Psychology
mathgenuis2021
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Persuasive Essay: Defending Your Research Topic (The Influence of Educational Achievement on Recidivism Rates among Juvenile Offenders) and Question: Part 2
Prior to beginning work on this assignment, please read the article by Vassallo (2002), Persuading Powerfully: Tips for Writing Persuasive Documents, and review the supplemental material titled Critical Thinking: A Guide to Skillful Reasoning (Links to an external site.).
Part 2
Prior to beginning this assignment, you must complete the Identify Your Research Question: Part 1 (Peer Feedback) discussion and have received feedback. incorporate feedback from your instructor into your paper.
Navigate to this week’s discussion forum to review your feedback if necessary.
In a paper of at least 1,800 words (not including title, abstract, and reference pages), persuasively argue that your topic of interest and the specific research question you have identified are pertinent to your field of study and of interest to the broader academic and practitioner community. Build on material from your weekly Discussion Forums and the feedback from your classmates and your instructor to address the following:
Analyze the over-arching topic you are interested in and what justifies your research question, basing your analysis on the information you have gathered on the topic throughout this course. Cite literature you have found that explores, studies, or debates critical aspects of the topic or question.
Create a compelling argument that reinforces why you believe your topic is relevant to your field of study, and why your research question is important to answer, using principles of persuasive writing.
Assess the audience for a research study on your topic of interest, describing who might be interested in the answer to your research question.
Analyze how practitioners might use the answer to your research question to improve client service or to advance understanding in your field of study
Predict how the results of a study to address your research question might be used.
Appraise how you as a researcher might overcome any ethical concerns that could be associated with conducting a study to address your research question.
Your paper should incorporate the following persuasive-writing elements:
A strong opening that engages and draws in your reader to the arguments you will make in your paper;
Powerful descriptors and arguments that identify and support your positions with respect to the topic and question you have identified;
Responses to anticipated questions or potential disagreement about the importance of your choice of topic or research question; and
Summary points that tie up loose ends and leave your reader with a clear picture of your position with respect to the topic of interest and research question you have selected.
The Defending Your Research Topic and Question paper
Research question- Why is intellectual and educational intelligence a considerable achievement to help in reducing the recidivism level among juvenile offenders?
Research topic - The Influence of Educational Achievement on Recidivism Rates among Juvenile Offenders
Must be at least 1,800 words in length (exclusive of abstract, title and reference pages), and formatted according to the Ashford Writing Center’s APA Style (Links to an external site.) resource.
Incorporate at least five scholarly sources (see Scholarly, Peer-Reviewed, and Other Credible Sources (Links to an external site.)).
Include title, abstract and reference pages in your paper.
Use resources listed in the Week 1 assignment to help you correctly format your paper.
attachment_2.docx
Persuasive Essay: Defending Your Research Topic (The Influence of Educational Achievement on Recidivism Rates among Juvenile Offenders) and Question: Part 2
Prior to beginning work on this assignment, please read the article by Vassallo (2002), Persuading Powerfully: Tips for Writing Persuasive Documents, and review the supplemental material titled Critical Thinking: A Guide to Skillful Reasoning (Links to an external site.).
Part 2
Prior to beginning this assignment, you must complete the Identify Your Research Question: Part 1 (Peer Feedback) discussion and have received feedback. incorporate feedback from your instructor into your paper.
Navigate to this week’s discussion forum to review your feedback if necessary.
In a paper of at least 1,800 words (not including title, abstract, and reference pages), persuasively argue that your topic of interest and the specific research question you have identified are pertinent to your field of study and of interest to the broader academic and practitioner community. Build on material from your weekly Discussion Forums and the feedback from your classmates and your instructor to address the following:
Analyze the over-arching topic you are interested in and what justifies your research question, basing your analysis on the information you have gathered on the topic throughout this course. Cite literature you have found that explores, studies, or debates critical aspects of the topic or question.
Create a compelling argument that reinforces why you believe your topic is relevant to your field of study, and why your research question is important to answer, using principles of persuasive writing.
Assess the audience for a research study on your topic of interest, describing who might be interested in the answer to your research question.
Analyze how practitioners might use the answer to your research question to improve client service or to advance understanding in your field of study
Predict how the results of a study to address your research question might be used.
Appraise how you as a researcher might overcome any ethical concerns that could be associated with conducting a study to address your research question.
