Organizational Behavior in Criminal Justice Essay Example for Free

Organizational Behavior in Criminal Justice Essay Organizational behavior in a criminal justice agency is the way in which employees and their superiors interact amongst themselves and with one another both positively and negatively. Organizational behavior itself is the study of social conduct as it relates to the confines of a specific group. It is the study of how an individual or group interacts with one another and the dynamics of the personal relationships that evolve from that contact (Duan, Lam, Chen, Zhong, 2010). The shifting paradigm trends describe by Schermerhorn, Hunt, and Osborn (2008) can be used to delve further into the understanding of the organizational behavior that exists in most criminal justice agencies. The archetypical performance falls into one of seven categories; commitment to ethical behavior, importance of human capital, demise of command-and-control, emphasis on team work, pervasive influence of information technology, respect for new workforce expectations, and changing careers. From these trends both positive and negative characteristics of criminal justice agencies can be identified. â€Å"Commitment to ethical behavior: Highly publicized scandals involving unethical and illegal business practices prompt concerns for ethical behavior in the workplace; there is growing intolerance for breaches of public faith by organizations and those who run them† (Schermerhorn, Hunt, Osborn, 2008, para. 14). In criminal justice agencies ethical violations often are handled with little fan fair. Any level of impropriety introduced in the prying public eye can have innumerous repercussions. The loss of public support and trust can be a huge problem, but it affects the internal structure too. Depending on how fairly and swiftly the situation is handled determines whether or not those in charge gain or lose respect. Judgments will be passed on how the situation was controlled, and how it should have been dealt with. In delicate matters like this behaviors of retaliation and accusations of bias are important to be kept at a minimum. â€Å"Importance of human capital: A dynamic and complex environment poses continuous challenges; sustained success is earned through knowledge, experience, and commitments of people as valuable human assets of organizations† (Schermerhorn, Hunt, Osborn, 2008, para. 14). The workforce is the heart of a criminal justice agency. It should be the single most cherished asset. The appreciation of experience by an organization is vital. But more importantly the recognition, respect, and aspiration by new members and seasoned is a must. This necessity recognizes a clear chain of command and model of training. â€Å"Demise of command-and-control: Traditional hierarchical structures are proving incapable of handling new environmental pressures and demands; they are being replaced by flexible structures and participatory work settings that fully value human capital† (Schermerhorn, Hunt, Osborn, 2008, para. 14). Shared responsibility and the extinction of the â€Å"because it h as always been done that way† is a requirement in the modern criminal justice agency. It is being replaced by the attitude that the old way is not always the best way, and we all have a lot to learn from one another. While command still flows in one direction; ideas can come from anywhere. â€Å"Emphasis on teamwork: Organizations today are less vertical and more horizontal in focus; driven by complex environments and customer demands, work is increasingly team based with a focus on peer contributions† (Schermerhorn, Hunt, Osborn, 2008, para. 14). In a criminal justice agency teamwork may have become common place, but improvements still need to be made in the area of information sharing. While no man is an island, neither is an agency. For the sake of public welfare resources need to be pooled. â€Å"Pervasive influence of information technology: As computers penetrate all aspects of the workplace, implications for workflows, work arrangements, and organizational systems and processes are far-reaching† (Schermerhorn, Hunt, Osborn, 2008, para. 14). We are in the information technology age and the correct resources and know-how can be the deciding factor in the constant struggle bet ween criminals and policing agencies. Increased educational and computer skills demands are needed to boost and maintain an advantage at any level of criminal justice agency. â€Å"Respect for new workforce expectations: The new generation of workers is less tolerant of hierarchy, more informal, and less concerned about status; organizations are paying more attention to helping members balance work