Social Work and Criminal Justice

SUMMARY

We shall begin with the principal, and complicated, conclusion: Regrettably, the social work profession has largely abandoned the criminal justice field. That is not to say that social workers are not employed in criminal justice settings. Certainly they are. Significant numbers of social workers earn their living as probation and parole officers, caseworkers in public defender offices, counselors in correctional institutions and halfway houses, and so on. As a profession, however, social work no longer has a major presence in the criminal justice field (Gibelman and Schervish, 1993). Relatively few social workers embark on their professional education with the aim of employment in the criminal justice field. Virtually no courses in social work education programs focus explicitly or comprehensively on criminal justice (Knox and Roberts, 2002; McNeece and Roberts, 1997). Workshops offered at professional conferences or continuing education seminars rarely focus on criminal justice issues per se. And, relatively little serious scholarship on criminal justice issues is authored by social workers.

Interestingly, this has not always been the state of affairs. Earlier in the profession's history, social workers were much more visible and vocal participants in dialogue, debate, research, and practice related to criminal justice. Ideally-in light of social work's unique perspectives on practice and social problems, and the profession's noble value base-the profession will reclaim its preoccupation with criminal justice. As Sarri (2001) concludes with respect to social workers' involvement in the juvenile justice system in particular:

Thirty years ago, social workers were in leadership positions in juvenile justice in the majority of states. In the 1980s, a gradual decline began in agencies and in social work education for practice in juvenile justice. Some have suggested that the decline was at least partially due to professional resistance to working in coercive settings with involuntary clients. However, given the millions of people now caught up in the criminal justice system who are not receiving the social services they desperately need, it is a priority that social work return to a more central role in criminal justice. (p. 453)     

The Effects of Violence and Internal Displacement on Rural‐Agrarian Change in Turkey*

Abstract This paper addresses two interrelated issues that have assumed major political significance in the handling of the Kurdish question in Turkey. The first is the impact of violence and resulting internal displacement in Eastern and Southeastern Turkey on rural‐agrarian change. The second concerns the implications of the structural change and social transformation of the displaced population for their return to rural life. Analysis of national agricultural census data indicates that violence and displacement, in combination with a general process of agrarian change, have given rise to a new agrarian structure in the affected provinces, which leaves no room for the permanent return of most of the displaced population. On the other hand, the displaced population has undergone a social transformation that makes such a return less desirable for them.     

Best Practice Options: Turkey

At the ninth Migration Dialogue seminar, held 29–31 March 2001 in Istanbul, Turkey, opinion leaders discussed the major immigration and integration issues facing emigration, transit, and immigration countries. Several major issues regarding Turkey were discussed. 1 This report was prepared after the seminar for participants and others interested in migration and development issues. It has not been approved by participants, and thus should not be considered a consensus document.
First, the effect of the Turkish Government’s modernization effort, which began in the 1920s. In the 1960s the government began to promote the export of surplus labour, with the hope that sending workers abroad from less– developed parts of the country would bring remittances and returned workers with skills needed for modernization. Among the governments of labour–exporting countries, Turkey’s has been unique in its high hopes for recruitment, remittances, and returns. They were expected to bring about a transformation of the country. These high expectations help explain the widespread frustration with migration’s actual effects. Second, the Turkish Government’s current goal of gaining full membership in the European Union (EU). Ankara stresses that the EU should embrace full Turkish membership for a variety of reasons, including the country’s strategic position between Europe and Asia, and to send a signal to other Muslim societies, such as those of North Africa, that the EU will include Muslim societies that are secular and democratic. Third, Turkey’s fear that EU membership would lead to another wave of migration. Many Europeans fear that Turkish EU membership would lead to another wave of migration. Turkey hopes that admission to the EU will bring EU assistance and foreign direct investment (FDI) that creates jobs and pushes up wages, thus making migration insignificant. Finally, Turkey’s position as an emigration, transit, and immigration country. There are 3 to 4 million Turks abroad, 3 to 4 million foreigners living in Turkey (perhaps half Iranians), and tens of thousands who move through Turkey to Europe. Turkey is revising its asylum law in a manner that will allow persons fleeing persecution outside Europe to be considered refugees in Turkey, to establish for the first time a support system for refugees.     

