Case studies have long been used to enhance the learning process for students in a variety of education and training disciplines. There are two basic types: The first type entails “actual” case studies that facilitate objective analyses and discussions of the implications for relevancy in a given situation (analytical). The second type examines hypothetical or actual cases that focus on the experiences of the learner (problem-solving). Such experience-oriented case studies may be approached in two ways: one in which a preferred or most correct problem solution is required; or a second, where there are no precise, clear-cut problem solutions for a given situation (experiential). Criminal justice, as an evolving behavioral science, typically relies on interdisciplinary case study approaches (e.g., psychology, social work, legal research, etc.). But these approaches have not shown adequate success for the criminal justice student/ practitioner because they do not apply course material and theory to practical situations. Experiential case study methods, particularly open-ended varieties, contribute important behavioral and attitudinal qualities to the criminal justice student/practitioner by providing realistic learning beyond the “war story” application. This model immerses the student/practitioner in practical problem situations while attending to the relevant theoretical aspects.

This article points to the recent controversy surrounding the devaluation of prison rehabilitation as an effective correctional approach, notes the varied reactions of criminologists to this dilemma, and suggests that contemporary penal planning should be calculated on the basis of not only what should be, but also on what historical experience suggests is attainable. In approaching the “lessons” of penal history, the authors state that three general stages of development have characterized the evolution of penology: The Age of Retribution, the Age of the Penitentiary, and the modem Age of Corrections. The authors further suggest that each succeeding stage has emerged as a result of deficiencies in its predecessor, that the passage of time has not necessarily brought improvement, and that criminological thought has been hampered, to some extent, by an imbalance between social and legal theory since the appearance of the late 18th-century classicists. Finally, the authors summarize the tenets of positive criminology, question the assumption that the social rehabilitation of the individual offender should and can take precedence over the legal demand for retributive punishment, and outline the role of retributive punishment in human development. The authors conclude by calling for: (1) a reassessment of the fundamental assumptions of modem criminological thought;(2) an awareness that the stages of development in criminological thought and penology have been mere stages of development and not necessary installments of “progress;” (3) a critical review of penal planning which depends on the existence of “an enlightened public conscience;” and (4) the formulation of an attainable correctional policy which includes balanced correctional planning based on what has been and what is, as well as what ought to be.

Case studies have long been utilized in a variety of disciplines for educational and training purposes enhanc ing the student learning process. The experiential case study model presents a problem solving approach to a criminal justice oriented situation with no precise, clear-cut solutions. The utility of this model allows the student to apply theoretical concepts and principles to practical situations. An evaluation of the model was made in a quasi-experimental research design with two groups of criminal justice students. The results supported the experi ential approach over a traditional teaching method.

Little empirical evidence exists to suggest that jurors may develop negative perceptions of the court system which may affect an objective finding of guilt or innocence. This present study examined a number of attributes of jurors, including juror demographic characteristics, time expended in jury selection and deliberation, and juror perceptions of the defense attorney and the prosecuting attorney. A questionnaire was mailed to 462 randomly selected individuals who had served as criminal court jurors during 1983 and 1984. The questionnaire elicited demographic information (e.g., age, sex, race, etc.); general details about the court case the juror had served; and attitudinal responses about the court system; the defense attorney, and the prosecuting attorney. These attributes were then examined with respect to the extent they affected jury decision outcomes.

A qualitative analysis of the comments of approximately 400 probation and parole employees to a recent questionnaire survey is presented. Workers were found to offer more negative than positive comments and many of their concerns centered on administrative and court-related problems, similar to findings about police officer job stress. Ratings of the open-ended comments of the respondents indicated significant levels of job burnout and dissatisfaction. Although quantitative indicators showed these two problems to be less prevalent, it appears that both burnout and dissatisfaction are present to some degree in the occupation. Thus, mission reform is necessary to ameliorate these job problems.

Data from New Jersey were used to examine the effectiveness of felony probation. Examination of more than 2,000 burglars, robbers, and controlled substance offenders placed on probation in 1976-1977 showed that their recidivism at three, four, and approximately 10 years after sentencing ranged from approximately one-third to more than half arrested and about 10 percent imprisoned. Prior convictions, type of offense, age, race, the Greenwood prediction device, use of heroin, and employment were statistically significant correlates of recidivism. The major conclusion is that probation is an acceptable sentencing alternative for some felony offenders in some states but that recidivism rates can be alarmingly high for particular categories of offenders. In addition, probation officials should devote some attention to the needs of probationers in such problem areas as employment and drug abuse.

Data from the 1982 ABC News Poll of Public Opinion on Crime are used to examine household gun availability and willingness to shoot a burglar. Findings show some support for similarity between protective and sport ownership, and “fear and loathing” hypothesis, and the impact of region (southern residence) and gender on ownership. The findings also support some of the recent contentions of Hill, Howell, and Driver (1985), although we note two clarifications in their discussion of previous research. Support for the collective security hypothesis, however, was limited; this finding raises a concern for proponents of further restrictions on gun ownership.

Teaching research methods to undergraduate criminal justice students typically has been viewed as problematic. Students often experience considerable anxiety concerning required research courses and frequently lack the motivation to learn and appreciate the usefulness of research. Experiential case studies have been successfully utilized to teach criminal justice students the application of theory in practical situations. An evaluation of the experiential model was made in a post-test only control group research design with two groups of criminal justice research students. The results of the comparison supported the experiential approach and showed greater success utilizing this method over a traditional teaching method.

Criminal justice needs to be examined and developed in the larger context of social justice. Social ills such as pervasive individual and corporate greed and evasiveness need to be addressed as we attempt to promote a greater sense of social peace. Such an effort involves teaching meaningful social values in both general education settings as well as in the particular discipline of criminal justice.

Attempts have been made in recent years to decrease police misconduct and improve police performance in areas of ethical decision-making. One attempt has been to provide ethics instruction to police officers at training academies and in-service training sessions. Experiential case studies have been used to help students apply theoretical concepts to practical situations. An evaluation of the experiential teaching model for police ethics was made in a quasiexperimental research design with two groups of police officers. The results supported the experiential approach for teaching police ethics. Police officers were found to better differentiate between ethical and unethical conduct in both an idealistic and realistic manner.