responsibilities and personal affairs† (Schermerhorn, Hunt, Osborn, 2008, para. 14). While a certain amount of attention should be paid to new workforce expectations it is important not to compromise the integrity of the job expectations. A balanced life should lead to a happy and relaxed employee who theoretically should also be more effective and efficient in an effort to maintain employment in the desired environment. Employer’s must remain fair but also realize their top priority in the criminal justice field is not to ensure employee happiness. An employee who can balance work and a private life on his own should be a valuable commodity. â€Å"Changing careers: The new realities of a global economy find employers using more â€Å"offshoring† and â€Å"outsourcing† of jobs; more individuals are now working as independent contractors rather than as traditional full-time employees† (Schermerhorn, Hunt, Osborn, 2008, para. 14). In criminal justice agency this trend is no different. It is not uncommon for governments to hire private security firms and private corrections companies. However, by outsourcing such positions power is lost in the public sector. Monitoring a regulations create more work when dealing with outside policing forces. It also opens up a gray area for bad behavior and a hired gun mentality. While roles may be redefined privatization of criminal justice agencies can be more of a problem than a convenience. Study of workplace environments and the effects of the personnel’s behavior can only continue to bring about recognition of areas in need of improvement. Works Cited Duan, J., Lam, W., Chen, Z., Zhong, J.A. (2010). Leadership justice, negative organizational behaviors, and the mediating effect of affective commitment. Social Behavior Personality: An International Journal, 38(9), 1287-1296. Retrieved from http://biere.louisiana.edu:2092/ehost/detail?hid=17sid=5d563aca-ec9a-43c49e42db48b73a6784%40sessionmgr4vid=4bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=sihAN=54018927 Schermerhorn, J.R., Hunt, J. G., Osborn, R. N. (2008). Organizational Behavior. Available from https://ecampus.phoenix.edu/content/eBookLibrary2/content/eReader.aspx.

Images Of Light And Darkness I :: essays research papers

In his play, Romeo and Juliet, Shakespeare weaves a timeless tale. Although it is over 400 years old, Romeo and Juliet, is as interesting today as it was at its inception and my guess is that its appeal lies in its subject matter. Shakepeare picked a theme that’s been known to cause indigestion and sleep loss for centuries. And yet, regardless of the ills associated with it, it remains a topic of worldwide interest. And that is simply, love. My mother says that love is one of the most overused, misunderstood words in the English language. Over time, I’ve asked friends what they thought â€Å"it† was. I’ve always received differing answers. It’s when he opens the door. It’s when she does the laundry. It’s that thing that causes insanity. It doesn’t exist. It existed only in the middle ages. It’s what everyone is hunting for and no one can find. Forget about it. Merriam Webster’s Collegiate Dictionary (Tenth Edition) defines it as: 1. (1): strong affection for another rising out of kinship or personal ties. 2: warm attachment, enthusiasm, or devotion. 3: unselfish loyal and benevolet concern for the good of another. 4: to thrive on. Spiritual masters say that love is all there is. They also say in order to truly know something, one must know it’s opposite. To know hot, one must experience cold. To know sorrow, one must have known joy. To love, one must hate. (Or at least come pretty damned close to it.) Without darkness, one cannot appreciate light. Professors of English say that the greatest writers are those who can â€Å"hook† their readers. Those who can propel a story forward. Divide and contrast. Divide and contrast, they say. Friction produced by opposing forces creates great drama. Shakespeare is a great dramatist. In Romeo and Juliet, Shakespeare opens with a prologue that basically outlines the entire play. After finishing line fourteen, the reader isn’t required to continue reading because he/she knows the outcome. Shakespeare has given the reader the end. There really is no reason to read on. And yet they do. The reader continues because Shakespeare was a genius at creating dramatic tension. In Romeo and Juliet, he uses two main vehicles to do so. One is the theme of love (Romeo and Juliet) versus hate (The Montagues and the Capulets). The other is the theme of darkness and light. For purposes of this paper, I will look briefly at the use of light and dark imagery as it is associated with the two main characters, Romeo and Juliet.

