.

• The disparity of economic class has not only created severe wealth and severe poverty, but has also warped the way we perceive the people within those classes (Conklin, 2010). The police force needs to undergo training to relearn how to protect the poverty stricken as well as the wealthy. Studies do show that the poor are more likely to commit crimes, but instead of persecuting the poor, steps can be taken to teach them how to prevent criminal behavior (Argosy, 2010).

• The police force should focus on implementing neighbor watches, drug prevention programs, and other programs to help communities of the poor take more stock in their surroundings and pride in their neighborhoods (Conklin, 2010).

Interpersonal Effectiveness

Advice to a Political Campaign Group• Education of adults is also important. Providing more diversion programs for adult

criminals will not only keep them out of jail, but allow them to remain a part of their community while correcting misguided behavior (Argosy, 2010). If criminals are constantly be uprooted from their community they never learn how to become full participants in society (Argosy, 2010).

• This constant alienation from their surroundings erodes the empathy needed to secure safety amongst neighbors. This behavior of caring only for one’s self is passed down through generations, and proper diversion programs can help criminals relearn proper behavior while strengthening their roots in the community they live in (Conklin, 2010).

• By strengthening and creating proper social norms, alienation will start to diminish and individuals will be held more accountable to these norms by their neighbors, which will hopefully decrease crime. Eliminating the great chasm between the rich and poor may never be possible in a capitalistic society, but steps can be taken to eliminate the alienation felt from those on the outskirts of what is seen as a normal American life.

• Education, community involvement, and elimination of labels are all steps in teaching not only the poor on to function properly, but also teaches the rich how to properly incorporate the poor into everyday life adequately.

My Future in Learning

I start my Master’s Program in Forensic Psychology with Argosy University this Spring after completing my BA in Criminal Psychology. I hope to not only expand my knowledge, but to also begin to apply what I have already learned. It is my hope to begin research in reducing recidivism rates in American by researching our current prison living conditions in an effort improve the human condition. After completing my Masters, I will continue on to get my doctorate in Forensic Research Psychology where I hope to continue learning while relating my knowledge to help create those programs needed to improve recidivism rates in American prisons.

Contact Me

Thank you for viewing my ePortfolio.

For further information, please contact me at the e-

mail address below. jssgrf@gmail.com