Your paper should incorporate the following persuasive-writing elements:
A strong opening that engages and draws in your reader to the arguments you will make in your paper;
Powerful descriptors and arguments that identify and support your positions with respect to the topic and question you have identified;
Responses to anticipated questions or potential disagreement about the importance of your choice of topic or research question; and
Summary points that tie up loose ends and leave your reader with a clear picture of your position with respect to the topic of interest and research question you have selected.
The Defending Your Research Topic and Question paper
Research question- Why is intellectual and educational intelligence a considerable achievement to help in reducing the recidivism level among juvenile offenders?
Research topic - The Influence of Educational Achievement on Recidivism Rates among Juvenile Offenders
Must be at least 1,800 words in length (exclusive of abstract, title and reference pages), and formatted according to the Ashford Writing Center’s APA Style (Links to an external site.) resource.
Incorporate at least five scholarly sources (see Scholarly, Peer-Reviewed, and Other Credible Sources (Links to an external site.)).
Include title, abstract and reference pages in your paper.
Use resources listed in the Week 1 assignment to help you correctly format your paper.
attachment_1.docx
Persuasive Essay: Defending Your Research Topic (The Influence of Educational Achievement on Recidivism Rates among Juvenile Offenders) and Question: Part 2
Prior to beginning work on this assignment, please read the article by Vassallo (2002), Persuading Powerfully: Tips for Writing Persuasive Documents, and review the supplemental material titled Critical Thinking: A Guide to Skillful Reasoning (Links to an external site.).
Part 2
Prior to beginning this assignment, you must complete the Identify Your Research Question: Part 1 (Peer Feedback) discussion and have received feedback. incorporate feedback from your instructor into your paper.
Navigate to this week’s discussion forum to review your feedback if necessary.
In a paper of at least 1,800 words (not including title, abstract, and reference pages), persuasively argue that your topic of interest and the specific research question you have identified are pertinent to your field of study and of interest to the broader academic and practitioner community. Build on material from your weekly Discussion Forums and the feedback from your classmates and your instructor to address the following:
Analyze the over-arching topic you are interested in and what justifies your research question, basing your analysis on the information you have gathered on the topic throughout this course. Cite literature you have found that explores, studies, or debates critical aspects of the topic or question.
Create a compelling argument that reinforces why you believe your topic is relevant to your field of study, and why your research question is important to answer, using principles of persuasive writing.
Assess the audience for a research study on your topic of interest, describing who might be interested in the answer to your research question.
Analyze how practitioners might use the answer to your research question to improve client service or to advance understanding in your field of study
Predict how the results of a study to address your research question might be used.
Appraise how you as a researcher might overcome any ethical concerns that could be associated with conducting a study to address your research question.
Your paper should incorporate the following persuasive-writing elements:
A strong opening that engages and draws in your reader to the arguments you will make in your paper;
Powerful descriptors and arguments that identify and support your positions with respect to the topic and question you have identified;
Responses to anticipated questions or potential disagreement about the importance of your choice of topic or research question; and
Summary points that tie up loose ends and leave your reader with a clear picture of your position with respect to the topic of interest and research question you have selected.
The Defending Your Research Topic and Question paper
Research question- Why is intellectual and educational intelligence a considerable achievement to help in reducing the recidivism level among juvenile offenders?
Research topic - The Influence of Educational Achievement on Recidivism Rates among Juvenile Offenders
Must be at least 1,800 words in length (exclusive of abstract, title and reference pages), and formatted according to the Ashford Writing Center’s APA Style (Links to an external site.) resource.
Incorporate at least five scholarly sources (see Scholarly, Peer-Reviewed, and Other Credible Sources (Links to an external site.)).
Include title, abstract and reference pages in your paper.
Use resources listed in the Week 1 assignment to help you correctly format your paper.
attachment_9.docx
Required Resources
Articles
Mattick, K., Johnston, J., & de la Croix, A. (2018). How to…write a good research question. The Clinical Teacher, 15(2), 104–108. https://doi-org.proxy-library.ashford.edu/10.1111/tct.12776
The full-text version of this article is available through the EBSCOhost database in the Ashford University Library. In this article, the authors provide information about how to conceptualize and write a good research question that will be helpful to you in preparing your Identifying a Research Question: Part 1 discussion forum this week.
Ratan, S. K., Anand, T., & Ratan, J. (2019). Formulation of research question – Stepwise approach. Journal of Indian Association of Pediatric Surgeons, 24(1), 15–20. https://doi-org.proxy-library.ashford.edu/10.4103/jiaps.JIAPS_76_18
The full-text version of this article is available through the EBSCOhost database in the Ashford University Library. In this article, the authors provide information about how to write a good research question that will be helpful to you in preparing your Identifying a Research Question: Part 1 - Peer Feedback discussion forum this week.