Play Therapy Essay

Sometimes children go through difficult passages in their lives. It therefore becomes prudent to provide them with effective ways of helping them ease through these passages. Infact, children are good teachers and they know what they want and what is right for them (Kottman, 1993). All they need is just space to do it. Play therefore becomes very important in releasing these pent-up emotions, feelings of anxiety, fear disappointment, aggression and insecurity (Chethik, Morton. 2000). This brings us to the issue of play therapy. What is play therapy? Play therapy refers to a method of psychotherapy with children in which a child’s fantasies and symbolic meanings of his/her play are used as a medium for understanding and communication with him/her (Landreth, 2002). Through this method, the child is helped to control his/her emotions, thoughts, wishes and needs using games, toys and mediums such as clay, drawings and paint. By doing so, the child is helped to understand the muddled feelings and upsetting events that he/she has not had a chance or skill to sort out properly. Thus through this symbolic representation, the child gains a sense of control over events that in reality, seem uncontrollable. Unlike in adult therapy where one has to explain what is troubling him, children use play to communicate at their own level and pace without any feeling of interrogation or threat using toys as their words and play as their language (Landreth, 2002). Rationale for play therapy In play therapy, the symbolic of function play is vital in providing children with a means of expressing their inner world. This use of play therapy is rooted on a development understanding of children. According to Piaget (1962), children at the pre-operational stage (2-7 yrs) are acquiring language in which symbols represent mental objects. A child’s play in this stage becomes increasingly imaginary and fantasy-driven. The child is internally improving his/her understanding and knowledge but lacks the external ability to communicate this enhanced way of processing within the world. Play thus becomes the medium through which the child communicates this internal awareness of self to others. Piaget further asserts that during the concrete operational state (8-11 yrs) the child grows in his/her personal ability to reason logically and organize thoughts coherently. He/she is unable to express certain complicated emotions such as resentment or guilt due to the need for abstract thought to understand them. Play then helps the child bridge the gap between concrete experience and abstract thought. Landreth (2002) identifies basic principles necessary in play therapy. These include that children’s natural language is play, that they have an inherent tendency towards growth and maturity and lastly, and are themselves capable of positive self-direction since they posses the capacity to act responsibly. Play is a natural language from which children express themselves (Landreth, 2002). And as stated earlier, developmentally, it bridges the gap between concrete experience and abstract thought. Children gain a sense of control through play and also learn coping skills (Chethik, Morton. 2000). At times, children also receive other types of treatment. Children for instance that are unable to control their attention impulses, have a tendency to react violently, or experience severe anxiety would be included in play therapy. The therapy addresses the child’s psychological symptoms (Chethik, Morton. 2000). The child will also receive play therapy to alleviate low self-esteem feelings, excessive worry, incompetence and helplessness (Chethik, Morton. 000). In play therapy, toys are viewed as the child’s words and play as the child’s language – a language of activity. Play is then to children what psychotherapy is to adults. The use of toys enables the child to transfer his anxieties, fears, fantasies from his own feelings and guilt to objects rather then people. Through this process, the safety of children from their own feelings is guaranteed because it enables them to distance themselves from those traumatic experiences. By acting out a frightening experience symbolically through play, or reversing the outcome in play activity, the child moves towards an inner resolution and then he/she is able to cope with or adjust to problems (Axline, 1989). Through the play processes, the child is allowed to consider new possibilities not possible in reality thus greatly expanding the expression of self (Bratton. Et al. 2005). Also, within the safety of the play therapy experience, the child explores the unfamiliar and develops a knowing that is both experiential – feelings and cognitive. In a nutshell, the unfamiliar becomes familiar and the child expresses outwardly what takes place inwardly. Therefore, a major function of play in play therapy is the changing of what may be unmanageable in real life to a manageable situation via symbolic representation, through which the child is provided with opportunities for learning to cope (Axline, 1989). The process of play therapy The initial focus of therapy is in building a relationship between a child and the therapist. This relationship is what provides dynamic growth and healing for the child. It is therefore a very important tool because a child will readily express himself every time he/she feels respected and accepted. According to Landreth (1991), there are principles that should provide guidelines for establishment of a therapeutic relationship. Some of the guidelines include that the therapist is genuinely interested in the child. Also, the therapist experiences unqualified acceptance of the child and does not wish that the child were different in some way. He further creates a feeling of safety and permissiveness in the relationship so the child feels free to explore and express himself/herself totally. Landreth further asserts that the therapist should always be sensitive to the child’s feelings and gently reflect those feelings in a manner that encourages the child to develop self-understanding (Landreth, 2002). Additionally, the therapist should deeply believe in the child’s capacity to act responsibly and respect the child’s ability to solve personal problems and give him the opportunity to do so. He should also trust