SeniorProjectExampleofResearchPaperforCrmJ45002 x2019SeniorProjectSYLLABUS x
 

I have to complete a 15-20 page research paper with APA format and in text citations on the correlation of crime: criminal behavior. This is a criminal Justice research paper, No opinions are to be within the paper.

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The following work is a good example of a senior project. You may not copy and may not use any of the data or sources in this paper BUT it is designed to show you how to quote a source or reference and how to organize. You are not required to use or follow this format but it is a good guide.

The Health of Criminal Justice Officers: Job Related Stress

Senior Project (CRMJ 4500)

Professor Larry Woods

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TABLE OF CONTENTS

ABSTRACT………………………………………………………………….…….3

INTRODUCTION……………………………………………………………..……4

HISTORY OF CORRECTIONS and POLICE……………………………… 8

Differences between Jail and Prison……………………………………………. 9

LITERATURE REVIEW……………………………………………………………10

Abstract

Correctional officers are the prison personnel who oversee inmates during their incarceration. They participate in canvassing inside and outside the facilities, contraband searches, inmate counts, and breaking up inmate fights. They also supervise jail visits, and are responsible for transporting the inmates from one facility to another. Correctional officers face the challenge of working with large numbers of inmates while constantly maintaining order in the facilities. They often work long hours and are underpaid, which causes high job-related stress for them. Job-related stress puts them at risk to be injured while on the job. Organizational commitment, interactions with inmates, job dangerousness, job satisfaction, overcrowding, fear of disease, shortage of staff, shift work, and relationship with supervisor were all found to be factors causing or leading to correctional officer job related stress.

Anyone interested in reducing correctional officer job-related stress needs to consider these suggestions:

· Have a variety of work schedule options to reduce over-exertion

· Make accessible individual, family, and peer support group counseling reduce stress. Before family and peer counseling consider individual counseling first.

· Have mental and physical examinations to ensure that they are fit for duty at all times

· Have the correctional officers to rotate assignments every three months to reduce inappropriate relationships between the officers and inmates.

These recommendations will equip the correctional officers with the tools needed to perform their job duties as well as they possibly can.

Introduction

Background

The three components of the Criminal Justice System include law enforcement, courts, and corrections. The three goals of the Criminal Justice system are to control crime, prevent crime, and to provide and maintain justice. The police investigate crimes and arrest suspects, then they hand over the evidence to the court system (Seiter, 2014 at p.115). Prosecutors then determine whether or not a crime has been committed (Seiter, 2014 at p.116). If so, the courts oversee a determination of guilt for the suspect (Harer 2005 at p.166). If the offender is found guilty, the courts will sentence the person to the appropriate sentence within the state penal code (Seiter, 2014 at p.118). Once the offender has been sentenced, correctional agencies see to it that the sentence is served (Seiter, 2014 at p. 134).

Cesare Beccaria, of the Classical School, believed that deterrence of crime is more important than punishment (Seiter, 2014 at p.62). Cesare Lombroso suggested that people sometimes commit acts beyond their control (Sims, 2014 at p.3). Of the three components of the Criminal Justice system, this study focuses on corrections. The main goal of corrections is to provide and maintain justice. Correctional officers are the prison personnel who oversee inmates during their incarceration. They participate in canvassing inside and outside the facilities, contraband searches, inmate counts, and breaking up inmate fights. They also supervise jail visits and are responsible for the day-to-day activities of the correctional facilities. Correctional officers have to deal with many undesired situations due to their job requirements, causing them to have high amounts off job-related stress. Job-related stress is dangerous and could cause the officers to put themselves in harm’s way. Correctional officers have to deal with many undesired situations due to their job requirements that other people are either unaware of or unconcerned about.

History of Corrections

The term penology was previously used, instead of corrections (Seiter, 2014 at p.22). The term penitentiary was later established, and used to hold offenders serving a criminal sentence (Sims, 2014 at p.1). The Walnut Street Jail was the first jail in America, and was opened in 1790, in Philadelphia, Pennsylvania (Seiter, 2014 at p.36). The three key elements of punishment include celerity of swiftness of punishment, certainty of punishment, and severity of punishment.

Corrections is defined as the range of community and institutional sanctions, treatment programs, and services for managing criminal offenders (Seiter, 2014 at p.45). The mission of corrections is to implement court prescribed sentences for criminal violators to carry out the sentences of the court (Seiter, 2014 at p.45). The sentencing goals of corrections are punishment, deterrence, incapacitation, rehabilitation, and restitution (Seiter, 2014 at p.47). Historically, the main focus of corrections was to supervise the inmates and secure the facilities, however today the prison system is focused on treatment programs for the inmates and preparing them for their return back into the community (Seiter, 2014 at p.55).

Differences between Jail and Prison

Jails are locally operated correctional facilities that hold offenders before or after trial (Seiter, 2014). Jails were initiated before prisons, probation, parole, or halfway houses (Sims, 2014 at p.3). Jails hold varieties of offenders including those who have been arrested, being detained pending trial, sentenced to short terms of confinement for minor crimes, waiting to transfer to another facility, or being held administratively for a criminal justice agency (Sims, 2014 at p.3).). Jails hold only about one-tenth of all offenders under correctional supervision, but process almost five times as many offenders each year as all other correctional components combined (Seiter, 2014). The primary function of prisons is to hold convicted felons serving a sentence of a year or more, whereas convicted felons serving less than a year serve their time in local jails (Seiter, 2014). Prisons are state or federal facilities, while jails are local facilities (Sims, 2014 at p.3). Jails do not have the full range of education, vocational training, work recreation, or other treatment programs that are available in prisons (Seiter, 2014). Jail inmates spend most of their time in their cells, watching television, or playing cards with other inmates (Seiter, 2014). Since prisons are designed to hold inmates for longer terms, they need to provide a full range of programs, for both rehabilitative purposes and to keep the inmates productively busy throughout the day ((Sims, 2014 at p.3).

Problem Statement

If the health and well-being of correctional officers are not intact, then how effective are they at protecting and serving? Correctional officers have a high level of job-related stress. As a result, they also have a high number of job related injuries and fatalities. Job-related stress is dangerous and could cause the officers to put themselves in harm’s way. This is a psychological problem for the officers. Correctional officers have to deal with many undesired situations due to their job requirements of which people are either unaware or unconcerned about. Arrest and incarceration rates are increasing due to the tough on crime mentality. With more inmates to look after, this causes facilities to be overcrowded and correctional officers to be overworked. This causes unwanted problems. Even though the number of inmates increases it does not necessarily guarantee a pay raise for the correctional officers. Inmates easily out number correctional officers; this easily puts them at a greater risk for injury. Being over worked also puts them at risk for injury. Since correctional officers’ job-related stress can cause them to commit or attempt suicide, procedures must be established to assist them with their stress levels.

