In lesson 6, we discussed the importance of basing reform efforts on research within the scholarly literature. This week, you will have the opportunity to explore additional research studies evaluating contemporary reform related to the crime you have selected to focus on in this course. You will complete an annotated outline that will assist you in preparing for your signature assignment.
Instructions
To prepare for this lesson’s assignment, first, conduct a library search and identify at least one research study or scholarly article that discusses the research related to one contemporary reform effort related to your selected crime. Then prepare an annotated outline, which will build on previous assignments in this course and should include the content and be structured as shown below:
I. Identification of the crime type you have selected to focus on during this course.
A. Definition of the crime type based on the scholarly literature, Black’s Law Dictionary, or your state’s statute. TIP: Review your lesson 4 assignment to locate this information making sure to incorporate any professor feedback on that assignment.
B. Identify the prevalence rates of the crime type in the U.S., your state, or local region. TIP: If you cannot locate prevalence rates within a scholarly source, you may be able to find general prevalence rates at the Federal Bureau of Investigation Crime Data Explorer, which you can locate through a google search.
C. Risk and/or protective factors related to the crime type based on the scholarly literature. TIP: Review your lesson 2 assignment to locate this information making sure to incorporate any professor feedback on that assignment.
II. Current Law, Policy, and Practice
A. Identify and describe relevant, current federal or state law and policy that guides criminal justice system sanctions for the selected crime type. TIP: Review your lesson 4 assignment to locate this information making sure to incorporate any professor feedback on that assignment.
B. Identify and describe the primary sanctions (e.g., probation, incarceration, capital punishment) that are frequently imposed for the selected crime type. TIP: Review your lesson 4 assignment to locate this information making sure to incorporate any professor feedback on that assignment.
C. Discuss the impact of law, policy, and sanctions on victims and/or offenders, including recidivism rates, fairness of sanctions, and/or the extent to which offenders receive other rehabilitation needs (e.g., mental health services). Tip: Review your lesson 3 and 4 assignments to locate this information making sure to incorporate any professor feedback on those assignments.
III. Contemporary Reform Efforts Related to the Crime Type
A. Identify at least one contemporary reform within law enforcement, the court, sanctions, criminal law, or incarceration that is relevant to the crime type. TIP: You may use the reform discussed in the lesson 5 assignment or select a new one based on the source you found for this lesson’s assignment.
B. Describe how the reform effort changed law, policy, and/or practice. TIP: You may use the reform discussed in the lesson 5 assignment or select a new one based on the source you found for this lesson’s assignment.
C. Identify the ways in which the theory you have selected to focus on in this course aligns with the contemporary reform. TIP: You may use the reform discussed in the lesson 5 assignment or select a new one based on the source you found for this lesson’s assignment.
D. Identify any ways in which the theory you have selected to focus on in this course does not align with the contemporary reform. TIP: You may use the reform discussed in the lesson 5 assignment or select a new one based on the source you found for this lesson’s assignment.
E. Identify any research that supports the contemporary reform. TIP: This information should be based on the scholarly source you found for this lesson’s (lesson 6) assignment.
F. Identify any research that is inconsistent with the contemporary reform. TIP: This information should be based on the scholarly source you found for this lesson’s (lesson 6) assignment.
IV. Identify an Original Idea for Reform (TIP: This idea will be based on the information in above sections and does not have to be specifically identified in any scholarly articles. The goal is to create original ideas based on knowledge gained thus far in the course.)
A. Describe how your reform will build on or replace existing reforms, current law, policy, and/or practice.
B. Discuss how your reform will address issues related to public safety, curbing crime, just punishment, rehabilitating offenders, and/or victim support.
To assist you in completing the outline, please download and use the template located in the resources for this lesson.
Length: 2 – 3 page outline, not including title and reference pages
References: Include a minimum of 4 scholarly references. At least one reference should be related to a contemporary reform effort, while other references may be used from previous assignments.
The completed assignment should address all assignment requirements, exhibit evidence of concept knowledge, and demonstrate thoughtful consideration of the content presented in the course. The writing should integrate scholarly resources, reflect academic expectations and current APA standards, and adhere to the Northcentral University’s Academic Integrity Policy.
