Yes

A restorative approach to justice focuses on accountability for healing the harm done to victims and communities as a result of criminal acts. Hate crimes are intended to send a threatening message to a particular group of people. There is enough reliable research on restorative justice principles and practices, and on the causes, meaning and impact of hate crimes, to bring together a representative selection of available literature for a critical review. This thesis critically reviews the literature of restorative justice principles and practices, and the literature of hate crime causes, definitions, laws, and typologies of offenders, using as a model Comstock's seven-step Critical Research Method. Findings suggest that congruencies between the two fields of study are primarily found in how activities appropriated to define the fields have increased the ambiguity of the definitions. Further findings suggest that there are important underlying issues of class and power distribution in need of attention in both fields of research. These findings are discussed and suggestions are made for future areas of research.

An estimated 200,000 juveniles are tried as adults yearly and receive punitive sentences intended to deter juvenile crime and increase public safety. Few qualitative studies on juveniles sentenced as adults and contradictory results indicate a need for further research. This study used a qualitative, phenomenological interpretive design, with the conceptual frameworks of general and specific deterrence and rational choice theories. In-depth interviews took place with 12 incarcerated adults serving sentences (24--540 months) for juvenile crimes. The research questions explored their knowledge of transfer laws and adult sentencing and perceptions of deterrence from future criminal activity. Coding of transcripts and audio files was distilled into meaning units following the hermeneutical tradition, and triangulation was used to identify overarching themes and patterns. Findings revealed that no participants understood application of transfer to adult court to them, and 10 (83%) revealed ignorance of juvenile transfer laws. Thus, they did not weigh costs or benefits prior to offending (general deterrence) or exercise rational decision making; however, 11 (92%) would have reconsidered offending if they were aware of adult sentences. Half admitted the impacts of incarceration would not deter them from future offending (no specific deterrence), and half believed negative factors would prevent recidivism. Study results can prompt further research in juvenile offenders' knowledge and decisions regarding adult sentencing. Implications for social change include dissemination of findings to deter adolescents from criminal behavior. Findings may also aid policymakers' reevaluation and revision of sentencing policies for juvenile offenders to help prevent juvenile crime and recidivism and increase public safety.

Recent polls suggest that less than half (46%) of Canadians are confident in the criminal justice system (CJS) as a whole (e.g., Roberts, 2004). Low levels of public confidence are problematic, as the criminal justice system relies on public support in order to function effectively (Casey, 2008). Previous research has found that attitudes toward the CJS are typically based on misperceptions and misinformation, with the public being unaware of the functioning of the CJS as well as crime trends (e.g., Doob, 2000). Therefore, it seems logical that providing the public with factual information about crime and criminal justice may lead to increased confidence. A handful of studies conducted in the United Kingdom have shown that, in general, public education does lead to increased confidence (e.g, Hough & Park, 2002). However, questions pertaining to the mode of delivery have been raised (Singer & Cooper, 2009). Therefore, three studies were conducted in order to further investigate this issue as well as to delve into the differences between active and passive learning. Whereas active learning refers to being actively engaged in the learning process through various means (e.g, discussion, problem-solving), passive learning refers to passively obtaining information, such as by listening or by reading (Prince, 2004). Before attempting to change public opinion of the CJS, it is crucial that we first have a comprehensive understanding of what these opinions and attitudes are. As such, Study 1, a quantitative survey of CJS knowledge and attitudes, and Study 2, qualitative focus groups, were conducted. Results from these two studies were used to develop materials for Study 3: Increasing confidence in the CJS through education. As has been found in past research, participants who received CJS information had a higher level of knowledge than controls, who received information about Canadas health care system. Interestingly, the type of learning (active vs. passive) did not have an effect on CJS knowledge. However, an effect was observed in regards to confidence and satisfaction: Participants who received CJS information through active learning were more confident in the CJS and had a higher level of satisfaction. These results have important implications for real-world interventions.