Theoretical Construct

Job stress is a psychological problem for correctional officers. The stress and coping theory is a framework for studying psychological stress (Folkman, 2010 at p. 112). Folkman (2010 at p.104) argued that the theory holds that stress is contextual, meaning that it involves a transaction between the person and the environment, and it changes over time. Folkman (2010 at p. 155) defined stress as a situation that is valued by the individual as personally significant, and a having demands that exceed the person’s resources for coping. Folkman (2010 at page 88) stated that coping refers to the thoughts and behaviors people use to manage the internal and external demands of stressful events. The stress and coping theory originally suggested two kinds of coping: problem-focused coping, such as problem-solving to address the problem, and emotion-focused coping to regulate negative emotions (Folkman, 2010 at p.79). The third kind of coping, meaning-focused coping, regulates positive emotions (Folkman, 2010 at p.79). These positive emotions serve important functions in the stress process by restoring resources for coping (Folkman, 2010at p.81).

Purpose and Significance

The purpose of this study is to describe and explain the phenomenon of correctional officer job related stress through qualitative research. The purpose of this study is also to inform others of the challenges for correctional officers and to persuade effective changes in their everyday routine, to improve their job on a daily basis. The purpose is to also explore the factors that lead to bad health for correctional officers. This topic is significant to criminal justice, because corrections is one of the three components of the Criminal Justice System. Before and after trial correctional officers are responsible for seeing that each and every inmate is safe, and accounted for at all times.

Objective/Goal

One goal of this study is to accomplish the awareness of correctional officer job-related health issues due to occupational stress, and to describe and explain the phenomenon.

Research Questions

Whether the issues in organizational policies such as organizational commitment, and counseling strategies have an effect on the employees’ health?

Whether the issues in corrections such as overcrowding, absenteeism of staff, job satisfaction and job dangerousness have an effect on the employees’ health?

Definition of Terms

Absenteeism: Nonattendance of employees for scheduled work when they are expected to attend (Roberts at p.6)

Mass Incarceration: A term that has been used to explain the extreme population growth that has occurred in American prisons and jails over the past two decades.(Johnson at p.12)

Organizational Commitment: Having the primary elements of loyalty to the organization, identification with the organization, and involvement to the organization.(Richards at p.4)

Over-exertion: The result of being physically overworked and drained that causes negative physical and mental effects on the body, such as headaches and high blood pressure (Websters at p. 645)

Summary and Transition

In Summary, correctional officers must be healthy to do their jobs effectively. Job stress, job satisfaction, job dangerousness, fear of disease organizational commitment, absent correctional staff, mass imprisonment, and recidivism will all be described and explained.

Chapter 2: Literature Review

Job Stress

Paoline and Lambert (2012 at p.22) stated that job stress is defined in the correctional literature as feelings of job related tension, anxiety, and frustration. Prolonged exposure to job stress generally has negative outcomes such as health problems, social problems, marital and family problems, substance abuse problems, absenteeism, and death (Paoline & Lambert, 2012 at p.25). Job stress is harmful to the officers, to the organization, and to society, so it’s important to identify the workplace factors that are associated with job stress (Paoline & Lambert, 2012 at p.14). Sims (2001at p.66) argued that one cause of job stress is overcrowded correctional facilities. Overcrowded conditions result from longer prison terms and an increasing number of violent offenders (Sims, 2001 at p.67). Hartley et al. (2013 at p.56) identified stress as a significant predictor of turnover, revealing an exponential relationship between stress levels and risk of quitting. Lack of input in decision making has also been identified as a significant source of correctional officers to make the kind of decisions that could potentially protect them from dangerous working conditions contributes to job stress (Hartley et al., 2013 at p.59). Correctional officers have also reported their interactions with inmates as a significant source of stress (Hartley et al., 2013 at p,45).

Job Satisfaction

Since staff are the “heart and soul” of correctional facilities, it is important to explore how the work environment affects them (Paoline & Lambert, 2012, at p 180). Hartley et al. (2013 at p.49) defined job satisfaction as a subjective, individual level feeling, reflecting whether or not a person’s needs are met by a particular job. Higher levels of job satisfaction have been linked with positive work attitudes and behaviors, such as compliance with rules, job performance, extra work efforts, and support for rehabilitation (Paoline & Lambert, 2012 at p.10). Low levels of job satisfaction have been found to be related to burnout, absenteeism, and turnover (Paoline & Lambert, 2012 at.p6). Frequent turnover results in a loss of correctional officer experience, which has led to inexperienced staff and increased expenses occurred from having to train new officers (Hartley et al., 2013 at p.96). Additional areas of job stress and dissatisfaction includes shortage of staff and shift work (Hartley et al., 2013 at p.88). Past research has indicated that a major source of the overall job stress experienced by the correctional officer comes from their relationship with their supervisor (Hartley et al., 2013 at p.89). Officers have also reported less overall stress and more job satisfaction when they believe the organization as a whole supports its employees (Hartley et al., 2013at p.34).

Job Dangerousness

Hartley et al. (2013 at p.156) reported that correctional facilities are atmospheres of tension and fear, which has come from the knowledge that an attack can happen to anyone, at any time, which they are performing their daily duties. Workplace violence may serve as a deterrent for individuals who have considered working in the field of corrections (Hartley et al., 2013 at p.159). Past research has indicated that officers who perceive high levels of job dangerousness have higher levels of job stress, and lower levels of job satisfaction (Hartley et al., 2013). Konda et al. (2013 at p.213) reported that in the United States, approximately half a million correctional officers are responsible for supervising more than two million inmates. Of all the United States workers, correctional officers have had one of the highest rates of nonfatal job related injuries (Konda et al., 2013 at p.221). In 2011, correctional officers experienced 254 job related injuries per 10,000 due to assaults and violent acts (Konda et al., 2013 at p.229). This is higher than the rate of injuries from assault and violent acts for all United States workers (Konda et al., 2013 at p.222). Konda et al. (2013 at p.238) found that correctional officers are at risk for these nonfatal injuries due to over-exertion. Their job duties include a variety of activities that increase the risk of strained muscles, sprains, and other muscle injuries due to the use of excessive physical effort (Konda et al., 2013 at p.235). Perceptions of the dangerousness of the job have been consistently found to increases stress (Castle & Martin, 2006 at p.412).