Vassallo, P. (2002). Persuading powerfully: Tips for writing persuasive documents. ETC: A Review of General Semantics, 59(1), 65-70. Retrieved from https://www.generalsemantics.org/our-offerings/periodicals/etc-a-review-of-general-semantics/
The full-text version of this article is available through the EBSCOhost database in the Ashford University Library. In this article, the author provides information about persuasive writing techniques that will be helpful to you in preparing your Persuasive Essay: Defending Your Research Topic and Question paper this week.
Supplemental Material
Ashford University. (2015). Critical thinking: A guide to skillful reasoning (Links to an external site.). Retrieved from https://sites.google.com/site/criticalthinkingguide/
This resource from Ashford University’s Michelle Warn discusses the nature of critical thinking and reasoning, and will be helpful to you in preparing your Persuasive Essay: Defending Your Research Topic and Question paper this week.
Recommended Resources
Web Page
Suny Empire State College. (n.d.). Worksheet: Evaluate your own research question (Links to an external site.). Retrieved from https://www.esc.edu/online-writing-center/resources/research/research-paper-steps/developing-questions/worksheet-evaluate-research-question/
This web page discusses how to evaluate a potential research question, and may be useful to you as you prepare your Identifying a Research Question: Part 1 discussion forum this week.
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The Influence of Educational Achievement on Recidivism Rates among Juvenile Offenders
Anita Ramaiya
The University of Arizona Global Campus
RES7105: Scholarly Argument 1 (QAA2143B)
Calvin Gardner
October 25, 2021
Abstract
Attending school and education are regular developmental milestones for the youth and serve as critical protective factors against engagement with the juvenile system of justice or delinquency. They have long-lasting and positive impacts on crime desistance and employment. Despite the introduction of education in juvenile systems, their outcomes are likely to be negative considering that they are highly likely to be transferred and the complex educational and mental health needs. Educational risk factors are linked with adult and juvenile offending, engagement with the justice system, and recidivism (Office of Juvenile Justice and Delinquency Prevention, 2019). These risk factors include low academic performance, absenteeism, truancy, dropping out, low bonds in school, many school transitions, insufficient school climate, expulsions, and suspensions. It is highly likely that the youth already in the juvenile system will not benefit from protection from elements linked to education because school failure and learning challenges increase possibilities for adverse outcomes such as recidivism. However, there is another side of the coin where youth with better academic performance while in the juvenile system are likely to witness positive community outcomes once they are released.
Themes and their Significance to the Practitioners
The first theme is how school experiences may be a risk factor for recidivism among youths in the juvenile system. According to Clarke (2017), “Juvenile offenders in particular often come from inadequate school systems and show overall poor academic performance, posing another risk for juvenile recidivism” (p.39). They were either delayed in school, suspended, or experienced expulsion before joining the juvenile justice system. Additionally, compared to their peers, the offender’s academic performance could only match four years below their peers in standard exams in mathematics and reading (Grigorenko et al., 2013). The youths have complicated educational requirements, and education serves as an essential factor in rehabilitation and community reintroduction.
Another theme is the association between education and juvenile offenders, particularly, academic features, challenges the youth face while in the juvenile centers, and interventions to improve their educational outcome. According to the Office of Juvenile Justice and Delinquency Prevention (2019), the youth in the juvenile system exhibit low academic achievement and low IQ, require special needs education, absenteeism and truancy, grade repetition, school dropping out, and exclusion. Every youth, even those in custody, has a right to education publicly funded by the government. Grigorenko et al. (2015) and Clarke (2017) suggest a different education system for the detained youth to cater to their special needs. Therefore, the practitioner community is interested in improving educational factors that directly enhance academic performance and improve reentry. The OJJDP (2019), for example, suggested alternative schooling designed explicitly for the incarcerated youth, which will aim at improving language arts, science, mathematics, self-discipline, and social studies to improve reentry and reduce recidivism. If practitioners find a positive impact correlation between reduced recidivism and high academic achievement, they can suggest ways to improve the education system for juveniles in custody.