Recent polls suggest that less than half (46%) of Canadians are confident in the criminal justice system (CJS) as a whole (e.g., Roberts, 2004). Low levels of public confidence are problematic, as the criminal justice system relies on public support in order to function effectively (Casey, 2008). Previous research has found that attitudes toward the CJS are typically based on misperceptions and misinformation, with the public being unaware of the functioning of the CJS as well as crime trends (e.g., Doob, 2000). Therefore, it seems logical that providing the public with factual information about crime and criminal justice may lead to increased confidence. A handful of studies conducted in the United Kingdom have shown that, in general, public education does lead to increased confidence (e.g, Hough & Park, 2002). However, questions pertaining to the mode of delivery have been raised (Singer & Cooper, 2009). Therefore, three studies were conducted in order to further investigate this issue as well as to delve into the differences between active and passive learning. Whereas active learning refers to being actively engaged in the learning process through various means (e.g, discussion, problem-solving), passive learning refers to passively obtaining information, such as by listening or by reading (Prince, 2004). Before attempting to change public opinion of the CJS, it is crucial that we first have a comprehensive understanding of what these opinions and attitudes are. As such, Study 1, a quantitative survey of CJS knowledge and attitudes, and Study 2, qualitative focus groups, were conducted. Results from these two studies were used to develop materials for Study 3: Increasing confidence in the CJS through education. As has been found in past research, participants who received CJS information had a higher level of knowledge than controls, who received information about Canadas health care system. Interestingly, the type of learning (active vs. passive) did not have an effect on CJS knowledge. However, an effect was observed in regards to confidence and satisfaction: Participants who received CJS information through active learning were more confident in the CJS and had a higher level of satisfaction. These results have important implications for real-world interventions.

Thesis (Ph. D.)--University of Washington, 2002. / Vita. Includes bibliographical references (leaves 199-203).

published_or_final_version / abstract / Law / Master / Master of Philosophy

The subject of this thesis is criminal justice policy. It focusses on diversion, that is, alternatives to the court system. I argue that the current criminal justice system, which is rooted in retributive principles, has shortfalls which are of such a degree that it makes sense to consider alternatives. A new movement in criminal justice policy, restorative justice, reflects a theory that may provide a framework for new programs. Restorative justice is based on principles that are fundamentally different from retributive ideology and the translation of these ideas results in dramatically different programs. In my thesis I delineate the differences between restorative and retributive principles. The retributive system leads to dissatisfaction among the stakeholders in the criminal process. The purpose of the thesis is to investigate whether implementation of restorative justice principles could lead to more satisfaction and a higher quality of justice. The restorative justice theory has a strong rhetoric, as will be made clear. The implementation of restorative programs, however, does not develop quickly. There are several reasons for the slowness, including the reluctance of criminal justice officials to give new initiatives a chance to develop and to co-operate in their development. I describe three restorative programs that divert criminal cases from the court system, they are: mediation, dading, and family group conferences. On the basis of these programs I make clear which are the strengths and the possible weaknesses of restorative justice. The comparison of different programs from different countries, provides a useful insight in the dynamics of restorative justice in practice. International research and comparison will lead to understanding in how to design a suitable and valuable process. My conclusion is that a truly restorative system is neither a realistic, nor a wished situation. For a variety of cases, though, restorative programs provide a better locus for resolving the problems involved in crime, than the court process does. I therefore advise that the development of restorative programs must go on.

This thesis examines several aspects of the Indiana Criminal Justice Planning Agency and the framework within which it operates. Included is a review of the administrative framework of the Law Enforcement Assistance Administration as well as the criminal justice planning structure within the state of Indiana. In addition, the primary obstacles the Indiana Criminal Justice Planning Agency (ICJPA) has had to deal with in accomplishing its program objectives are discussed.A study of three selected criminal justice planning regions within the state of Indiana representing varying demographic characteristics was undertaken. Variations in the nature and size of criminal justice programs were studied. Further analysis of funding data is also included.An interview survey of the local governmental officials of Region IV of the ICJPA was conducted. This survey was intended to bring forth grass roots reactions to the concept of a federally-funded, state-coordinated administrative organization in the area of law enforcement.

Thesis (Ph.D.)--Murdoch University, 2005. / Thesis submitted to the Division of Arts. Bibliography: leaves 261-274.