Fear of Disease

Hartley et al. (2013 at p. 253) stated that as part of correctional officer’s daily duties, they are asked to perform tasks that have been described as filthy, disgusting, and degrading. High risk behaviors including unprotected sex, drug use, and tattooing occur behind prison walls and many facilities lack policies to inform correctional officers of inmate infectious disease status (Hartley et al., 2013 at p. 412). In 2008, Texas held the third highest number of inmates with HIV or AIDS (Hartley et al., 2013 at p. 465). A disproportionately high number of tuberculosis and hepatitis can be found among inmates (Hartley et al., 2013 at p.432). According to Hartley et al. (2013 at p.433), Hepatitis C is the greatest disease threat for correctional officers. The rate of AIDS is approximately five times greater within prisons compared to the general public (Hartley et al., 2013 at p.422). “Given these alarming figures, and the frequency of inmate assaults on correctional officers, there is potential for a correctional officer to be exposed to or infected with an infectious disease,” (Hartley et al., 2013, at p. 327). “Lambert and Paoline (2005 at p.321) found that many jail staff felt than infectious disease screening for inmates was inadequate and were concerned about personal safety on the job, and over 70% reported that inmate privacy rights threatened officer safety,” (Harley et al., 2013, p. 327 at p.449). Concern over exposure to infectious disease has been linked to increased job stress and decreased job satisfaction (Hartley et al., 2013 at p.437).

Organizational Commitment

Paoline and Lambert (2012 at p.52) defined organizational commitment as having the primary elements of loyalty to the organization, identification with the organization, and involvement to the organization. Organizational commitment is a bond to the whole organization (Paoline & Lambert, 2012 at p.59). Higher levels of organizational commitment have been linked to positive levels correctional staff behaviors, such as higher levels of job performance (Paoline & Lambert, 2012 at p.55). Without committed staff, not only will the correctional facility suffer, so will the other employees (Paoline & Lambert, 2012 at p.312). Lambert, Kelly and Hogan (2013) defined three types or organizational commitment including continuance commitment, moral commitment, and affective commitment. Continuance commitment arose from the side bet theory proposed by Becker in 1960 (Lambert, Kelly, & Hogan, 2013 at p.43). Becker contended that employees make investments in an organization, and over time these investments become a bond, and the person remains with the organization (Lambert, Kelly, & Hogan, 2013 at p.23). Moral commitment is seen as the totality of internalized pressures to act in a way that meets the organizational goals and commitment (Lambert, Kelly, & Hogan, 2013 at p.55). Moral commitment is a bond to the organization that arises because of a sense of duty and obligation to commit to the organization (Lambert, Kelly, & Hogan, 2013 at p.11). Affective commitment is a psychological bond that is formed between a worker and the organization (Lambert, Kelly, & Hogan, 2013at p.21). Without committed staff, not only will the correctional facility suffer, so will other employees, detainees, and society in general (Paoline & Lambert, 2012 at p.9).

Absent Correctional Staff Lambert (2001 at p45) defined absenteeism as the nonattendance of employees for scheduled work when they are expected to attend. Lambert (2001 at p.55) argued that since absenteeism involves nonattendance from scheduled work, in terms of hours and days, it is different from being late. There are two major forms of absenteeism, involuntary and voluntary (Lambert, 2001at p.239). Involuntary absenteeism includes instances such as serious illness, injury, transportation problems, or the need to take care of a sick family member (Lambert, 2001at p.238). Voluntary absenteeism occurs when the employee decides to be absent from work for reasons that most employees would call illegitimate (Lambert, 2001 at p.238). They want to have a day off, attend a social event, or sleep in (Lambert, 2001 at p.237). Correctional facilities endure more harmful effects from employee absenteeism than most other organizations (Lambert, 2001at p.212). Lambert (2001) argued that this is because their operations heavily rely on the human factor and temporary replacements are not readily available. Direct costs of absenteeism include sick pay, fringe benefits, overtime to staff the vacant position, and over-staffing (Lambert, 2001at p.231). Indirect costs include loss of experience, training costs for replacement workers, and time spent revising work schedules and assignments (Lambert, 2001). Correctional staff members who temporarily fill vacant posts often do not have an extensive knowledge of the area and inmates that a regular employee in that position develops over time (Lambert, 2001 at p.241). Lambert (2001at p.240) argued that absenteeism is costly and disruptive for correctional organizations.

Counseling Programs and Strategies

Several states have adopted programs and strategies for addressing correctional officer stress. The Rhode Island Department of Corrections has an in-house peer unit supervised by a correctional officer (Finn, 2000 at p.54). Finn (2000 at p.66) stated that hybrid programs combine elements of both in-house and external structures. The Massachusetts Department of Correction Stress Unit and the Multnomah County Peer Support Program, both have a team of trained in-house peers who support officers experiencing chronic stress after a critical incident (Finn, 2000 at p.64). Finn (2000 at p.62) argued that one advantage of in-house programs is the staffs are more likely to be viewed by officers’ as part of the corrections community. Another advantage is the staffs are more likely to be knowledgeable about correctional officer stress (Finn, 2000 at p.66). The Texas Institutional Division Post Trauma Staff Support Program and the New York State Department of Correctional Services Post-Incident Stress Debriefing Program are both in-house programs (Finn, 2000 at p.62). The two in-house programs assemble and send trained officers, along with a clinician, to go on site to provide debriefings after critical incidents (Finn, 2000 at p.61). South Carolina’s Post Trauma Resources is a private, for non-profit organization (Finn, 2000 at p.67). South Carolina’s Post Trauma Resources provides critical incident debriefing and individual counseling services to South Carolina Department of Corrections employees (Finn, 2000 at p.63). Post Trauma Resources also helps departments of corrections in other states to plan and set up their own stress programs (Finn, 2000 at p.64). Finn (2000 at p.65) argued that an advantage of external programs is the officers are less likely to view staff with suspicion, offering greater chance to build trust. Another advantage is there is a lesser chance for stress programs staff to feel torn between loyalty to the department and loyalty to the client (Finn, 2000 at p.69).

Mass Imprisonment

Lambert and Paoline (2005 at p.78) argued that mass imprisonment is a term that has been used to explain the extreme population growth that has occurred in American prisons and jails over the past two decades. The imprisonment rate in 2005 was five times as large as it was in 1972 (Lambert and Paoline, 2005 at p.66). The mass imprisonment phenomenon has captured interests of corrections researchers who have focused on both the causes and outcomes of mass incarceration (Lambert and Paoline, 2005 at p.77). Lambert and Paoline (2005 at p.66) named the causes as determinate sentencing procedures, fear of crime, the “war on drugs,” and getting tough on crime. The outcomes of mass incarceration include higher rates of incarceration for young black urban males, financial costs to states, and severe overcrowding (Lambert and Paoline, 2005 at p.55). The issue of mass imprisonment has also been indirectly linked to the delivery and conditions of medical services for jail inmates (Lambert and Paoline, 2005 at p.55). Sims (2001) argued that one cause of correctional officer job stress is overcrowded correctional facilities.

