test 2 Flashcards
(63 cards)
1
Q
Why do we have a CJS
A
- To protect rights and freedoms
- Outlines what is unacceptable & penalties for lawbreaking
- Enfore the rules
To avoid further social & financial cost of crime
2
Q
Statistics of who engages in crime
A
- 1/4 have criminal conviction
- 1/3 of men
1/2 of Maori and Pasifika men
- 1/3 of men
3
Q
Whos in our prisons
A
- Over 90% male
- Over 35% on remand
- Range of ages but maj. Between 25-50 years
- Overrepresentation of Maori & Underrepresentation of Pakeha
Most in prison for violent and sexual offences
4
Q
Why are indigenous people more involved in CJS
A
Maori with no prior contact with CJS are 7 times more likely to end up being charged by police. Judicial system treats Maori more harshly at every step Maori are disproportionately exposed to risk factors
5
Q
Key individual factors influences CJS vulnerability
A
Peers, education/cognitive capacity, mental health and substance use, trauma experiences, other issues
6
Q
Key family/whanau factors influencing CJS vulnerability
A
Parenting approaches, availability of caregivers, parental offending and incarceration
7
Q
Wider systems that influence involvement in CJS
A
Integenerational impact of colonisation, trust in govt institutions
8
Q
Core principles of YJS
A
- Accountability
-Restitution/Compensation
Rehabilitation
9
Q
3 key parts of YJS
A
- Alternative action (lowest level of intervention (60-65%)
- Family Group conference (5%)
- Youth court (20-30%)
10
Q
Alternative action (diversion)
A
- Flexible (any action that will likely reduce reoffending)
- Informal community work
- Counselling
Agreement to pay reparation, apologies, assignments etc
Warning or Caution (scary enough for child and parent)
11
Q
Family Group Conferences
A
Hui based on tikanga where, Young person, family/whanau, support, Youth justice, lawyer, police, victim attend. Make recommendations e.g., apology, reparation, comm service, curfec
12
Q
Issues with YGC
A
Victims often don’t attend in new Zealand. When victims do attend, it can be a positive experience
13
Q
What influences quality of FGC
A
- Well prepared victims/survivors
- Well-supported victims/survivors
- Culturally appropriate
- Timely referrals from police (not a long delay)
Involving well trained and resourced professionals (can be highly emotional)
14
Q
Youth Court
A
More informal than adult court, Serious cases, Closed court (judge, family/whanau, police, victims, youth advocate, MCOT - presence of others ONLY w judges permission
15
Q
Outcome of youth court
A
Cases are “proven” (court ordered FGC usually held) - High court for murder and manslaughter
- Adult court for sentencing if case is proven or if opt for jury trial
16
Q
Youth court outcomes
A
- Diischarge
- Fines & other restitution
- Rehabilitation
- Parenting programmes (recongise child does NOT Operate in isolation)
Mentoring programmes
17
Q
Rangatahi courts
A
Established in 2008 in gisborne (now 16 around country). Held on Marae
18
Q
Rangatahi court evaluation
A
- Better engage Maori Rangatahi and include their whanau and communities in YJ process
NOT limited to Maori - any young person can choose to go to marae. - Success supported by culutral relevance and cultural processing
Levelling of people (less barriers)
19
Q
Unintended positive outcomes of rangatahi
A
- Improved communication skills by young person
- Opportunities to be involved in leadership and mentoring
Engaged and established connections with Marae community
20
Q
Consent process in YJ research
A
- Literacy, learning and cognitive issues (therefore need to present information in engaging way, simplified, less dense)
21
Q
YJ research in NZ
A
- Methods utilised to engage and respect mana of children, take into account developmental stage, life experiences, capacities etc
22
Q
Methods used to investigate YJ children
A
- Mirror hui process
Semi structured interviews
23
Q
Findings of YJ study
A
Young people DONT understand court system very well. Cognitive ability influences understanding
24
Q
Challenges in court as established by YJ study
A
- Lack of responsiveness to the needs to rangatahi
- Physical layout
- Process in the youth court
- Westernised (concerns about how well the YK responded to the cultural needs of different Rangatahi (some people seemed pressured to go to marae based court)
- Communication difficulties
- Relational Challenges
Frustration with NZYJS both for themselves and rangatahi
25
Facilitators in YJ court (3)
- Youth Justice professionals (Right person & relationships PIVOTAL)
- High level of responsivity (support, awarness of neurodiversity)
- Effective communication
26
2 main developmental pathways (Moffit)
Adolesence Limited (AL) and Life course persistent (LCP)
27
Adolesence Limited (AL)
- Tension between physiological maturity and limited access to adults roles and responsibilities. - Antisocial behaviour in order to achieve freedoms and have access to what LCP has. Start to drop off graph into early mid 20's as too costly to engage in antisocial behaviour.