Challenges Practitioners Face and Information Needed to Advance Practitioners’ Understanding
Based on my research and personal experience, some of the challenges practitioners face are limited research, limited scope, inadequate sample size, and limited participation among those related to recidivists. According to Clarke (2017), her conclusion that school experiences influenced high recidivism rates was obtained from juvenile justice professionals based in one area in the U.S. Additionally, the study did not cover juvenile recidivists, and the probation officers directly involved with recidivists did not participate. Lack of participation from the individuals directly associated with recidivism and low academic achievement may impact the study’s trustworthiness and rigor. Additionally, the Office of Juvenile Justice and Delinquency Prevention (2019) cited the lack of current research in the field and suggested the need to highlight education states in secure facilities. Current research increases the relevance of research. On the other hand, Grigorenko et al. (2015) explain that the learning disabilities (LD) among youths in custody were not embedded in any conceptual frameworks and were limited in scope. Despite their access to detained youth participants, the price for access was limited screening time to determine the incarcerated youth’s academic functioning level. The OJJDP (2019) highlights some interventions to improve education service and eventually improve educational attainment. Information such as education risks, education equality, the complex and unique educational requirements, assessment, and screening to identify suitable educational services will promote the study of how education achievement impacts recidivism rates.
Justification of Research Topic and Focus
When a child performs poorly, they are likely to end up with the wrong crowd and start exhibiting behavioral problems. According to Clarke (2017), “when adolescents receive a negative evaluation in the form of grades, they experience failure and are more likely to turn to delinquency” (p.40). Instead of focusing on schoolwork, these wrong crowds engage in substance abuse and property vandalism which are risk factors for recidivism. Inadequate academic performance means long-lasting negative effects on the individual and the family members. Student’s in ninth grade have been significantly associated with school dropouts and grade repetition because of incarceration and when in custody, respectively (OJJDP, 2019). Clarke (2017) also provides an example of misbehaving ninth-graders in the Netherlands who showed severe delinquency in the tenth grade. It is no riddle that poor academic performance results in unemployment and low income, therefore, more likely to participate in crimes. High academic achievement means individuals need to be invested in school tasks and high school engagement in activities to reduce problems in school and general delinquency. Identifying the effect of academic achievement on recidivism provides a way to improve academic achievement for detained juveniles and secure the youths’ futures despite their slip-ups.
Conclusion
One way to enhance reentry into the community is by providing education. Education ensures self-reliance, employment, and sustainable income. Therefore, for juvenile offenders, high academic achievement may be the solution to recidivism. Research themes that popped up associated with educational risk factors (which would result in poor academic performance) are associated with high delinquency and recidivism. Additionally, school experiences such as expulsion and suspension, absenteeism, and truancy increase the likelihood of low performance, hence participation in delinquency. It means that education services have a significant impact on delinquency frequency. Focused time on homework and school activities reduce the chance for youth in custody to engage in crime-related activities after reentry into the community, hence the need to study how academic achievement impacts recidivism. I hypothesize that implementing sound interventions in mathematics and reading will go a long way to increase academic achievement and reduce recidivism rates.
References
Clarke, D. R. (2017). The effect of risk factors on recidivism among juveniles from the perspectives of juvenile justice professionals (Doctoral dissertation, Walden University).
Grigorenko, E. L., Macomber, D., Hart, L., Naples, A., Chapman, J., Geib, C. F., ... & Wagner, R. (2015). Academic achievement among juvenile detainees. Journal of learning disabilities, 48(4), 359-368.
Office of Juvenile Justice and Delinquency Prevention (OJJDP). (2019). Education for Youth Under Formal Supervision of the Juvenile Justice System. Model Programs Guide. https://ojjdp.ojp.gov/mpg/literature-review/education-for-youth-in-the-juvenile-justice-system
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The Influence of Educational Achievement on Recidivism Rates among Juvenile Offenders
Anita Ramaiya
The University of Arizona Global Campus
RES7105: Scholarly Argument 1 (QAA2143B)
Calvin Gardner
November 1, 2021
Abstract
Juvenile offenders tend to engage in different types of crime based on the physical environment and the people around them in the community. Several factors cause recidivism among juvenile offenders. The most effective way to explain recidivism relates to the efforts and the challenges experienced in designing a better way to address the problem. Lack of vocational job skills, a criminal history record and lack of interpersonal skills are the leading causes of the high recidivism rates in the community. Although minimal studies have explored the impact of the offender's education literacy levels in the community, one may argue that the educational performance significantly contributes to the rate at which most offenders participate in the crime. Focusing on ways to offer education teachings that may elevate the educational achievements of juvenile offenders can play an important role in reducing the rate of illiteracy among juvenile offenders. This paper seeks to explore the influence of educational achievement on the rate at which juvenile offenders participate in recidivism.
