| Order ID |
53563633773 |
| Type |
Essay |
| Writer Level |
Masters |
| Style |
APA |
| Sources/References |
4 |
| Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Description
White-collar crime is not a new type of offense, though advances in technology have altered the scope and appearance of the crimes in this category. For example, in the past, credit card theft was accomplished by stealing the actual card or compromising the card by obtaining carbon copies of credit transactions. In addition, a less powerful Securities and Exchange Commission (SEC) enabled the easy destruction of many paper financial transactions. However, today’s modern systems are filled with information that is stored and maintained electronically and thus can be stolen by a computer hacker. Therefore, in terms of identity theft and information-related crimes, people are more vulnerable to mass compromise today than in the past.
Modern 24/7 media cycles have brought a variety of white-collar criminals and offenders, from politicians to celebrities, to the public’s attention. These new types of white-collar convicted offenders, while certainly not representing the majority of forensic offenders, have changed the landscape of forensic treatment settings.
With the increase of white-collar offenders in the criminal justice system, the forensic treatment provider has an increased likelihood of working with them in various settings. White-collar offenders present unique treatment opportunities that are not typical of those usually found in prisons, jails, or community custody treatment settings. Therefore, the treatment providers as well as the entire treatment system may be challenged by the nuances of white-collar crime and offenses.
To prepare for this Discussion:
Review the article “Personality, Environment, and the Causes of White-Collar Crime” in this week’s Learning Resources. Pay attention to the different personality traits linked to white-collar offenders.
Review the article “Criminal Thinking and Identity in Male White-Collar Offenders” in this week’s Learning Resources. Consider the characteristics of the different categories of white-collar offenders discussed in this article. Think about how these different characteristics would affect treatment approach.
Select one of the personality types (i.e., ultracompetitive, positive extrovert, disagreeable businessman, neurotic) discussed in the article “Personality, Environment, and the Causes of White-Collar Crime” that is of particular interest to you.
Identify a specific treatment approach for treating the type of white-collar offender you selected.
Conduct an academic search in the Walden Library and select at least one scholarly article from a peer-reviewed journal that features the treatment approach you selected. This treatment approach should demonstrate efficacy with your selected type of white-collar offender.
Think about the unique characteristics of your selected type of white-collar offender and reflect on any considerations related to the treatment of this type of offender.
Consider what challenges you might encounter while working with this group of white-collar offenders using the specific treatment approach you selected. Reflect on how you would address these challenges.
Review the course document, Treatment Outcome Models, provided in the introduction area of this week’s discussion.
Think about how treatment approach success could be evaluated using each of the treatment outcome models.
Select one treatment outcome model that you think would be the most effective for measuring the success of your treatment approach and consider why.
With these thoughts in mind:
By Day 4
Post by Day 4 a brief description of the two areas of forensic psychology consultation that you selected and explain why you selected each of them. Then explain the process you would take to become an expert in each of these areas. Be specific and support your response with references to the literature.
Be sure to support your postings and responses with specific references to the Learning Resources.
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RUBRIC
| QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
| Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
| Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
| Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
| Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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