Research and Contemporary Reform
At this point in the course, it is likely clear that contemporary reforms are developed to solve problems within our system. These problems are often identified by research that demonstrates limitations in effectively addressing public safety, seeking just punishment, curbing crime, rehabilitating offenders, and supporting victims. High rates of recidivism suggest that more must be done to enhance public safety, curb crime, and rehabilitate offenders. Victim experiences within the system indicate that reform is needed to better support victims. And, issues related to inadequate treatment of those with mental illness and substance abuse disorders as well as the disproportionate rates of negative outcomes among minoritized communities, such as those who are Black, Indigenous, People of Color (BIPOC), call for reforms that address just punishment.
Megan’s Law
It is important that legal, policy, and practice reforms are based on research so that we develop reforms that are effective and avoid additional and unanticipated problems; yet there are instances in which reforms are based on factors other than research. Sex offender registry laws, for example, represent a legal reform based primarily on one high-profile case in New Jersey, in which 7-year-old, Megan Kanka, was kidnapped, raped, and murdered by an individual previously convicted of a sex offense (Waxman, 2017). Megan’s parents stated that they would have been able to protect their daughter had they known that a person convicted of a sex offense was living in their neighborhood. This led to New Jersey adopting Megan’s Law, in 1994, which is named after the victim in the case and requires all individuals convicted of sex offenses to register so that communities may be informed when such an individual resides within their neighborhood. In 1996, the federal government adopted Megan’s Law and created an online sex offender registry (SMART, n.d.). In 2006, further guidance around federal sex offender registry legislation was provided within the Sex Offender Registration and Notification Act (SORNA; SMART, n.d.).
While sex offender registry laws are meant to provide additional protection to public safety, they generally fail to consider the research related to sex offenses. Such research suggests that those who commit sex offenses are among the least likely to recidivate compared to individuals who commit other types of crimes (Przybylsk, 2017). They also fail to address the heterogeneous nature of sex offenses, which include offenses from indecent exposure to the rape of a child. Indeed, research suggests that the highest risk for recidivism exists among those who have been diagnosed with pedophilia, yet our laws treat all sex offenses as if they represent equal risk (Przybylsk, 2017). Sex offender registry laws have created unanticipated negative consequences, such as unemployment, homelessness, social isolation, and victimization among this population of offenders (Craun & Bierie, 2014). While some may argue that these consequences are aligned with just punishment, each of these negative consequences are risk factors for committing additional crimes and therefore indicate a failure to protect public safety, curb crime, and rehabilitate offenders. From this example, we see that reforms must be guided by research rather than our reactions to crimes we deem “horrific.”
Not only must we base reform efforts on existing research, but we must also conduct research to evaluate the effectiveness of implemented reforms. In your readings for this lesson, you will explore the scholarly literature examining the effectiveness of a few examples of contemporary reforms. Those examples are based on some of the reforms we discussed in lesson 5 including, the First Step Act of 2018, progressive prosecution, and mental health courts. You will also review additional reform research related to the criminal justice system’s response to sexual assault and felony conferences. As you review these examples, reflect on what research you may need to find related to the contemporary reform you would like to explore for your selected crime. You will be expected to apply this knowledge to your assignment.
References
Craun, S. W., & Bierie, D. M. (2014). Are the collateral consequences of being a registered sex offender as bad as we think? A methodological research note. Federal Probation, 78(1), 1–5.
Office of Sex Offender Sentencing, Monitoring, Apprehending, Registering, and Tracking (SMART). (n.d.). Legislative history of federal sex offender laws. Retrieved from https://smart.ojp.gov/sorna/current-law/legislative-history
Przybylski, R. (2017). Adult sex offender recidivism. In the National Criminal Justice Association, Sex Offender Management Assessment and Planning Initiative. Retrieved from https://smart.ojp.gov/somapi/chapter-5-adult-sex-offender-recidivism
Waxman, B. (2017). The history behind the law that created a registry of sex offenders. Time. Retrieved from https://time.com/4793292/history-origins-sex-offender-registry/
Lesson 2 resources:
Evaluation of Juvenile Competency to Proceed: Applying the Dusky Standard
Romaine, C. L. R., Kemp, K., & DeMatteo, D. (2010). Evaluation of juvenile competency to proceed: Applying the Dusky Standard. Journal of Forensic Psychology Practice, 10(1), 1–12.
Romaine et al. (2016) discuss the Dusky Standard as it applies to competency to proceed (i.e., competency to stand trial) as it applies to juveniles. Students will discover how legal approaches inform work as well as the complex nature of applying legal standards to forensic psychology practice.