Recidivism

The first or “primary” recidivism definition targets the first occurrence of any one of the following three types of events during the offender’s initial two years back in the community, following a sentence (Harer et al., 2005 at p.76). Recidivism can be either a re-conviction for a new offense, a re-arrest with no conviction disposition information available on the post-release criminal history record, or a supervision revocation (Harer et al., 2005 at p.73). The second “re-construction only” recidivism definition to re-conviction occurs during the two-year follow-up period (Harer et al., 2005 at p.74). Under the secondary definition, recidivism is measured as the first occurring re-conviction for a new offense during the offender’s initial two years back in the community (Harer et al., 2005 at p.75). Supervision violations are the largest type of recidivism behavior (Harer et al., 2005 at p.76). Arrests without known conviction dispositions account for the second largest type of recidivism behavior (Harer et al., 2005 at p.65). Convictions for new offenses make up the third largest type of recidivism behavior (Harer et al., 2005 at p.76).

Other Factors

A number of sources (Bui at p.2, Covington at p.4 Deschenes at p. 3, Tripodi at p.4,) have shown that female prison populations and recidivism rates have increased due to female substance abuse and an increase on the get-tough policies pertaining to the War on drugs. Elizabeth Deschenes, Barbara Owens and Jason Crow conducted a secondary analysis on the 1994 Bureau of Justice Statistics Recidivism Data Set and found that recidivism is most common for “female offenders [originally] incarcerated for drug possession and property offenses and lowest for those incarcerated for a violent crime (Deschenes ii).” This study along with those of (Bui 2, Women in the Criminal Justice System, Online, Shivy 466, Tripodi 3) have concluded that the recidivism and incarceration rates of female offenders have been increasing at a faster rate than that of male offenders. Specifically Hoan Bui reported that “In less than three decades, there was a 900% increase in female prisoners… number grew from 12,000 in 1980 to 100,000 in 2007…outpacing the growth of men (Bui 2),” Nationwide statistics also reveal that between 1990 and 2000 female prisoners grew 108% while male prisoners grew 77% (Deschenes 3). In addition to more women entering the criminal justice system these women are also entering and matriculating in and out of the system for longer periods of time (Lichtenwalter). Within three years after release over half of women are rearrested and 40% return to prison. A majority of women in prison have prior convictions (Bui).

Covington and Bloom state that “Most women in the criminal justice system are poor, uneducated and unskilled, and they are disproportionately women of color (Covington 2).” The likelihood that a child will have a parent who is incarcerated is disproportionately linked to race. One in every fourteen black children compared to one in every 125 children will have a parent incarcerated. Specific demographics of women in the criminal justice system include: women in their early-to-mid thirties, most likely to have been convicted of a drug-related crime or property crime, nearly half of women did not complete high school, more than half have experienced physical abuse before admission to prison, as a whole many women do not have motivation to participate in aftercare and 37% of women had income of less than $600.00 a month leading up to their arrest, , Covington, Deschenes). Many women offenders have family members or spouses who break the law (Bui at p.58).

There are increasingly persuasive research studies to support the idea that effective reintegration, rehabilitation and supervision programs can dramatically decrease the recidivism rate of people released from prison (Trotter 1). Many of these studies have also concluded that the needs of female offenders overlap with, but are different and more complex than the average male offender (Deschenes i, Grella 59, Shivy, Tripodi ). The quality of the support available to ex-prisoner is critical to their reintegration into the community and deterrence from further social, economic and personal factors that weigh into continuous reoffending. Most in-prison treatment programs have two primary goals: reduce the risk of recidivism when offenders are released into the community and reduce disruptive behavior within the institution by increasing psychosocial well-being (Tripodiat at p.33 , Trotter, supra). Studies conducted on the House of Healing, a court mandated community-based residential program for female offenders. Women reside with their children at HOH and the HOH provides mental health care and substance abuse treatment while working toward successful reintegration, showed vital and impressive components of a successful reintegration program while also highlighting some necessary additions to the program goals and areas that need improvement (Litchewalter at p.67). Other studies focus on programs such as the Forever Free program in California, which provide cognitive-behavioral treatment programs (Grella at p.66). Both programs show positive outcomes; however, could be improved.

Successful Reintegration programs off gender-specific treatment for substance abuse, healthy social networks and relationship building counseling. Such reintegration programs should also find ways to foster continuous motivation for women offenders to participate in aftercare programs after release for prison. Other basic components of reintegration programs should include: career services or trade services, educational enrichment, legal services, and counseling services that work on fundamental characteristics that the average productive adult should possess (Deschenes, Covington, Bui, Grella, Litchenwalter, Shivy, Tripodi, and Trotter, op.cit.). Effective Reintegration programs should also incorporate risk-needs-responsivity by focusing on offenders “criminogenic” needs, needs relating directly to the offending (Trotter at p.24).

Some limitations of this study and proposal reside in its focus on a generally understudied population. Ex-offenders, re offenders and specifically female offenders reintegrating into society (Shivy at p. 34).

Lack of Education

Currently in 2015 it is nearly impossible to receive employment with even the most basic jobs without a high school diploma or General Equivalency Diploma (GED). Since “nearly half (44%) of women in state prisons in 1998 had not completed high school” .or they have a high-school diploma or GED but little to no vocational training (Covington). The rate to which women offenders are finding employment is low. Out of the females that did actually receive a high school diploma or GED only “14% […] had some college-level education” .Not only is the education in itself important for adequate success, but the ability to learn and comprehend is also valuable in the reality of 2015.

Lack of Marketable Job Skills

Female offenders are often committing crimes in order to supplement income that they are not receiving due the fact that many women cannot find or maintain a job, especially post-release. “Only 4 in 10 women are able to find employment in the regular labor market within one year of release” (Women in the Criminal Justice System. Online). Lack of job skills is a direct effect from the lack of education or they have a high-school diploma or GED but little to no vocational training (Covington). Skills such as computer data entry, communications, and reading comprehension are basic skills needed for many jobs yet many females do not meet the average criteria. Even policymakers have identified this key challenge surrounding prisoner reentry (Shivy).

