Minority Groups & the Justice System

The Workbook Assessment

General Instructions

To complete this assessment you will be required to work through the unit workbook materials which consists of a number of activities related to the semester (lecture and tutorial) content. The workbook includes 6 activities related to 5 broad topic areas:

 

1. Gender and Crime;
2. Age and Crime;
3. Ethnicity and Crime;
4. Sexuality and Crime; and
5. Health and Crime.

 

The workbook activities are highly prescriptive, ask specific questions and provide clear instructions related to each activity. Most activities require you to refer to the readings listed in the Unit Plan and provided on eReserve (via Blackboard). The idea is that you use some of the references provided, as well as your own research to find additional literature and statistical data, to formulate a clear and coherent answer to each question, problem or dilemma. To successfully complete this assignment you will need to;

 

• Download the unit workbook. You need to provide your responses to each activity in the workbook document provided;
• Identify what is required for each topic; the tasks that need to be completed and the resources required.
• Arrange regular times to progressively work on the tasks (research and writing). This is not an assignment you can leave until the last week, or the last minute;
• Set personal deadlines for progress. It may be useful to prepare responses to the workbook activities in line with the relevant lecture content;
• Submit the completed workbook via the Turnitin link on Blackboard on or before the due date.

 

As an academic piece of work, it is expected that your workbook will include in text and end text references where appropriate, using APA 6^th Edition/ECU Referencing guide format. A space has been provided for you to include an end-text reference list at the end of each activity. The number of references you provide is up to you. It will be dependent on what the activities require you to do, and how much time and effort you dedicate to each task.

 

Important Note

This assessment (and the unit more generally) is designed to expand your thinking and in some cases, may challenge your thoughts and feelings regarding particular minority groups. As you complete this assessment please be mindful that you need to provide opinions that are supported by relevant literature. The idea of this type of assessment, is that you views and beliefs become more informed by the academic literature, which will in turn, shape the way you practice in your chosen Justice System profession.

Gender

Activity 1: Females as Victims

 

Introduction

Gender is an important consideration when discussing minority groups in a criminal justice system context. Although males are more commonly both offenders and victims for most offences, females have a longstanding history of being disproportionately victimised for some offences. According to the latest facts and figures provided by the Australian Institute of Criminology (AIC), females are more likely than males to be victims of sexual assault. When assaulted physically or sexually, they are more likely than males to be victimised at home and by a family member or intimate partner (AIC, 2013). The victimisation of females through domestic and family violence remains a significant and complex issue in Australia.

 

 

1.1 Domestic and Family Violence (2 marks)

1. a) Describe the different types of domestic and family violence and provide a brief statement explaining why people are motivated to engage in this behaviour. (Approx. ½ to 1 page).

 

 

1. b) Locate, report and reference relevant statistics regarding the rate and extent of domestic and family violence in Australia. (Approx. ½ a page).

 

 

1. c) Use literature to explain the reasons why victims have difficulty reporting and leaving domestic and family violence situations. (Approx. ½ a page)

 

 

 

1.2 Reporting Female Victimisation (1 mark)

Read the article by Anastasio and Costa (2004), located in the reading list on Blackboard, which investigated the relationship between newspaper reporting and victim blame. Answer the following questions related to the article.

 

1. a) According to the article, in what ways are male victims reported differently to female victims in newspapers? (Approx. 1 paragraph)

 

 

1. b) Explain the factors in newspaper reporting which increase empathy for victims. (Approx. 1 paragraph)

 

 

 

 

 

1.3 Female Offending Rates (1.0 marks)

Females also possess the ability to commit serious offences. Many of these offences are under-reported.