28
Life course persistent (LCP)
Lot of freedom (caregivers not adequately monitoring and supervising)More adult type privileges and roles
Antisocial behaviour started from very young age (risk factors even starting in utero). Pro social options shut down more and more, greater risk of antisocial lifestyle. World gets more and more limited
29
Benefit of YJS when considering LCP and AL
Most young people who engage in antisocial behaviour WILL move beyond it naturally as they move into adulthood
Do not want to snare them into CJS unecessarily
30
6 themes identified in interview regarding polive
Attitudes of resistance towards police, Whakawhanaunatanga, - Policing practices need improvement, Influence over my future vs destiny, Antisocial peers influence reoffending, Internal and external resources are necessary
31
Attitudes of resistance towards police
Often had negative experience (perception of being treated unfairly) - sensed as outgroup, violation of home enviornment by police, failure to uphold te tiriti
32
Whakawhanaunatanga
Important that everybody treated with dignity and respect
Ethnicity often part of first impressions (police are NOT adequately diverse). - Cultural element NEEDED to be strengthened in order to meaningfully connect with police
33
- Policing practices need improvement
Understanding it’s a difficult job but reflected that police needed to control their emotions, they are the adults, and they need to manage their anger & emotions as PART of the job. Would misinterpret fear & aggression OR assume malicious intent through asking for basic needs
34
- Influence over my future vs destiny
For pome, personal and vicarious police contact was associated with future orientation/goals
Fatalistic views about the future prevented them from planning their future for SOME young people. Others however, saw it as a push to take control of their future
35
Why is clinical psych the "holy grail" of pschology
(reputation, broadness, job security)
36
Isssues w clinical psych
- Deficit oriented
Due to western/Greek history of psychology, current psychology treatments and diagnosis is not conducive to meeting maori needs
37
Critical thinking in psych is...
- The ability to analyse information objectively and evaluate evidence to form a reasoned judgement
38
Why do we need critical thinking in psych
- Facilitate accurate diagnosis
- Enhance therapuetic decision making
Promote evidence based practice
39
Key components of critical thinking
Analysis, evaluation, inference, explanation, self-regulation
40
Analysis - critical thinking
Examine beliefs, assumptions and arguements
41
Evaluation - critical thinking
Assess the credibility of sources and evidence
42
Inference - critical thinking
Draw logical conclusions from available information
43
Explanation - critical thinking
Clearly articulate reasons behind conclusions
44
Self-regulation - critical thinking
Reflect on ones own biases and thought processes
45
How do aspects of critical thinking link to clin psych
- Facilitate decisions about diagnosis
- Recognise misdiagnoses
- Setting rapport in a clinical environment
Self regulation
46
Challenges of critical thinking
Cognitive biases (confirmation bias/anchoring bias), Emotional Influences, Overconfidence
47
Confirmation bias
favouring information that confirm existing beliefs
48
Anchoring bias:
Relying too heavily on the first piece of information encountered
49
Emotional Influences: & critical thiniing
- Personal feelings can cloud judgement
50
Overconfidence & critical thinking
- Excessive certainty in ones own knowledge can be harmful
51
in different contexts, KMR has a different meaning
- Umbrella term that at its simplest means the Maori way of planning to do things
Not so good when it comes to identifying what are the core components as it is SO applied to a particular area
52
Has Kaupapa Maori been effective
- Mixed outcomes!!!
- Kura Kaupapa have had great outcomes in Te Reo learning - good and universal findings across the board
- Whether associated with that are educational outcomes in broader terms
A wider analysis of education gains of kaupapa maori is needed
53
Epistemic Values
The GOOD qualities that knowledge can have
54
Epistemic values are useful. How?
we can use them to structure of evaluations of theories and ideas
- Scientific theories
- Explanations of why someone is experiencing a mental health difficulty (i.e., a formulation)
55
Predictive Value/Empirical fit
- How well a feeling aligns with what is known about the target phenomenon and informs accurate predictions
Is the map accurate representation of landscape
56
Explanatory Breadth
- How much a theory manages to explain
What is the range of landscapes it covers
57
Specificity
How detailed and specific are claims
58
External coherence
- How a theory aligns with established knowledge about wider world
Does map overlap with other landscapes
59
Utility
- How practically useful the theory is for particular purposes
- How well suited is the map for where u want to navigate
60
Generosity in evaluating theories
- If you critique someone's idea, critique them and the idea WELL
Be specific about the idea itself (generally well intentional). - You are playing the SAME game
- Evaluate your OWN feeling by those same set of standards
Use the very values you use to critique AS your criteria
61
Internal coherence
localised knowledge
62
Parsimony
look at what is right in front of you (GO TO knowledge source)
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