Ethics, Psychology, and Public Policy
Williams, C. R. (2009). Ethics, psychology, and public policy. Journal of Forensic Psychology Practice 9(4): 321–30.
Williams (2009) discusses the rationale for using forensic psychology expertise to inform law, policy, and practice. Students will reflect on the importance of using their expertise to promote justice and legal rights.
Just how Reliable is the Human Memory: The Admissibility of Recovered Repressed Memories in Criminal Proceedings
Malone, S. L. (2019). Just how reliable is the human memory: The admissibility of recovered repressed memories in criminal proceedings. Touro Law Review, 35(4), 1195–1230.
Malone (2019) provides an overview of the issues and research related to the admissibility of recovered memories in court. Students will understand one area in which forensic psychology expertise may inform law, policy, and practice within the legal system.
Juror Decision-Making in Death Penalty Sentencing when Presented with Defendant’s History of Child Abuse or Neglect
Bell Holleran, L. L., Vaughan, T. J., & Vandiver, D. M. (2016). Juror decision-making in death penalty sentencing when presented with defendant’s history of child abuse or neglect. Behavioral Sciences & the Law, 34(6), 742–766.
Bell et al. (2016) review the impact of presenting evidence of a defendant’s history of child abuse or neglect on juror decision-making on sentencing. Through this reading, students are exposed to one example of how research in forensic psychology may impact legal proceedings and outcomes.
Three Evidence-Based Practices to Improve Mental Health Court Outcomes
Brian, S. (2021). Three evidence-based practices to improve mental health court outcomes. Utah Journal of Criminal Law, 5(1), 1–10.
Brian (2021) discusses ways in which mental health court practices may be revised to improve outcomes. Students will see one area in which forensic psychology expertise can continue to inform law, policy, and practice.
Lesson 2 Assignment Template
Northcentral University. (2021). Lesson 2 assignment rubric.
Please use this template when completing your assignment
Optional Resource
Informing the Courts with the Best Research
DeAngelis, T. (2019, December). Informing the courts with the best research. Monitor on Psychology, 50(11).
In this optional reading, DeAngelis (2019), discusses specific laws that have been impacted by psychological expertise. It also demonstrates another way in which forensic mental health professionals may advocate for justice. Specifically, evidence-based amicus briefs help guide legal reform.
Prisoners’ Rights–Bowring v. Godwin: the Limited Right of State Prisoners to Psychological and Psychiatric Treatment
Hoard, S. L. (1978). Prisoners’ rights–Bowring v. Godwin: the limited right of state prisoners to psychological and psychiatric treatment. North Carolina Law Review, 56(3), 612–621.
This optional reading discusses the Bowring v. Godwin case. Students may review this reading to gain a more in-depth understanding of how this case informs mental health services in correctional settings.
Legal Insanity and Mens Rea Defenses
Packer, I. K. (2015). Legal insanity and mens rea defenses. In APA handbook of forensic psychology, Vol. 1: Individual and situational influences in criminal and civil contexts. (pp. 87–114). American Psychological Association.
Packer (2015) provides a comprehensive love rview of legal standards that guide forensic psychology work related to the insanity defense. Students may review this reading to gain a more thorough understanding of the impact of case law in how we define and work with those who may be found Not Guilty by Reason on Insanity (NGRI).
Lesson 3 Resources:
Protecting Crime Victims in State Constitutions: The Example of the new Marsy’s Law for Florida
Cassell, P. G., & Garvin, M. (2020). Protecting crime victims in state constitutions: The example of the new Marsy’s Law for Florida. Journal of Criminal Law & Criminology, 110(2), 99–139.
Cassell and Garvin (2020) discuss the gaps in current supports for victims of crime. They present an example reform of Florida law that seeks to provide the needed supports that have traditionally been unaddressed by the system.
The Limits of the State: Feminist Perspectives on Carceral Logic, Restorative Justice and Sexual Violence
Deer, S., & Barefoot, A. (2019). The limits of the state: Feminist perspectives on carceral logic, restorative justice and sexual violence. Kansas Journal of Law & Public Policy, 28(3), 505–526.
Deer and Barefoot (2019) present a review of the issues that female victims of the crime of sexual assault experience. They further provide a critique of diverse theoretical perspectives on how best to serve these victims.