 

1. a) Explain the offences which females commit most often. Use relevant research and literature to support your answer. (Approx. 1 – 2 paragraphs)

 

1.4 Female Sexual Offending (1.5 marks)

Female sexual offending is under-reported and under-researched. Read the article by Brayford (2012) and use additional literature to answer the following questions:

 

1. a) What proportion of sexual offenders is reported to be female? (Approx. 1 paragraph)

 

 

 

1. b) Explain the common characteristics of female sexual offenders. (Approx. 1 – 2 paragraphs)

 

 

 

1. c) Explain the common motivations of female sexual offenders. (Approx. 1 – 2 paragraphs)

 

 

 

 

1.5 References (0.5 marks)

 

 

 

 

Age

Activity 2: Older People as Victims

 

Introduction

Surveys in Australia and across the world have consistently shown that older people are less likely than young people and younger adults to be victims of crimes, such as robbery, assaults and homicide. It has been found that older people are more commonly victims of abuse and neglect from family members and care providers, compared to other crime types.

 

 

2.1 Abuse of Older People in Aged Care (1.5 marks)

Read the following case study then answer the questions which follow:

When Mary turned 86 years old, her daughter, Claire, decided it was time for her to move to a nursing home. Claire, who is recently divorced with three small children, did not have the energy or resources to take care of her mother. Mary required constant attention because she had a tendency to wonder off, leave the water running, forgets to turn off the stove, and once flooded the bathroom. Mary took several medications for a variety of aches and pains and trying to keep the medication filled and dispensed was an extra stress that Claire could not deal with. Reluctantly Mary moved into a nursing home and within a week the nursing home Administrator called Claire to inform her that her mother had fallen out of bed and broke her hip. Claire went to visit her mother in the hospital and was shocked at what she saw! Along with the broken hip Mary had a black eye, bruises are both arms, an abrasion on her back and her abdomen was distended. Claire was immediately concerned that the injuries were not sustained through a fall, but from more serious acts of abuse. She contacted the police who investigated the staff at the nursing home.

Adapted from: Barnett, O. W., Miller-Perrin, C. L., & Perrin, R. D. (2011). Family violence across the lifespan: An introduction (3^rd ed.). Thousand Oaks, CA: Sage Publications Inc.

 

1. a) How common is abuse and neglect in aged care facilities? Locate and summarise relevant research which has investigated this issue. (Approx. ½ a page)

 

 

 

1. b) How could the harm caused to Mary have been prevented? Use literature to support your answer. (Approx. ½ a page)

 

 

 

 

2.2 Abuse of Older People by Family Members (4 marks)

Read the following case study, then answer the questions which follow:

When Miranda’s aunt, Violet, fell down and broke her hip, Miranda thought she should invite Violet to move in with her because Aunt Violet had no children of her own. Violet was grateful and accepted the invitation. Miranda, who was 22 years old, had just graduated from college and had accepted a job in a publishing house. At first everything went fairly well, but then Violet became incontinent and soiled her sheets nearly every night. Also, Violet seemed to become crankier by the day, complaining about everything. After 8 months, Violet became more and more belligerent and took to reaching out to try and slap Miranda. Miranda really resented being hurt by Violet, but she soldiered on. After a day of being slapped a dozen times, Miranda got angry. When Miranda was walking Violet to the bathroom, Violet started pulling Miranda’s hair and kicked her. Miranda lost her temper and pushed Violet. Violet fell down and hit her head. Although Miranda called 911 immediately, Violet lapsed into a coma and died within 3 days.

Adapted from: Barnett, O. W., Miller-Perrin, C. L., & Perrin, R. D. (2011). Family violence across the lifespan: An introduction (3^rd ed.). Thousand Oaks, CA: Sage Publications Inc.