the child’s inner direction and to lead in all areas of relationship and avoid directing the child’s play. This therapist should appreciate the gradual nature of the therapeutic process in a slow manner, and finally he should establish only the therapeutic limits that help the child accept personal and appropriate responsibility. The primary objective of the process is not only to solve the problem but to help in the growth of the child. The therapist primarily meets with the child alone and arranges time to meet with parents separately or with the child depending with the situation. The structure of the sessions should be consistently maintained to provide a feeling of stability and safety for the child. In the session, the therapist uses specific techniques to assess how a child experiences his/her world and how he/she communicates and reacts to events and people in his/her own world. The child is led to become aware of what he/she is feeling and opportunities are given to express these feelings. Awareness is thus a very important aspect in play therapy because without it, change is not possible (Chethik, Morton. 2000). Throughout the therapy, the child is empowered and supported to learn more about who he/she thinks she/he is, to talk about things that are frightening or painful, to be self supportive as well as to experiment new behavior (Bratton. Et al. 2005). Since the child’s world is a world of action and activity, the therapy provides the therapist with an opportunity to enter the child’s world. The child lives out the past experience and related moments at the moment of play. Without the presence of play materials, the therapist could only talk with the child about aggressive behavior exhibited in the recent past. In play therapy however, whatever reason for referral, the therapist has the opportunity to experience and actively deal with that problem immediately. By so doing, the child plays out feelings by banging them to the surface, getting them out in the open, facing them and either abandoning them or learning to control them. Toys and materials Since toys and materials are part of this communicative process for children, careful attention must be given to their appropriate selection. The rule here is selection rather than accumulation. Please note that random assortment of acquired toys and materials often appear like junk rooms and they therefore doom the therapy process to failure. They should then be carefully selected for the contribution they make to accomplish the play objective and the extent to which they are consistent with the play therapy rationale. Some general guidelines to consider are that the tools should be durable and should communicate a message of â€Å"be yourself in playing† rather than â€Å"be careful. † They should provide children with a variety in choice of medium of expression. (Eliana, G. 1994). However, they need not be elaborate and above all they should not be complex. Remember that the first toys to be used were sticks. The tools should be age appropriately manageable so that the child will not be frustrated in his efforts to express himself/herself. No toy should require the child to seek the therapist’s help to manipulate. Landreth (1991) asserts that the toys and materials should facilitate establishment of a positive relationship with the child, testing of limits, exploration of real-life experiences, development of positive image, self-undertaking, expression of a wide range of feelings and opportunity to redirect behaviors unacceptable to others. These toys can be grouped into three basic classes viz; real-life toys such as a doll, a small cardboard box with rooms indicated by tape strips or felt pen markers, doll house furniture, pacifier and a small car. Secondly, there are those acting out or aggressive release toys such as handcuffs, toy guns, dart gun and toy soldiers, aggressive puppets, rubber knife and punching bags. Finally, there are toys for creative expression and emotional release such as crayons, newsprints, blue scissors, hand puppets, plain mask, and also sand trays. Setting limits in Play Therapy This is a very crucial part of this process. The structure of the therapeutic limits is what helps to make the experience a real life relationship (Eliana, G. 994). Limits in play therapy have advantages both practically and therapeutically since they preserve the therapeutic relationship; facilitate the child’s opportunities to learn self responsibility and self control. Provide the child with emotional security and physical safety and thus enabling the child to explore and express his/her inner emotional dimensions that perhaps have remained hidden in his/her other relationships (Axline, 1989). Boundaries are necessary here to provide predictability and thus the children are not allowed to do anything they want to do. The play therapy relationship has minimum limits (Eliana, G. 1994). Exploration is encouraged, messiness accepted and persistence is the guiding principle. Play therapy is a learning experience and thus limits are not set until they are needed. The limits are worded in such a way that the child is allowed to bring himself under control. Research and Results Play therapy is an approach based on well thought out, philosophically conceived, developmentally based and research supported approach to assisting children cope with and overcome the problems they experience in life (Bratton. Et al. 2005). It has therefore been demonstrated to be effective in a variety of children’s problems including, but not limited to, abuse and neglect, aggression and acting out, autism, fear and anxiety, grief, hospitalization, learning disabilities, chronic illnesses, withdrawn children and burn victims. In the case studies reported by Landreth, the views that play therapy requires a long-term commitment is totally unfounded. Conclusion Play therapy can thus help a child to become aware of his feelings and how those feelings manifest into his/ her behavior (Bratton. Et al. 2005). He/she learns to become better at regulating emotions and expressing them in constructive ways. This combination of skills may help a child to become more assertive, self confident and to have self respect and respect for others. He/she then get this assurance that he/she will be understood and accepted.