Challenges with and Recommendations for Intimate Partner Stalking Policy and Practice: A Practitioner Perspective
Dreke, R. J., Johnson, L., & Landhuis, J. (2020). Challenges with and recommendations for intimate partner stalking policy and practice: A practitioner perspective. Journal of Family Violence, 35(7), 769–779.
Dreke et al. (2020) discuss the common issues experienced by victims of the crime of intimate partner stalking. They also provide a review of criminal justice interventions intended to protect victims of these crimes. Finally, they identify gaps in these methods and recommendations for addressing challenges in addressing intimate partner stalking.
Tense Relationships Between Homicide Co-Vctims and Detectives in the Wake of Murder
Reed, M. D., Dabney, D. A., Tapp, S. N., & Ishoy, G. A. (2020). Tense relationships between homicide co-victims and detectives in the wake of murder. Deviant Behavior, 41(5), 543–561.
Reed et al. (2020) discuss their qualitative research in which they interviewed homicide detectives and co-victims of homicide regarding their experiences in solving cases. They present the divergent perspectives of these two invested parties and related recommendations to ensure a strong relationship between victims and law enforcement.
Fulfilling the Aspirations of Restorative Justice in the Criminal System? The Case of Colorado
Sliva, S. M., Porter-Merrill, E. H., & Lee, P. (2019). Fulfilling the aspirations of restorative justice in the criminal system? The case of Colorado. Kansas Journal of Law & Public Policy, 28(3), 456–504.
Sliva et al. (2019) discuss restorative justice, an alternative framework for addressing public safety and victim needs when crimes occur. They provide one case example in California to demonstrate how restorative justice shows promise in supporting victims of crime.
Lesson 3 Assignment Template
Northcentral University. (2021). Lesson 3 assignment template.
Please use this template to complet the lesson 3 assignment.
Optional Resources
Victim Satisfaction with Criminal Justice Case Processing in a Model Court Setting
Hotaling, G. T., & Buzawa, E. S. (2003). Victim satisfaction with criminal justice case processing in a model court setting. Victim Satisfaction with Criminal Justice Case Processing in a Model Court Setting, 1- 46.
Hotaling & Buzawa (2003) discuss victim’s perspectives of the criminal court process, identifying ways in which victims may experience “re-victimization.” This article is less recent, so it is recommended as an optional reading; however, it presents another important perspective on additional supports that victims may need.
National Center for Victims of Crime
National Center for Victims of Crime (n.d.).
The National Center for Victims of Crime website provide resources for both victims of crimes as well as professionals working who work with victims of crime. This resource will be helpful for identifying additional supports for victims of crimes.
Lesson 4 Resources:
Inside of a Prison: How a Culture of Punishment Prevents Rehabilitation
Bloom, T., & Bradshaw, G. A. (2021). Inside of a prison: How a culture of punishment prevents rehabilitation. Peace and Conflict: Journal of Peace Psychology.
Bloom and Bradshaw (2021) discuss the tension between punitive and rehabilitative approaches to work with offenders. They specifically focus on the negative outcomes that offenders experience during incarceration.
Correlates of Program Success and Recidivism Among Participants in an Adult Pre-Arrest Diversion Program
Kopak, A., & Frost, G. (2017). Correlates of program success and recidivism among participants in an adult pre-arrest diversion program. American Journal of Criminal Justice, 42(4), 727–745.
Kopak and Frost (2017) provide an overview of a program designed to divert offenders away from the system and provide necessary interventions in place of traditional criminal sanctions. They review the impact that this program has on offenders and what factors are necessary to consider when seeking to improve the success of these types of efforts.
Community-Based and Family-Focused Alternatives to Incarceration: A Quasi-Experimental Evaluation of Interventions for Delinquent Youth
Ryon, S. B., Early, K. W., & Kosloski, A. E. (2017). Community-based and family-focused alternatives to incarceration: A quasi-experimental evaluation of interventions for delinquent youth. Journal of Criminal Justice, 51, 59–66.
Ryon et al. (2017) review programs that are provided to juvenile offenders in place of incarceration. They conduct a research study to determine the impact that these programs have on juvenile offenders.
Ensnarement During Imprisonment: Re-Conceptualizing Theoretically Driven Policies to Address the Association Between Within Prison Sanctioning and Recidivism
Silver, I. A., & Nedelec, J. L. (2018). Ensnarement during imprisonment: Re-conceptualizing theoretically driven policies to address the association between within prison sanctioning and recidivism. Criminology and Public Policy, 17(4), 1005–1036.