 

 

1. a) According to relevant literature, what are the most common motivations for abusers of older people? What motivated Miranda to be abusive towards her Aunt Violet in this case? (Approx. 1 page)

 

 

 

 

1. b) Provide a list and brief description of social services are available in Australia to assist family members who are caring for older relatives? (Approx. ½ a page)

 

 

 

1. c) What strategies could older people employ to prevent them being victims of abuse? Use literature to support your answer. (Approx. 1 – 2 paragraphs)

 

 

2.3 References (0.5 marks)

 

 

 

Ethnicity

Activity 3: Aboriginal People and the Justice System

 

Introduction

Aboriginal people are a diverse population with a long history and strong cultural heritage and traditions. The relationship between Aboriginals and the criminal justice system is a complex one and includes Aboriginal people as offenders, victims and justice system employees.

 

 

3.1 Being Aboriginal (3 marks)

Prior to European settlement, Australia was made up of hundreds of Aboriginal nations. Each of these nations possessed different customs, languages and traditions. Select one Aboriginal nation from Western Australia, or another State or Territory (such as; Noongar, Yamatji, Wadjari, Minang, etc), then answer the following questions:

 

1. a) Write a brief synopsis of the Aboriginal nation you have selected. Your synopsis should include things such as; the geographical location of the nation, the family structure or kinship network of the people, the language and words used by its people, the main belief systems or stories of the nation and customs specific to the men and women of the nation. (Approx. 1 page)

 

 

 

 

1. b) What does ‘culture’ and ‘sense of self’ mean to Aboriginal people, generally? (Approx. 1 paragraph)

 

 

 

 

1. c) Based on your reading, what aspects of Aboriginal culture do you consider as strengths? Justify your answer. (Approx. 1 paragraph)

 

 

 

3.2 Social Problems in Aboriginal Communities (1.5 marks)

Keel (2004) outlines the issue of family violence and sexual assault in Aboriginal communities. In addition to this, it is well established that Aboriginal communities often experience issues associated with alcohol and other drug use.

 

1. a) Briefly state the rates of alcohol and drug use among Aboriginal people. (Approx. 1 paragraph)

 

 

 

1. b) Provide reasons for the high rates of drug and alcohol use among Aboriginal people. Use literature to support your answer. (Approx. 1 – 2 paragraphs)

 

 

 

1. b) Provide reasons for the high rates of family violence and sexual assault in Aboriginal communities. Use literature to support your answer. (Approx. 1 – 2 paragraphs)

 

 

 

3.3 Reflecting on Social Problems in Aboriginal Communities (2 marks)

4. a) Reflect on the social problems which are present in many Aboriginal communities (such as those canvassed in 4.2) and explain whether the existence of these social problems is consistent (or not) with the cultural beliefs, traditions and strengths of Aboriginal communities identified in 4.1.

Justify your opinion. (Approx. ½ – 1 page)

 

 

 

 

3.4 References (0.5 marks)

 

 

 

 

Ethnicity

Activity 4: CALD Populations and the Justice System

 

Introduction

Culturally and Linguistically Diverse (CALD) populations are common in a multicultural society such as Australia. These groups also make up part of the criminal justice system landscape as offenders, victims and employees. Understanding the challenges faced by CALD populations is an important aspect of reducing their negative contact with the criminal justice system.

 

 

4.1 Seeking Asylum versus Illegal Immigration (2 marks)

1. a) Explain the difference between an asylum seeker and an illegal immigrant. (Approx. 1 paragraph)

 

 

 

1. b) Explain the process a person must go through if they wish to seek asylum in Australia. (Approx. 1 – 2 paragraphs)

 

 

 

1. c) How does Australia compare internationally with regard to granting asylum to asylum seekers? (Approx. 1 – 2 paragraphs)

 

 

 

1. d) Explain the issues associated with Australia’s detention of asylum seekers and illegal immigrants. (Approx. ½ a page)

 

 

 

 

4.2 CALD Populations in the Media (2.0 marks)

1. a) Locate 2 print or online media articles related to an individual or individuals who belong to a CALD minority group. Compare and/or contrast the way in which the CALD group or individuals were reported by the media and the impression the articles create in the reader. (Approx. ½ – 1 page)

 

 

 

 

 

 

 