Essay on Kevin Rudds Apology Analysis - 1179 Words

Analysis: Aspect One Kevin Rudd’s apology was to the Aboriginals; but in particular, to the Stolen Generations. From 1909-1969, the Australian Government forced a policy know as assimilation upon the Aboriginals. Assimilation is the forced integration of minority groups onto the dominant society. Inhumane acts were inflicted upon these proud people because of the ‘Aborigines Protection Board’ which entailed that the Australian Government had full rights to forcibly remove half-caste children from Aboriginal care without parental consent nor a court order. When the Australian Government passed these laws of discrimination against the Aborigines, they never thought of them as human beings but rather an inferior race that had to be taken†¦show more content†¦This is why we said sorry. There is a famous Australian film called â€Å"The Rabbit Proof Fence† released in 2002 and is based on the book â€Å"Follow the Rabbit Proof Fence† written by Doris Pilkington Garimara to tell the story of the Stolen Generations from the Aboriginal point of view. It is based on the true story of the events of the author’s mother’s life and raises awareness of the plight of the Stolen Generations. The film follows three young â€Å"half-caste† girls. Molly Craig, 14, her sister Daisy, 8 and their cousin, Gracie, 10, were living peacefully in Jigalong, Western Australia. In the opening of the film, the three girls are learning how to hunt for lizards by their mother. It highlights the traditional Aboriginal culture in contrast with the Western culture (shown later in the film). When the children arrive back home, they are carefully observed by a police officer from afar. They are seen chatting to a man who is working on one of three rabbit proof fences. These fences were 3,253 kilometres in length and spans across Western Australia. It is here that we learn Molly’s father is white and has left their mother to work on another section of the rabbit proof fence. Suddenly, a white constable, under the command of the Chief Protector of Aborigines, A.O Neville, arrives and forces the three girls in an automobile with their family chasing after the carShow MoreRelatedIndigenous Speeches Research Essay798 Words   |  3 PagesSpeeches are an iconic and widely used means of expression for our political leaders, particularly when discussing issues of i mportance such as Indigenous Australia. Paul Keating’s ‘Redfern Speech’ and Kevin Rudd’s ‘Apology to Australia’s Indigenous Peoples’ are the two political speeches which I will be analysing in this paper. The structure of this paper will follow the Cultural Competency Framework as a means for exploring the above stated speeches. This framework moves through knowledge; informedRead MoreIdentification and Description of the Influences and Discourses Surrounding the Development of Different Educational Curricula1361 Words   |  6 Pagespolitically-motivated language and emphasis for social equity and social justice further enforced, then prime Minister, Kevin Rudd’s proposed ‘education revolution’, which aimed to embrace the ‘Australian’ ‘fair go for all’ mentality and provide a meaningful, enriching education to all (MCEETYA, 2008; Reid, 2009). The emphasis on social justice at this given time, is further promoted by Rudd’s iconic apology to Indigenous Australians on the 13th February 2008 (Australian Government, 2014). Through encompassingRead MoreIndigenous Speeches: Exploration of the Mabo Case, Stolen Generation and Reconciliat ion1822 Words   |  8 PagesExploration of the Mabo Case, Stolen Generation and Reconciliation Both Keating’s and Rudd’s speeches are firmly based on the ideas of recognition and reconciliation for the wrongs that European settlers, and their decedents, have inflicted on Indigenous Australians. To explore this idea I believe that it is necessary to take a closer look at both the plight of Eddie Mabo and the stories of the Stolen Generation. The Mabo Case Eddie Mabo is widely known for his plight to regain land rights forRead MoreSocial Determinants of Health10939 Words   |  44 PagesAboriginal Tent Embassy in Canberra, the creation of the Aboriginal flag by Harold Thomas in 1971, and the beginning of civil rights and land rights legislation. Indigenous people in Australia are still grappling with the effects of colonisation. Kevin Gilbert (1977), in LivingBlack, stated that as invasion occurred, Aborigines began to sicken physically and psychologically: [T]hey were hit by the full blight of an alien way of thinking. They were hit by the intolerance and uncomprehending barbarism