In this assignment, you continue in your role as a probation officer. The chief wants to continue her emphasis on empathy training. Now that she’s comfortable that officers have a grounding in criminology theory and in empathy, she wants to see how effectively they are able to apply what they’ve learned to their daily police work.
As part of the prework for an upcoming departmental training session, the chief wants all officers to complete a chart that requires them to specify the following for 10 given scenarios:
- The crime committed and the underlying cause of the behavior (based on criminology theories).
- A police response to the scenario that addresses the behavior and provides a solution to the incident.
Instructions
Complete the Criminology Theory Application Chart [DOCX] Download Criminology Theory Application Chart [DOCX], which identifies 10 scenarios of criminal or deviant acts that officers are likely to encounter in the performance of their duties.
The first scenario is completed for you as an example to guide your responses for the remaining scenarios. For each scenario:
- Identify the crime (or crimes) or deviance committed.
- Determine the behavior’s underlying cause based on accurate, relevant criminology theories.
- Outline a responding officer’s response to the scenario that addresses the behavior and provides a solution to the incident.
- Use at least three sources to support your writing. Choose sources that are credible, relevant, and appropriate. You may include your textbook. Cite each source at least once within your assignment. For help with research, writing, and citation, access the library or review library guides.
This course requires the use of Strayer Writing Standards (SWS). The library is your home for SWS assistance, including citations and formatting. Please refer to the Library site for all support. Check with your professor for any additional instructions.
The specific course learning outcome associated with this assignment is:
- Examine categories of crimes and their causes.