Internally Displaced Persons in Pursuit for Access to Justice: Ukraine

The article focuses on Eastern European region and, specifically, access to justice for the internally displaced persons (IDPs) in Ukraine, who currently form ninth largest group of such forced migrants in the world. It explains the roots and causes of the Ukrainian internal displacement; institutional and legal framework, Ukrainian IDPs operate in; their internal structure, needs and vulnerabilities. Examining access to justice, its dimensions and key components in universal and regional context, it then applies this framework to Ukrainian IDPs’ situation. Facing challenges starting from legal recognition of their IDP status to discrimination in social‐economic sphere, having a limited right to vote and no legal responsibility for violation of their specific rights and freedoms, Ukrainian IDPs have no other recourse but to pursue justice in the national courts. However, justice as result is not often achievable due to a barrier, which arguably, as a matter of policy, has been overlooked.     

Sexual Abuse in a Classroom of Ten Male Students: A Group Victimization

The term “professional perpetrator” is used to describe individuals who commit sexual abuse in the capacity of a position of trust such as a teacher, household member, or employer. There is an increasing body of evidence focusing on educator sexual abuse in the school environment. However, data are limited about this topic. The aim of this paper is to present the rare occurrence of the case of a male teacher in Turkey who sexually abused his students in an elementary school. Although it is unknown which populations are most vulnerable to sexual abuse, in Turkey we think that the indigenous population is at risk. Abuse cases are not logged into the criminal justice system because the majority of abuse allegations are ignored or disbelieved by families.     

Safety for battered women in a textually mediated legal system 1

This paper proposes a shift in legal advocacy approaches employed by activists in the US battered women's movement that would take into account how the work of criminal justice professionals (police officers, probation officers, judges, and prosecutors) is organized. While judicial procedures may be more successful in bringing domestic abusers to justice than in the past, they are less successful in producing safety for the victims of abusers. Using institution ethnography as a research strategy, I explore aspects of how the work of practitioners in the police and court system is organized in ways that are not observable to activists working with the victims of abuse. An important aspect of the institutional process are its texts. Texts, as they are produced and processed in people's work settings, coordinate and regulate the different phases of practitioners’ work. In these work processes, organized and limited by formalized texts, women's experience of violence and intimidation is erased and issues of their safety disappear. In conclusion, I propose a method of engaging criminal justice professionals and community advocates in an investigation of local criminal justice settings with the intent of making changes in practices which fail to attend to the safety needs of women who are battered.     

Brain Drain from Turkey: Return Intentions of Skilled Migrants

The study estimates an empirical model of return intentions using a dataset compiled from an internet survey of Turkish professionals residing abroad. In the migration literature, wage differentials are often cited as an important factor explaining skilled migration. The findings of our study suggest, however, that non‐pecuniary factors, such as the importance of family and social considerations, are also influential in the return or non‐return decision of the highly educated. In addition, economic instability in Turkey, prior intentions to stay abroad, and work experience in Turkey also increase non‐return. Female respondents also appear less likely to return indicating a more selective migration process for females.     

Operationalizing Social Justice in Social Studies Education

Although social justice is an overarching goal of most every department of teacher education, college of education, and US College or University, it is rarely an identified goal for K–12 schools. We contend that the field of social studies education also substantively focuses on social justice, and as such, this article clarifies the ways in which classrooms can provide a social justice education. In particular, we explore the role of dispositions, reflective thinking, and controversial issues, and the ways in which they position students to understand, confront, and undermine social injustices. Finally, we provide specific curricular ideas and points of departure for middle school and high school social studies teachers to operationalize social justice education within their classes.     

Ist mein Einkommen gerecht?

Based on the “Status-Value-Theory”, “A New Theory of Distributive Justice” and the exchange theories it can be concluded that individuals evaluate their own income as being just or unjust according to the average reference incomes, income inequality and their social position within an income hierarchy. In order to analyze this issue, a web-based survey with an integrated experimental set-up was carried out in the beginning of 2012. The analysis of the experimental data of 906 participants shows that the respondents based their income justice evaluations on average incomes of people with same professional qualifications and supports the “Status-Value-Theory”. Evidence for the impact of the income distribution among the reference group on justice evaluations, as stated by “A New Theory of Distributive Justice”, could only be found for respondents ranked at the lower end of the income scale. A similar pattern could be found for the effect of a respondent’s social position on his or her income justice evaluations that was expected on the basis of the exchange theories. The social position affects the income justice evaluations only in case that incomes are sufficiently unequally distributed. This article may also be of interest to readers who are rather interested in methodological issues than in the topic of income justice. The stimuli used in this study were designed by taking into account the information provided by the respondents (dynamic stimuli).     