Influence of educational settings on crime
The higher the educational prosperity and achievement that one could have gained, the lower the risk of engaging in risky behaviour and penal sanction. According to studies, the juvenile offenders who could have had a higher score on their cognitive tests that reflects their academic achievement, the lower the risk of engaging in criminal activities. The probability of committing crimes such as assault, vandalism, and shoplifting decreases as one advance in education. On the other hand, an increase in the years of education can increase the probability of committing major crimes such as tax fraud (Jäggi, Kliewer & Serpell, 2020). A negative connection between crime and education tends to increase due to the high rate of unobserved characteristics. Some institutions that deal with criminal offenders have focused on ways to address the individual characteristics possessed by most offenders.
Influence of education on juvenile delinquency
In the academic field, learners can be either achiever or have a low academic prosperity level, depending on the environment and attitude towards education (Gearhart & Tucker, 2020). For the learners who have a positive attitude towards education and whose efforts to attain the intended prosperity are unmatched, one may argue that their efforts to attain their goals mostly help them. On the other hand, criminal offenders are likely to engage in crime when the initiatives to promote their education capabilities are relatively low. Therefore, education influences juvenile delinquency by teaching offenders a better way to solve their problems, express their feelings, and obtain what they don't have. The well-educated juvenile criminals learn the need to follow the laws that govern the community compared to the group that does not have an adequate education background, despite the efforts to resolve the issue of the young generation.
Juvenile delinquency increases on average as the number of learners with poor performance is relatively high. Past studies attributed the connection between crime and poor education performance to the factors such as poor grades, poor schooling environment and the poor relationship between a teacher and the students. The failing grade levels influence the educational opportunities of juvenile criminals who may not see the need to continue with their studies. The continued failure can force the learners to look for other ways to share their problems with other people they believe in assisting in addressing these issues. Further, delinquency can affect the education process of most learners. Results from major studies reveal that juvenile delinquency may negatively influence the male victims who have a negative peer relationship and whose efforts to change the attitude towards learning have not yet succeeded.
Impact of education achievement on recidivism among the juvenile offenders
Recent studies have indicated that the high recidivism rate is directly connected with the low performance in one’s academics. For the learners who could be experiencing challenges with their studies, the implementation of better initiatives to address some of the challenges that make the learners have a negative mentality with the initiatives to combat crime tend to end up taking part in the crime. Some studies have associated the people with low academic prosperity to always look for other approaches to make ends meet when they feel that education is not working enough for them by focusing on education-related interventions and teaching the learners how they can embrace positive approaches that may change their ways of life (Kennedy et al., 2019).
Additionally, studies show that the children of parents with low education are likely to engage and not stop with their criminal behaviours. The role of a parent is to show the children how to differentiate what is right from what is wrong. For parents with minimal education background, they are likely to fail to teach their children the best behaviour they should engage in. therefore, in the modern-day community, the failure of the efforts to increase the number of parents with a stable educational background has played an important role in creating recidivism. The lack of compulsory education rules in the nation to assist in changing the way most children perceive crime also makes it challenging for society to manage the high delinquency and recidivism. A reasonable number of young offenders never learn from their mistakes due to their academic prosperity. Therefore, focusing on initiatives to engage the young generation and teaching better ways of making an income can address the key challenge of delinquencies and recidivism within the local communities. Those offenders subjected to education programs while still in prison can change their ways and adopt positive behaviour.
Addressing the recidivism among the juvenile offenders
One of the ways to address recidivism among juvenile offenders is creating better education and academic-related interventions that will encourage the juvenile offenders to change their perception of education (Baglivio et al., 2018). For the learners who could have already developed a negative attitude towards education and who believe that their success has no connection with their relationship with the other peers, training them the best ways they can express their feelings towards the other learners can play an important role in ensuring that their behaviours changes to the better. A negative behavior seen in a child can be attributed to poor academic outcomes. Creating an encouraging approach that will enable the young learners to feel that their efforts to make attempts in their studies are rewarded will further influence the high recidivism rate. Community involvement is the other practice that has proved its effectiveness in addressing the problem. When the community is engaged in making some of these choices and allowing the learners to experience the benefits of embracing positive behaviour, one may argue that the chances of resolving this problem improve.
Conclusion
In conclusion, different factors can cause an offender to take part in a specific form of crime. Understanding the cause of crime and the major triggers can assist one to design a better initiative to address it and manage some of the community's challenges when the issue arises (Freeman et al., 2020). Juvenile offenders are mainly influenced by poor academic performance and lack of proper mentorship into engaging in crime. However, when the right initiatives are taken to address educational failures, the chances of managing a situation where the young criminals engage in a specific crime type again. Lack of academic prosperity influences one to make wrong decisions and fail to see the challenges associated with their choices. With the community now engaging in initiatives that can enable the juvenile to see the challenges of their decisions, society may effectively address the problems and reduce the complexity of most local crimes. Further, designing education programs for those reincarcerated for different crimes can make them see the issues associated with their crime and thus change their attitude towards crime.