Poor Environmental Conditions and Social Networks

Many of the women who are incarcerated come from poverty or poor social conditions and have little to no connections with positive
social networks
. “[Many] theories […] stress the part that social network membership plays in gaining resources that include information, emotional support, and tangible material and financial assistance” (Bui 3). Positive social networks are important because women value the opinions most of the people in their social network; many people also use their inner circle as a safety net for emotional, financial and physical support in times of need (Bui). If a woman lacks a strong and supportive inner circle and has no positive ties to society, she is more likely to succumb to societal pressures and pursue criminal activity as a means of livelihood (Bui). Many in-prison interventions focus on helping women overcome past victimization from partners and spouses (Tripodi 6).

Drug Abuse

The ‘War on Drugs’ has had a very damaging effect on women over the past twenty to thirty years (Bui 2, Covington 4, Deschenes 3, Tripodi 4). “60% of women in state prison have a history of drug-dependence.” (Women in the Criminal Justice System Online). Since the ‘War on Drugs’ was most effective in low income neighborhoods, this suggests that many of the women in the criminal justice system resided in impoverished neighborhoods prior to conviction. This generalization is drawn from the statistics that “Most women in the criminal justice system are poor, uneducated and unskilled” (Covington, Women in the Criminal Justice System Online, Deschenes) and since there was a dramatic increase in Women offenders and most women offenders come from poor, low income housing that the War on Drugs get-tough policies highly impacted low-income housing and neighborhoods. BJS data indicated that violent offenses are a major factor in male prison populations and for women drug offenses represent the largest source of growth (Deschenes).

In-Prison Correctional Facility Programs

The point of a correctional facility is to, correct misbehavior and in order to correct an individual’s misbehavior, one must first identify the causes of that behavior and then provide alternative methods to dealing with that behavior. Most in-prison treatment programs have two primary goals: reduce the risk of recidivism when offenders are released into the community and reduce disruptive behavior within the institution by increasing psychosocial well-being (Tripodi, Trotter). Sixty-five percent of female offenders have prior arrest and detention record, meaning that the in-prison programs are not amounting to their first goal of reducing recidivism.

Chapter 3: Methodology

This chapter describes the methods, design, and procedure used to collect and analyze data for this study. This study focuses of the health of correctional officers. If the health and well-being of correctional officers are not intact, then how effective are they at their job? Correctional officers have high amounts of job related stress. As a result, they also have high numbers of job related injuries and fatalities. This study addresses two research questions: Whether the issues in organizational policies such as organizational commitment, and counseling have an effect on health, and whether the issues in corrections such as overcrowding, absenteeism of staff, job satisfaction, and job dangerousness have an effect on the employees’ health? The independent variable of this study is organizational policies. These policies include organizational commitment, and counseling for the correctional officers. The dependent variable of this study is the employees’ health based on job related stress and job related injuries. The setting is correctional facilities, which include local jails and state prisons. Local jails deal with misdemeanors and low level felonies, and state prisons deal with inmates who have higher felonies and are incarcerated longer. The sample is correctional officers.

The study will review literature from scholarly and peer reviewed journal articles from the Tennessee State University databases. The journals include: American Journal of Criminal Justice, Corrections Today, Psycho-Oncology, and Corrections Management Quarterly. It will also look at the literature of strategies for addressing correctional officer stress, using the U.S. Department of Justice as a source. A major benefit of using literature for the research design is the benefit of knowing the research that has already been done related to the study (Using the literature, n.d.). This includes being familiar with the historical and important theories and research studies, as well as the most recent studies (Using the literature, n.d.). Another benefit of using the literature design is to get new ideas for the research study (Using the literature, n.d.). By reviewing the existing research related to the problem, other researchers’ accuracies and inaccuracies can be learned (Using the literature, n.d.). Conducting a literature research design allows the researcher to understand how the present study fits into the existing literature (Using the literature, n.d.).

This study seeks to determine whether or not organizational policies such as organizational commitment, and counseling, and issues in corrections, such as overcrowding, absenteeism of staff, job satisfaction, and job dangerousness really affect job related stress for correctional officers. This study includes both descriptive and explanatory research. Descriptive research defines what something is. Explanatory research is why something occurs or the causes behind it. The purpose of this study is to describe and explain the phenomenon of correctional officer job related stress through qualitative research. Organizational commitment, counseling strategies, overcrowding, absenteeism of staff, job satisfaction and job dangerousness are all predictors of job related stress for correctional officers.

Chapter 4: Results

Organizational commitment, counseling strategies, overcrowding, absenteeism of staff, job satisfaction, and job dangerousness were all predictors of factors related to correctional officer’s job related stress. Paoline and Lambert (2012 at p.243) defined job stress in the correctional literature as feelings of job related tension, anxiety, and frustration. Paoline and Lambert (2012 at p.194) reported that prolonged exposure to job stress generally has negative outcomes such as health problems, and absenteeism of staff. According to Hartley et al. (2013 at p. 67), correctional officers have reported their interactions with inmates as a significant source of stress. Interactions with inmates was not a predictor of job related stress. Hartley et al. (2013) reported that research has indicated that officers who perceive high levels of job dangerousness have higher levels of job stress, and lower levels of job satisfaction. Job dangerousness was a predictor of job related stress, but not of job satisfaction. Castle and Martin (2006 at p.55) also reported that perceptions of the dangerousness of the job have been consistently found to increase stress. Sims (2001) reported that one cause of correctional officer job stress is overcrowded facilities. Overcrowding was a predictor of job related stress. Hartley et al. (2013 at p.43) reported that concern over exposure to infectious disease has been linked to increased job stress, and decreased job satisfaction. Relationship with supervisor was not a predictor of job stress.

Chapter 5: Conclusion and Recommendations

Conclusion

In conclusion, the health of correctional officers has to be intact in order for them to be effective at protecting and serving. Correctional officers are the prison personnel who oversee inmates during the incarceration. Correctional have to deal with many undesired situations due to their requirements, causing them to have job related stress. This is significant to criminal justice, because corrections is one of the three components of the Criminal Justice System. This study set out to determine the causes leading to correctional officer stress, which negatively affects their health and well-being. Organizational commitment, interactions with inmates, job dangerousness, job satisfaction, overcrowding, fear of disease, shortage of staff, shift work, and relationship with supervisor were all found to be factors causing or leading to correctional officer job related stress.

Recommendations

To reduce correctional officer stress, I recommend the following implementations. Correctional officers should have a variety of work schedules to reduce their over-exertion. The correctional officers can choose to work three days followed by two days off; alternating weekends; four days followed by three days off; or twelve hour work days followed by two days off. I also recommend making accessible individual, family, and peer support group counseling reduce stress. Counseling provides a beneficial way to attempt to resolve the job-related issues that the correctional officers have. Having mental and physical examinations to ensure that they are fit for duty at all times would also be beneficial. The correctional officers should also rotate assignments every three months, or so to reduce undesired situations between the officers and inmates.