Silver and Nedelec (2018) discuss the recidivism rates among individuals who have been incarcerated. They present a theory to explain why incarceration may perpetuate recidivism in some cases. They end with a discussion of some areas in which prison practices may be reformed to reduce recidivism rates.
Robbery, Recidivism, and the Limits of the Criminal Justice System
Wright, R., Sabol, W. J., & Johnson, T. L. (2020). Robbery, recidivism, and the limits of the criminal justice system. Marquette Law Review, 103(3), 1179–1203.
Wright et al. (2020) discuss the limitations of the criminal justice system’s ability to reduce recidivism among offenders who commit robbery. They focus on collateral consequences of criminal justice system involvement, such as unemployment, and discuss the ways in which we may better help offenders reintegrate into society to prevent recidivism.
Optional Resource
Measuring Change: From Rates of Recidivism to Markers of Desistance
Klingele, C. (2019). Measuring change: From rates of recidivism to markers of resistance. Journal of Criminal Law & Criminology, 109(4), 769–817.
Klingele (2019) discusses the need to move beyond recidivism as the sole marker of success in offender intervention. They present additional markers that can be measured to determine whether interventions are positively impacting offenders.
The Paradox of Recidivism
Lewis, C. (2021). The paradox of recidivism. Emory Law Journal, 70(6), 1209–1271.
Lewis (2021) assesses the current policies of implementing increasingly harsher sentencing for repeat offenders. He presents a controversial argument that the system, should instead, provide less harsh sentencing, proposing that it will reduce recidivism more effectively.
Lesson 5 Resources:
Mental Health Courts: Expanding the Model in an era of Criminal Justice Reform
Black, C. (2020). Mental health courts: Expanding the model in an era of criminal justice reform. Washington University Journal of Law & Policy, 63, 299 – 323.
Black (2020) discusses one criminal justice reform – mental health courts. They also suggest ways in which this reform can be improved upon to lead to better outcomes.
Transforming the Progressive Prosecutor Movement
Covert, D. (2021). Transforming the progressive prosecutor movement. Wisconsin Law Review, 2021(1), 187–251.
Covert (2021) details the progressive prosecutor movement, an approach to reforming the system by electing “progressive” prosecutors. He critiques this approach, providing a scholarly rationale for why they believe it may have limited effectiveness in creating the type of reform that is needed.
Indictments, Grand Juries, and Criminal Justice Reform
Rosenberg, B. E. (2020). Indictments, grand juries, and criminal justice reform. American Journal of Criminal Law, 48(1), 81–135.
Rosenberg (2020) discusses another area in which reform may be implemented. They suggest the ways in which indictments and grand juries may be better used to lead to improved criminal justice outcomes.
Drug Decriminalization, Addiction, and Mass Incarceration: A Theories of Punishment fFamework forEending the “War on Drugs.”
Drug decriminalization, addiction, and mass incarceration: A theories of punishment framework for ending the “War on Drugs.” Northern Kentucky Law Review, 48(2), 267–308.
Scott (2021) discusses a theoretically-driven approach to reforms that address the criminalization of substance use (i.e., considering substance use a crime). They suggest that reform must move beyond simple decriminalization to more effectively reduce mass incarceration and substance use disorders.
Developing the First Step Act of 2018 Risk and Needs Assessment System
US Department of Justice, Office of the Attorney General (2019). Developing the First Step Act of 2018 risk and needs assessment system. In US Department of Justice. 4 – 24. US Department of Justice.
This report presents details regarding a specific reform to federal law aimed at reducing mass incarceration – the First Step Act of 2018. The report is beneficial in providing a real-world example of how reforms are developing and implemented.
Lesson 5 Assignment Template
Northcentral University. (2021). Lesson 5 assignment template.
Use this template when completing your assignment.
Optional Resources
Criminal Law Reform
ACLU (n.d.). Criminal law reform.
This ACLU webpage presents ideas on possible issues which justice system reform may address. Students will likely find this resource helpful in generating their own ideas regarding needed reform.
The National Institute for Criminal Justice Reform
NICJR (n.d.). The National Institute for Criminal Justice Reform.
The NICJR website houses several reports and publications that outline contemporary reform efforts. Students may use this resource to continue considering ways in which reform may improve our system.