4.3 Crime Profiles of CALD Populations (2 marks)

1. a) Using relevant statistical data and literature, explain how CALD minority groups feature in the criminal justice system. Your response can refer to; victimisation patterns of CALD minority groups, offences most commonly committed by CALD minority groups and the detention of CALD minority groups. (Approx. 1 – 2 pages)

 

 

 

4.4 References (0.5 marks)

 

 

Sexuality

Activity 5: LGBTI People and the Justice System

 

Introduction

Sexuality is gaining increasing media attention with many news reports now focusing on whether same-sex couples should be permitted to marry or form same-sex unions and receive the same recognition of heterosexual couples under the law. LGBTI individuals also feature in the justice system, both as offenders and victims, for other reasons.

 

 

5.1 Understanding Homosexuality (3 marks)

1. a) Read the article by Overby (2014) provided as part of your readings. Use this and other literature to explain why some people develop a homosexual identity. (Approx. 1 – 1½ a pages)

 

 

 

1. b) Homosexual identity is different from same-sex attraction and experiences. Explain the findings of Smith et al. (2003) in relation to the percentage of people who identify as homosexual compared to those who identify as heterosexual but have experienced same-sex attraction and/or experiences. What do these results suggest? (Approx. 1 page)

 

 

 

 

5.2 LGBTI in the Media (2.0 marks)

1. a) Locate 2 print or online media articles related to an individual or individuals who belong to the LGBTI minority group. Compare and/or contrast the way in which the LGBTI individuals were reported by the media and the impression the articles create in the reader. (Approx. ½ – 1 page)

 

 

 

 

 

 

5.3 Violence in Same-Sex Relationships (1.5 marks)

1. a) Locate, report and reference relevant statistics regarding the rate and extent of violence in same-sex relationships in Australia. (Approx. 1 paragraph)

 

 

 

 

 

 

1. b) How do rates of violence in same-sex relationships compare to rate of violence in heterosexual relationships? Provide some reasons for this using relevant literature. (Approx. ½ a page)

 

 

 

 

1. c) Use literature to explain the reasons why violence in same-sex relationships is under-reported. (Approx. ½ a page)

 

 

5.4 References (0.5 marks)

 

 

Health

Activity 6: Mental Illness and the Justice System

 

Introduction

Mental illness is a widely recognised problem in Australia and it also presents a particular problem for the justice system. By comparison, rates of mental illness in the justice system are much higher than those in the wider community. This discrepancy suggests people with a mental illness are over-represented in the justice system both as offenders and victims. The following activities will allow you to explore the nature of mental illness in the justice system.

 

 

6.1 Mental Illness, Offending and Victimisation (2.5 marks)

1. a) Explain the types of mental illnesses which are linked with particular offending behaviour. Use statistical data and literature to support your answer. (Approx. ½ a page)

 

 

 

1. b) Explain the types of mental illnesses which are linked to offence victimisation. Use statistical data and literature to support your answer. (Approx. ½ a page)

 

 

 

1. c) Using literature, provide some reasons why people with a mental illness may be over-represented in the criminal justice system. (Approx. ½ a page)

 

 

 

 

6.2 Mental Illness, Legal Defences and Legal Mitigation (3.5 marks)

1. a) Briefly explain the legal defences of Not Guilty by Reason of Insanity and Incompetent to Stand Trial, and the conditions under which these defences can be applied. Cite relevant legislation as part of your answer. (Approx. ½ a page)

 

 

 

 

1. b) Describe the assessment processes commonly used by mental health experts to assist the court in the determination of whether an accused may be Not Guilty by Reason of Insanity or whether they are Incompetent to Stand Trial. (Approx. ½ a page)

 

 

 

 

 

1. c) Explain the implications for the accused (i.e.; what happens to them), if they are found Not Guilty by Reason of Insanity or Incompetent to Stand Trial. (Approx. ½ a page)

 

6.3 References (0.5 marks)