References

Bui, Hoan N., and Merry Morash. “The Gateway to Network Relationships, Prison Experiences, and Internal Transformation on Women’s Success.” Ofender Rehabilitation 49.1 (2010): 1-52. Academic Search Premier. Web. 27 Nov. 2013. <

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>.

Castle, T.L., & Martin, L.W.. (2006). Occupational hazard: Predictors of stress among jail correctional officers. American Journal of Criminal Justice, 31 (1), 261-398.

Covington, Stephanie S., and Barbara E. Bloom. “Gateway Responsive Treatment and

Services in Correctional Settings.” Women & Therapy 29.3/4 (2006): 9-83. Academic Search Premier. Web. 22 Sept. 2013. <

http://casat.unr.edu/docs/CovingtonandBloomGenderresponsivetreatmentandservicesincorrectionalsettings

>.

Deschenes, L.W.; Barbara Owen and Jason Crow “Recidivism: Secondary Analysis of the 1994 BJS Recidivism Data Set” (2006): 2-95. Academic Search Premier. Web. 22 Mar. 2015. <

https://www.ncjrs.gov/pdffiles1/nij/grants/216950

>.

Finn, L.W.. (2000). Addressing correctional officer stress: Programs and strategies. 1-135. Retrieved from:

https://www.ncjrs.gov/pdffiles1/nij/183474

.

Folkman, L.D.W. (2010). Stress, coping, and hope. Psycho-Oncology. 19, 901-908. doi: 10.1002/pon.1836.

Grella, Christine E., and Luz Rodriguez. “Gateway Motivation for Treatment among Women

in Prison-Based Treatment and Longitudinal Outcomes among Those Who Participate in Community Aftercare.” Journal of Psychoactive Drugs 43.1 (2011): 58-67. Academic Search Premier. Web. 17 Sept. 2013. <

http://0-web.ebscohost.com.sultan.tnstate.edu/ehost/pdfviewer/pdfviewer?sid=9acff63b-9b15-4f7f-adb6-4e18e4261784%40sessionmgr198&vid=4&hid=127

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Harer, L.W.., Drisko, T., Kitchens, C., & Meacham, S. (2005). Measuring recidivism under the federal sentencing guidelines. Federal Sentencing Reporter, 17 (3) 66-170.

Hartley, D.J., Davila, M.A., Marquart, L. W., & Mulling, J.L. (2103). Fear is a Disease: The impact of fear and eposure to infectious disease on job stress and satisfaction. American Journal of Criminal Justice, 38, 323-340. doi: 10.1007/s12103-012-9175-1.

Konda, S., Tiesman H., Riechard L.W.., & Hartley, D. (2013). U.S. correctional officers killed or injured on the job. Corrections Today, 75 (5), 22-245.

Lambert, L.W.. (2001). Absent correctional staff: A discussion of the issue and recommendations for future research. American Journal of Criminal Justice, 25 (2), 219-392.

Lambert, L.W.., & Paoline III, E.A. (2005). The impact of medical issues on the job stress and job satisfaction of jail staff. Punishment & Society, 7, 259-274. doi: 10.1177/1462474505053829.

Lambert, L.W.., Kelley, T., & Hogan, N. L. (2013). The association of occupational stressors with different forms of organizational commitment among correctional staff. American Journal of Criminal Justice, 38 (3), 480-601. doi: 10.1007/s/2103-012-9138-1.

Litchenwalter, L.D.W., Maria L. Garse, and David B. Barker. “Evaluation of the house of Healing: An Alernative to Incarceration.” Sociology & Social Welfare 37.1 (2010): 75-94. Academic Search Premier. Web. 27 Nov. 2013. <

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Paoline III, L.D.W.., & Lambert, E. G. (2012). The issue of control in jail: The efects of professionalism, detainee control, administrative support on job stress, job satisfaction, and organizational commitment among jail staff. American Journal of Criminal Justice, 37 (2), 79-399. doi: 10.1007/s/2103-011-9128-0.

Powers, Mark, Jacqueline Halpern, et al. “A meta-analytic review of prolonged exposure for posttraumatic stress disorder.” Clinical Psychology Review. 30.6 (2010): 635–641. Print. .

Seiter, L.W.. (2014). Corrections: An Introduction. 4th Edition. United States: Pretice Hall.

Shivy, Victoria, et al. “Gateway Reentering the Workforce.” Journal of Counseling Psychology 54.4 (2007): 466-473. Academic Sarch Premier. Web. 6 Dec. 2013. <

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Sims, L.W. (2014). Surveying the correctional environment: A review of literture. Corrections Quarterly Management, 5 (2), 1-219.

Tripodi, Stephen J. et al. “Gateway Effects of Correctional-Based Programs for Female Inmates: A Systematic Review.” Research on Social Work Practice 21.1 (2011): 15-31. Academic Search Premier. Web. 20 Sept. 2013. <

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Trotter, Chris, L.W. McIvor and Rosemary Sheehan. “The Efectiveness of Support and Rehabilation Services For Women Offenders.” Australian Social Work 65.1 (2012): 6-70. SocINDEX with Fulle Text. Web 21 Mar. 2015<

http://www.scie-socialcareonline.org.uk/the-effectiveness-of-support-and-rehabilitation-services-for-women-offenders/r/a1CG0000000GSOoMAO

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CrmJ4500-01 Larry_Woods Senior Project CRN 10104 Fall 2019

COURSE SYLLABUS/COURSE OUTLINE/COURSE INSTRUCTIONS

TENNESSEE STATE UNIVERSITY, DEPARTMENT OF CRIMINAL JUSTICE

INSTRUCTOR AND OFFICE PHONE NUMBER:Professor Larry D. Woods

Telephone: 6

15

-963-5592 (TSU office – Room 311, Graduate Building)

1. MAJOR REQUIREMENTS- To complete this course, you must take the Criminal Justice Exit Examination (contact the CrmJ Graduate Assistants in Room 310A of Graduate Bldg. for preparation and scheduling) and you must research and write an original research paper for Professor Woods. The successful completion of this paper should demonstrate your knowledge of (1) theory, (2) writing, (3) research skills and (4) ability to think critically.