References
Baglivio, M. T., Wolff, K. T., Howell, J. C., Jackowski, K., & Greenwald, M. A. (2018). The search for the holy grail: Criminogenic needs matching, intervention dosage, and subsequent recidivism among serious juvenile offenders in residential placement. Journal of Criminal Justice, 55, 46-57.
Freeman, M., deMarrais, K., Preissle, J., Roulston, K., & St. Pierre, E. A. (2007). Standards of evidence in qualitative research: An incitement to discourse. Educational Researcher, 36(1), 25-32. https://doi- org.proxy-library.ashford.edu/10.3102/0013189X06298009
Gearhart, M. C., & Tucker, R. (2020). Criminogenic risk, criminogenic need, collective efficacy, and juvenile delinquency. Criminal justice and behavior, 47(9), 1116-1135.
Jäggi, L., Kliewer, W., & Serpell, Z. (2020). Schooling while incarcerated is a turning point for serious juvenile and young adult offenders. Journal of adolescence, 78, 9-23.
Kennedy, T. D., Edmonds, W. A., Millen, D. H., & Detullio, D. (2019). Chronic juvenile offenders: Exploring risk factor models of recidivism. Youth violence and juvenile justice, 17(2), 174-193.
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Internal and External Validity
Anita Ramaiya
The University of Arizona Global Campus
RES7105: Scholarly Argument 1 (QAA2143B)
Calvin Gardner
11/8/2021
Article 1
The study by Clarke (2017) establishes a trustworthy cause and effect relationship between the initiatives used to address recidivism among juveniles and the effects of these initiatives. There were minimal chances of confounding in the study that the researcher conducted to assess the possible effects of the initiatives the community uses to manage the rate of juvenile offenders engaging in crime. For this reason, it is worth noting that there was a higher internal validity that contributed to a relatively high internal validity. The approaches the researcher used in data collection and designing initiatives to resolve the current problem embraced some of the initiatives the community believes will positively affect society and engage the larger community. Further, it is worth noting that there were no extraneous factors that can explain the results of the study. The author compared all available data and resources regarding the initiatives that should be embraced to promote consistency, which in turn improved the consistency level and encouraged the overall flexibility of the data and acquired findings. The researcher's internal validity of the research approach in this study further embraces ways that juvenile offenders' mental and physical health should be promoted to reduce their chances of engaging in crime.
The study by Clarke (2017) further worked to maintain external validity and to minimize any chance of negative encounters that could hinder how some of the objectives would be attained. The gathered data from the study that the researcher completed was applicable to the children facing challenges overcoming some crimes and the juveniles struggling with less complex crimes. The findings of the research can be easily replicated in other situations that call for attention and where the influence of the initiatives is used to address juvenile recidivism. The external validity of this study was further improved throughout the study by creating a way that allowed the researcher to describe the subjects, the cause and effects of recidivism in terms of relevant variables, and focused on generalizability. On the other hand, several challenges threaten the effectiveness of external validity. The testing effect and the selection bias had unpredicted challenges to the external validity. The failure to design better ways of selecting participants to take part in the study influenced the validity level and also influenced the way some of the decisions were made in relation to the expected outcome.
Article 2
The other study to explore the impact of education qualifications among juveniles and how it assists in addressing recidivism was completed by Grigorenko et al. (2015). This study exhibits internal validity since the researcher took adequate time to examine some of the possible effects that education levels had on the juvenile offenders who have a tendency to engage in crime. According to studies, the rate at which juvenile offenders take part in the crime and fail to follow all the trained approaches depends on the effectiveness of the initiatives that are mainly taken to help in addressing the situation. The treatment and response variables used in this study changed together to make the gathered data more applicable and effective to resolve any negative threat—the use of a research design that embraced randomization and inclusion of participants who had different traits. The author wanted to clear further doubts that may arise as the assessments further deepen to the study by running a hypothesis test on whether the increase of education level on the juvenile offenders may make them develop a positive attitude towards the teachings they receive from the community and therefore work on ways to abandon their negative behaviours.