Crime Survivors Speak: The First-Ever National Survey of Victims’ Views on Safety and Justice
Alliance for Safety and Justice (2016). Crime survivors speak: The first-ever national survey of victims’ views on safety and justice.
The Alliance for Safety and Justice (2016) issued a report detailing their survey of victim’s view of reform efforts. This report offers a glimpse into what victims believe will most effectively curb crime and protect public safety.
Office for Victims of Crimes
Office for Victims of Crimes (OVC). (n.d.). About OVC
The Office of Victims of Crimes website details the services to which victims of crime are entitled. You may use this resource in this module and future modules to generate ideas regarding reforms that may improve the system’s impact on victims.
Characteristics of an Effective Risk and Needs Assessment System.
US Department of Justice, Office of the Attorney General (2019). Characteristics of an effective risk and needs assessment system. In US Department of Justice. 25 – 41. US Department of Justice.
This reading is a continuation of one of the required readings. You may choose to read this section of the report to see a full example of how legal reform is implemented at the federal level.
The First Step Act of 2018 Risk and Needs Assessment System
US Department of Justice, Office of the Attorney General (2019). The First Step Act of 2018 risk and needs assessment system. In US Department of Justice. 42 – 69. US Department of Justice.
This reading is a continuation of one of the required readings. You may choose to read this section of the report to see a full example of how legal reform is implemented at the federal level.
Implementing the First Step Act of 2018 Risk and Needs Assessment System
US Department of Justice, Office of the Attorney General (2019). Implementing the First Step Act of 2018 risk and needs assessment system. In US Department of Justice. 70 – 298. US Department of Justice.
This reading is a continuation of one of the required readings. You may choose to read this section of the report to see a full example of how legal reform is implemented at the federal level.
Lesson 6 Resources Must choose lesson 6 resources. Note
Assessing the Effect of Mental Health Courts on Adult and Juvenile Recidivism: A Meta-Analysis
Fox, B., Miley, L. N., Kortright, K. E., & Wetsman, R. J. (2021). Assessing the effect of mental health courts on adult and juvenile recidivism: A meta-analysis. American Journal of Criminal Justice, 46(4), 644–664.
Fox et al. (2021) provide an analysis of the impact of mental health courts on recidivism among adults and juveniles. This reading provides an example of how research can help inform our efforts to improve system reform.
Lost in Translation: “Risks,” “Needs,” and “Evidence” in Implementing the First Step Act
Skeem, J., & Monahan, J. (2020). Lost in translation: “Risks,” “needs,” and “evidence” in implementing the First Step Act. Behavioral Sciences & the
Law, 38(3), 287–297.
Skeem and Monahan (2020) discuss the First Step Act, which was reviewed in lesson 5. This article indicates the information needed to effectively evaluate the impact of this legal reform.
Learning to Listen: An Evaluation of New Hampshire’s Felony Settlement Conference
Sigman, R. (2019). Learning to listen: An evaluation of New Hampshire’s felony settlement conference. Ohio State Journal on Dispute Resolution, 35(2), 193–237.
Sigman (2019) provides an evaluation of one reform effort within New Hampshire. This article offers another illustration of how we must assess criminal justice reform to ensure that they are effective.
Changing the Criminal Justice System Response to Sexual Assault: An Empirical Study of a Participatory Action Research Project
Campbell, R., Fehler-Cabral, G., Pierce, S. J., Sharma, D. B., Shaw, J., Horsford, S., & Feeney, H. (2021). Changing the criminal justice system response to sexual assault: An empirical study of a participatory action research project. American Journal of Community Psychology, 67(1–2), 166–178.
Campbell et al. (2021) demonstrate another way in which research may help criminal justice reform. They specifically demonstrate the use of participatory action research as a method for initiating needed changes.
Progressive and Traditional Orientations to Prosecution: An Empirical Assessment in Four Prosecutorial Offices
Meldrum, R. C., Stemen, D., & Kutateladze, B. L. (2021). Progressive and traditional orientations to prosecution: An empirical assessment in four prosecutorial offices. Criminal Justice and Behavior, 48(3), 354–372.
Meldrum et al. (2021) provide a study of four different approaches to prosecution, including those representing an approach discussed in Lesson 5, progressive prosecution. As such, it offers and example of how we might use research to critique and improve upon reform efforts.