2. EMAIL For answers to questions, guidance, or problems contact Professor Woods at

lwoods@tnstate.edu

with a copy to

debate@comcast.net

. Do not use the email system in eLearn. Email me or call if you have questions or want to make an appointment. You may not email your completed research paper to me unless you first ask me and I consent to delivery by email (which I will do if you are outside Nashville or other unusual or extraordinary circumstances).

3. DUE DATES a/k/a DEADLINES

September 4, 2019 – Submit your topic for your paper to Professor Woods using the attached form at the end of this syllabus

October 14, 2019 – OPTIONAL, not required. If you want me to review a preliminary draft of your paper and make comments, submit it on or before this date.

November 18, 2019 – If you are graduating this semester, your paper is due this date before 12 noon. Slide it under my door if I am not present.

December 2, 2019 – If you are not graduating this semester, your paper is due this date before 12 noon. Slide it under my door if I am not present.

TOPICS TO BE COVERED, COURSE REQUIREMENTS, ANSWERS TO QUESTIONS:

4. YOU MAY NOT EMAIL YOUR FINAL PAPER or any preliminary draft to me unless you make a prior request to me to do so and I approve same in writing (too many students, too much paper, usually I approve this only for students who are not at the TSU campus or emergencies).

5. GRADES/MEASUREMENT/EVALUATION AND GRADING POLICY: Your grade for the course will be based on (1) your score on the Criminal Justice Exit Examination(up to 10% of your grade); (2) and your score you receive on the final draft of your Senior Project (90% or more of your grade). Several factors will determine your grade for this research project. All of the factors are directly related to the competency that you need to master focusing on engaging in the practice-informed and research-informed practice of criminal justice including principles of logic, scientific inquiry, and culturally informed and ethical approaches to building knowledge. They also must understand the processes for translating research findings into effective practice. This competency involves three primary processes for translating research findings into effective practice:

Use practical experience and theory to inform scientific inquiry and research

Apply critical thinking to engage in analysis of quantitative and qualitative research methods and research findings

Use and translate research evidence to inform and improve practice, policy, and service delivery.

Grading Rubric – Your research paper and final grade will be determined on the following items with the maximum score of each item.

RESEARCH. Quality of the Research Topic – do your best to develop issues about a criminal justice topic related to your career aspirations or current academic interests. The question must be feasible, researchable, and one in which an answer can be obtained. 25

WRITING DESIGN. There are multiple research designs for writing to meet the demands of your research question and data. The most appropriate design is critical to obtaining the best results. 25

REFERENCES. Quality of References – All research requires the examination of literature related to your topic. The quality of the references can make a difference in the outcome of your research. Be sure to use scholarly resources predominantly from peer reviewed journals. Your method of citing and referencing your resources are important to the quality of your proposal. 25

Ability to follow the standard formatting of a research report. The headings and subheadings of your proposal should be carefully followed. 10

Spelling and Grammar – All students should strive toward writing assignments that are free from spelling and grammatical errors. You would be wise to review your paper prior to final submission. 5

The Criminal Justice Departmental examination 10

TOTAL – 100 POINTS

6. Your grade at midterm will be an “I” (Incomplete) unless you have already submitted your final complete paper.

7. Example of a Senior Project paper online- Online at elearn is a sample of a Senior Project paper to look at, not to use. Does your Senior Project have to look the same or follow the same format and sourcing/references? NO, but if you are not familiar with writing a paper like this, it is a good example. Again, the Senior Project paper I have posted in eLearn is only an example. Your paper can be different.

8. You must complete and submit the attached SENIOR PROJECT ATTACHMENT form below to Professor Woods on or before September 4, 2019. Your proposed topic is approved unless I notify you otherwise. In the event that your original topic was not approved, then you may obtain an extension of time to submit another topic. Smart students will select a topic that will benefit them after graduation. For example if you are going to Graduate School or Law School, select a topic you will study there. If you are going to work, select a topic for your paper that you can use at your work or use to impress employers at a career job interview.

9. You may but are not required to submit a preliminary draft of your paper for the professor’s comments and preliminary evaluation. I will not grade it but I will make comments and suggestions for improvement. If you choose to do so, the preliminary draft is due before 12 noon on October 14, 2019. Include your telephone number, email address and your T number on the title page.

10. If you are not graduating this semester, your final draft of your Senior Project will be due and must be submitted on or before 12 noon on December 2, 2019. In the event that you are a graduating senior this semester, then you must deliver the final draft of your Senior Project even earlier than the above date — deadline for graduating seniors is on or before 12 noon on November 18, 2019. Include your telephone number, your email address and your T number on the title page.

11. Individual research/writing/advice conferences may be scheduled with Professor Woods by mutual agreement/appointment or may be handled by email exchanges. Email me for any appointments you want to schedule. If you have any questions/problems, contact and/or email me. I am usually available (meaning you do not need an appointment) Monday afternoons from 4pm to 5pm and usually available at 9:25am Monday through Thursday. If you have any questions or problems, email me at lwoods@tnstate.edu and at debate@comcast.net. If you email me and I do not respond at all within a reasonable time frame (one to two business days), that means I did not receive your email. Try again.

12. RESEARCH The Senior Project paper is a research paper. You should read and take notes on a large number of books/articles/published journals. Then organize your notes by issues or by subject matter. Then write the paper by using your sources/references on each issue.

13. On each issue you will then quote or reference all your sources that refer to that issue. Every fact, every expert opinion, every professional observation, all data you state or quote in your paper must be documented by reference to an endnote or footnote. The paper should contain plentiful, documented endnotes or footnotes (APA style or MLA style or any other similar academic style), and you must include author, title, source of publication, year of publication, and page number(s). Any internet and/or worldwide web sources must state the URL where I can type it in and on that specific webpage, see the material or statements you are quoting and using (in other words, you may not cite just to the homepage of the source on the internet). Your paper must have page numbers. Your references or sources must be listed in alphabetical order by the last name of the first author at the end of your paper. Do not use as a reference any material that does not have a named author (only exceptions-publications by the FBI, TBI, Department of Justice or other sources that are approved in advance by the professor).Every page in your paper must be numbered.

14. NO ANNOTATED BIBLIOGRAPHY. The Senior Project is not an annotated bibliography where you summarize each book or article you have read- instead you need to combine all your notes from all your sources and then organize your paper by subjects or issues.

15. Any material, words, phrases, ideas, summaries that you use or rely upon in your paper that come from the internet, the worldwide web, the library, or any published source is permissible, but only if you document that source in an endnote or footnote. All endnotes and footnotes must contain the author, title, source of publication, year of publication, and page number(s).Any internet and/or worldwide web sources must state the URL where I can type it in and on that specific webpage, see the material or statements you are quoting and using (in other words, you may not cite just to the homepage on the internet). Your references or sources must be attached at the end of your paper and in alphabetical order by the last name of the first author. Do not use as a reference any material that does not have a named author (only exceptions-publications by the FBI, TBI, Department of Justice or other sources that are approved in advance by Professor Woods). Your paper should contain plentiful, documented endnotes or footnotes (or you may use APA style or any other similar academic style), and you must include author, title, source of publication, year of publication, and page number(s).