External validity was the other concern of the authors as they completed this study. The high external validity of the study makes it effective to be easily applied to other fields. Further, it is worth noting that in the study by Grigorenko et al. (2015), the chances of using the available data to explore some additional issues that could negatively influence the juveniles and make it hard for them to leave their negative behaviours were well addressed. External validity was shown in this study at the earliest stages of the research that the researcher completed. Since this is a fairly complex study that required attention and contribution from various stakeholders, it is worth noting that the external validity and applicability of the findings of the study to other areas was relatively high.
Further, the level at which external and internal stakeholders within the area affect the children and make them tend to take part in the crime was relatively high in this study. This facilitated the creation of better ways of improving the validity of the study. The study's external validity was affected by two major things that the authors failed to address effectively. The key threats to external validity were the people whom the researcher engaged in the study and the time taken to complete the study. The selection bias that the authors failed to solve was the issue associated with selection bias when choosing the members who were to take part in the study.
Article 3
Offering education programs in the juvenile justice system plays an important role in enabling young offenders to see the negative consequences of the decision they make. There are several ways that this study followed the practices known to determine internal validity. The author had focused on ways to promote randomization and to address all the issues that may influence the relationship between the cause and the effect of the issue in question. The use of a research design, as well as a statistical analysis technique that aligned with the intended outcome, also played an important role in improving the internal validity of this research. Through the research questions that the researcher embraced when assessing the initiatives necessary to create the needed changes. To promote content validity, it is worth noting that the representative of the aims to measure and assess the problems experienced by all was given priority to address all the possible problems and solutions. Further, focusing on manipulation, elimination, and statistical control was also useful in increasing the effectiveness of the initiatives to create more changes needed when solving the crime rate among the young generation. The study has gone to different extent levels at which it has focused on settings and time that determines the extent to which some of the decisions would be made. The researcher in this study explained the scope of the study and the milestones that would be accomplished through the engagement in some of the practices.
The external validity was addressed in this study through the efforts that the authors in the study made in delineating the inclusion and the exclusion approach. The complex steps that the researcher used in assessing the problem and the possible initiative that can be used to create a solution make it essential to lead towards the intended improvement. The external validity has made it possible for the creation of measures that have allowed the relationship between the resources and their effectiveness in ensuring that the findings are well attained and well applied to the real world. When some of the threats occur, the attitude that the subjects exhibit has had an effect on the outcome of the study on the realization of most of the objectives that have had an impact on the solution of the initiatives that are needed to resolve all the problems that may arise when the juvenile offenders fail to engage in the right practices. The focus on history, situation effect, and testing effects are some of the threats that contributed to the external validity that led to this failure.
References
Clarke, D. R. (2017). The effect of risk factors on recidivism among juveniles from the perspectives of juvenile justice professionals (Doctoral dissertation, Walden University).
Grigorenko, E. L., Macomber, D., Hart, L., Naples, A., Chapman, J., Geib, C. F., ... & Wagner, R. (2015). Academic achievement among juvenile detainees. Journal of learning disabilities, 48(4), 359-368.
Office of Juvenile Justice and Delinquency Prevention (OJJDP). (2019). Education for Youth Under Formal Supervision of the Juvenile Justice System. Model Programs Guide. https://ojjdp.ojp.gov/mpg/literature-review/education-for-youth-in-the-juvenile-justice- system
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Reviewing Alternative Sources
Anita Ramaiya
The University of Arizona Global Campus
RES7105: Scholarly Argument 1 (QAA2143B)
Calvin Gardner
November 15, 2021
Abstract
What people perceive to cause crime in the community determines the initiative they may take in addressing crime. Children and young offenders may tend to engage in a different form of crime when they don’t have a figure they can emulate. We live in a community where one has to pay for their wrongdoings. Reincarceration is one of the approaches used to limit the interaction of the wrongdoers and other community members. The initiatives taken to address crime has proven to be effective depending on the nature of the crime that one engages in and the perception the society has towards crime. By focusing on measures to offer education to the young offenders and make them see the effects of the crime they engage in, society has succeeded in reducing crime. Although not all young offenders are always willing to give up their criminal activities, researchers have found that the implementation of the right ways to show the young offenders what they need to embrace has assisted in reducing the rate of recidivism. Different reports explore the effects of focusing on education for juvenile offenders and suggest the best practices that should be embraced by all. Although some of these articles follow the right approaches to collecting and presenting data, some articles do not follow the right guidelines. The following section addresses some of the instances of bias and lack of consistency in the major research articles on this topic.
Evidence of lack of consistency
The study by Clarke (2017) aimed at assessing the effects of recidivism among juveniles and the perspective that the community has towards the juvenile offenders. In this study, the researcher focused on better ways to gain an insight into the risk factors associated with the high cases of recidivism among the offenders by engaging offenders aged 17 and 18 years. In the selection process, the researchers, substance abuse, family criminality, peer influence and age of the offender were the main ideas that the researchers concluded to contribute to the high crime rate. Although the degree of truth in this conclusion is relatively high since other studies have revealed similar decisions, it is worth noting that the number of participants who took part in the study was not enough to assist in making the decision. In this study, there lacks consistency since the author addresses more than one topic that had a similar theme. The effect of this initiative is that the attention given to the main topic was relatively low and therefore had a negative influence on the outcome of the study. The other way that one may argue that the study lacked consistency is because the technology colocation in this study was relatively low. Due to the minimal technology that was applied in the collection and assessment of the collected data, the decisions that the researcher made were not effective, and in some areas, they did not match. The importance of consistency in any study is to ensure that the presented information does not have any negative influence on the overall outcome.
The study by Grigorenko et al. (2015) used multiple people in coding the data, which assisted in addressing the bias that could have occurred in the provision of the gathered data. Although not everyone had a chance to access the data, it is worth noting that the participants who took part in the collection of this data were also influential in the assessment of the validity and the practices that could have been embraced to assist in managing the complex issue that needed more attention. Having participants review the results is the other way that the researcher succeeded in managing the bias that could have occurred and affected the nature of the gathered data. In some instances, the participants were not aware of what was expected of them and the response they were to give concerning the cause of juvenile engagement in different forms of crime. To prevent the complexity of some of the responses they would give, the researcher ensured that the high number of participants were equipped with knowledge concerning the cause and effects of crime and recidivism.
In this study, participants were selected from different areas and had a different backgrounds. This consideration played an important role in managing bias. The high number of participants in this study further assisted in increasing consistency because they offered an insight on the problem at hand and the initiative that would be considered further. Through this, it is worth noting that the chances of making any decision that would have a negative impact on the overall findings and conclusion were managed. By giving the participants a chance to make specific opinions on the issues that were seen to have a greater impact, one may argue that it was relatively hard for bias to occur and affect the study and major conclusions.
The Office of Juvenile Justice and Delinquency Prevention (OJJDP). (2019) highlighted the impact of education on the young generation and how it may assist them in overcoming the urge to engage in crime. According to the report, education plays an important role in changing the perception of juvenile offenders towards the forms of crime they engage in. The approaches used by the researcher in collecting data played an important role in enhancing the quality of the outcome. Since the information was offered on a reliable website that the community can easily access, the authors ensured that the right way of collecting and presenting it was followed. Data quality and consistency were improved in the study the researcher conducted by implementing new processes that assessed the findings and also engaged the peers to review the conclusions. In some instances, assessment of the reviews by the peers was an influential practice that gave the team an insight into the validity of the data they collected. Further, this assisted in the management of any form of bias by affirming the conclusions and making them reasonable despite any complications in the finding. The involvement of the youth, including those with physical and mental handicaps, was essential in promoting the quality of the outcome of the study. Although the outcome evidence was not presented to all, the more general interventions and outcomes of the initiatives were beneficial to the entire research. Further, the assessment of some of the reasons that could have contributed to the low perception towards good healthy behaviours was addressed the possibility of having negative consistency in the study.
Conclusion
Summing up, consistency is one of the requirements in any study that is important since it tells about the test scores and how they may vary from the items that the researcher used. It is an important tool that tells researchers whether they covered a wide breadth of the construct and the areas they need to fully focus on to address any possible challenge that may have a negative influence on the findings. When completing any research, it is essential that one addresses any form of bias that may be experienced. The internal consistency and findings of any research that reflects the construct should be used as a tool that may facilitate a change. Assessing any alternative explanation of the findings can be an influential tool that may further assist in reducing any bias that may later have a negative influence on the findings of the source of data.
References
Clarke, D. R. (2017). The effect of risk factors on recidivism among juveniles from the perspectives of juvenile justice professionals (Doctoral dissertation, Walden University).
Grigorenko, E. L., Macomber, D., Hart, L., Naples, A., Chapman, J., Geib, C. F., ... & Wagner, R. (2015). Academic achievement among juvenile detainees. Journal of learning disabilities, 48(4), 359-368.
Office of Juvenile Justice and Delinquency Prevention (OJJDP). (2019). Education for Youth Under Formal Supervision of the Juvenile Justice System. Model Programs Guide. https://ojjdp.ojp.gov/mpg/literature-review/education-for-youth-in-the-juvenile-justice-system