16. If you use a questionnaire or survey, attach the original survey and the original responses and original answers. If any part of this is not clear to you, please consult me.

17. If you choose a project that involves a survey of human subjects, as defined by the TSU Institutional Review Board (IRB), then you must comply with all applicable rules and regulations of the IRB. Make your application to the IRB now since it may take weeks to receive approval. Since this is an independent agency at TSU, you must apply to the IRB for approval, meeting their deadlines. Email address for IRB is

irb@tnstate.edu

. Attach a copy of their approval to the front page of your paper.

18. If you have taken the Research Methods class, you may use your research and writing from the Research Methods class in the Senior Project paper you submit. You may have to change/redraft it to meet my Syllabus requirements however. Consult the statements in the Syllabus for this course.

19. This is not a personal essay, so do not express or state your personal opinions or personal outlook Therefore the word “my’ and the word “I” should not appear in your paper.

20. There is no minimum page requirement for your Senior Project paper; however most papers that demand a high grade are usually 30 to 40 pages with 30 to 40 references/sources. I have also received 15 to 20 page papers that merit an “A” but that is very rare.

21. Your references/sources may use any of the recognized citation systems- endnotes, APA, footnotes, et cetera so long as you state the author, title, page number, year of publication.

22. The TSU Library website has electronic databases where you can access JSTOR or LexisNexis, Westlaw or Google Scholar or many other academic sources and references. Use them for your paper.

23. Your Senior Project paper must have page numbers.

24. QUESTIONS are good. Please ask lots of questions.

25. HELP is something we all need. If you need help in this course, or your studies, or generally how to find and manage a career or how to get rich legally, etc, please email or come and talk to Professor Woods.

26. MISCELLANEOUS

COURSE OBJECTIVES AND RATIONALE: To develop the skill of the student in researching, organizing, and presenting written work as a result of their research or community work in an area of criminal justice.

TEXTBOOKS: None. Pay careful attention to the rules set forth herein or consult with me about any questions.

Statement regarding reasonable accommodation for students: If you have a disability that may require assistance or accommodations, or if you have any questions related to any accommodation for testing, note taking, reading, etc., please speak with me as soon as possible. You must contact the Disabled Student Services Office or appropriate institutional office to officially request such accommodations / services but I will be glad to work with you.

STUDENT COMPETENCIES: The student in this course should acquire the ability to prepare a thoroughly researched, organized and documented research paper as well as an in-depth understanding of the topic in the field of criminal justice on which the paper is written.

PREREQUISITES: None, but Research Methods is helpful.

AMENDMENTS and CHANGES- This syllabus and the course rules may be changed from time to time without prior notice by announcement by the professor. It is your duty to learn and know about such changes.

SEXUAL MISCONDUCT, DOMESTIC/DATING VIOLENCE, STALKING

TSU recognizes the importance of providing an environment free of all forms of discrimination and sexual harassment, including sexual assault, domestic violence, dating violence, and stalking. If you (or someone you know) has experienced or is experiencing any of these incidents, there are resources to assist you in the areas of accessing health and counseling services, providing academic and housing accommodations, and making referrals for assistance with legal protective orders and more.

Please be aware that most TSU employees, including faculty and instructors, are “responsible employees”, meaning that they are required to report incidents of sexual violence, domestic/dating violence or stalking. This means that if you tell me about a situation involving sexual harassment, sexual assault, dating violence, domestic violence, or stalking, I must report the information to the Title IX Coordinator. Although I have to report the situation, you will still have options about how your situation will be handled, including whether or not you wish to pursue a formal complaint. Our goal is to make sure you are aware of the range of options available to you and have access to the resources you need.

You are encouraged to contact TSU’s Title IX Coordinator to report any incidents of sexual harassment, sexual violence, domestic/dating violence or stalking. The Title IX coordinator is located in the Office of Equity and Inclusion, McWherter Administration Building, Ste. 260 and can be reached at 963-7494 or 963-7438. For more information about Title IX and TSU’s SART or policies and procedures regarding sexual, domestic/dating violence and stalking please visit:

www.tnstate.edu/equity

.

If you wish to speak to someone confidentially, who is not required to report, you can contact the TSU Counseling Center, located in the basement of Wilson Hall, at 963-5611 or TSU Student Health Services, located in the Floyd Payne Campus Center room 304, at 963-5084. You may also contact the following off campus resources: Sexual Assault Center of Nashville at 1-800-879-1999 or www.sacenter.org or the Tennessee Coalition to End Domestic & Sexual Violence at 615-386-9406 or www.tncoalition.org .

HARASSMENT & DISCRIMINATION

Tennessee State University is firmly committed to compliance with all federal, state and local laws that prohibit harassment and discrimination based on race, color, national origin, gender, age, disability, religion, retaliation, veteran status and other protected categories. TSU will not subject any student to discrimination or harassment and no student shall be excluded from participation in nor denied the benefits of any educational program based on their protected class. If a student believes they have been discriminated against or harassed because of a protected class, they are encouraged to contact the Office of Equity and Inclusion at McWherter Administration Building, Ste. 260, 615-963-7494 or 963-7438,

www.tnstate.edu/equity.

Cheating, Plagiarism, Academic Dishonesty/Academic Misconduct:

Academic dishonesty, cheating and plagiarism in any form will result in a grade of zero on an assignment, assessment, quiz or exam. Plagiarism, cheating, and other forms of academic dishonesty are prohibited. Students guilty of academic misconduct, either directly or indirectly through participation or assistance, are immediately responsible to the instructor of the class. In addition other possible disciplinary sanctions which may be imposed through the regular institutional procedures as a result of academic misconduct, the instructor has the authority to assign an F or zero for the exercise or examination, or assign an F in the course”. Plagiarism encompasses, but is not limited to, the use of someone else’s words, phrases or intellectual argument without proper citations. When in doubt, use quotation marks followed by the proper citation.

PREPARE and submit the following form to Professor Woods:

SENIOR PROJECT ATTACHMENT Date____________________

Name:

Address:

EMAIL____________________________________________________

Telephone number:

When do you expect to graduate?

T number ________________________________________________

THE TOPIC FOR MY PAPER IS THE FOLLOWING:

15