Gendered Aspects of Conflict,Displacement and Peace Process in Turkey

The peace process in Turkey, since its inception, has not paid any attention to internal displacement or its gendered aspects. This study analyses how displaced women remember the gendered aspects of displacement and perceive reconciliation and peace. The analysis, based on interviews with 42 internally displaced women, shows that changing domestic and international contexts have substantive impact on how displaced women remember their stories and the meaning they attach to their ethnic identities. Consequently, it suggests that if the peace process is re‐initiated, leaders need to take into consideration that each component of reconciliation (justice, peace, trust towards the state, intergroup relations and truth‐telling) has different difficulties to be overcome when the gendered aspect of displacement is taken into account and consider return not only as a realistic demand but also as a political wish.     

“The Penal Couple”: An Examination of the Relationship Between Victimization and Offending and Its Implications for Criminal Justice

Although it is commonly assumed that victims and offenders are distinct groups of people, extant research indicates significant overlap in these populations. The current review explores theoretical perspectives and empirical evidence supporting this position. It also highlights some unique challenges and consequences for the criminal justice system. Key issues and avenues for future research on the link between victimization and offending are discussed.     

Mediation of youth conflict: A multi-system perspective

The use of mediation and conflict resolution skills for youth in a variety of settings has grown extensively during the past decade. Rather than remain in a largely passive role as adults attempt to solve their problems, youth mediation programs can empower young people to be actively involved in resolving conflicts they are faced with. This article examines the application of mediation techniques in a variety of systems, including: the family; the school; the neighborhood; and the juvenile justice system. A basic definition of mediation, along with its strengths and limitations is presented. Key characteristics of youth mediation programs from a number of different states are identified. Finally, several critical issues facing the field of youth development and mediation are identified and discussed. These issues include: imbalance of power and negotiating skills; coercive versus voluntary participation; and, net-widening/labelling.     

Mobile pensioners: retirement migrants’ perspectives of EU citizenship and free movement

The European institutions picture EU citizens as important actors in the process of transforming EU citizenship into a “tangible reality”. By knowing and practising EU citizenship rights, EU citizens are supposed to give meaning and depth to the otherwise hollow concept of EU citizenship. What EU citizenship means for mobile citizens themselves and how EU citizens practice and evaluate their rights (“lived citizenship”) is generally not a central theme in reports and studies on EU citizenship. In this article the value of EU citizenship will be discussed by applying a qualitative research approach and by focusing on retired EU citizens’ perspectives and practice of, in particular, free movement. This article applies a comparative approach and includes EU citizens who move or return from the Netherlands to Spain or Turkey after retirement. Four groups of EU citizens move between these countries: Dutch nationals who move to Spain, Spanish nationals who return to Spain, Dutch nationals who move to Turkey and Turkish dual-nationals who return to Turkey after retirement. This article shows that migratory background, country of origin, country of retirement and the way in which EU citizenship is acquired determine retirement migrants’ perspectives and practice of EU citizenship.     

Cultivators of Change: Food Justice in Social Work Education

Food security is an important social work issue historically, and social work educators are responsible for teaching a curriculum that ensures social workers advance human rights, social justice, and economic justice. Contemporary food justice work focuses on the intersecting issues of policy, health, social justice, economic development, and the natural environment. The long-term global public health and environmental threats posed by the mainstream food system in combination with increasing poverty and food insecurity have led to questions about the ability of communities to sustain a nutritionally adequate and equitably distributed food supply. This paper provides examples of social work courses, units, and assignments that focus on educating students about food and environmental justice issues. Much of this work is based on service learning, which is an effective pedagogical tool for fostering connections between classroom concepts and practice. Courses that help students understand the contextual environments in their local communities provide optimal learning environments to address social, economic, and environmental injustices in the food system. Food justice, in particular, is one lens by which students can learn about environmental justice issues for application to their future practice.     

Does Reconciliation and Racial Justice Necessitate a Struggle against White Supremacy?

Several literatures including those focusing on settler colonialism, critical antiracism as well as ethnic studies and sociology more broadly often position racial injustice and genocide as a struggle against whiteness and white supremacy. Here I use my own positionality to illustrate what might be unseen in the current thinking about the meaning of what whiteness entails. Then I propose the preliminary workings of a nonbinary approach to thinking about racial justice and reconciliation that still centers the specific experiences of oppression but that does not also entail blaming a particular group as oppressor. While I focus on Canada and responsibility for Indigenous genocide and, to some extent, anti‐Black racism, my hope is that the theoretical logic will also be of utility for thinking about moving forward on issues of racial justice and genocide in other contexts.     

Relative labour deprivation and urban migration in Turkey

The paper develops a concept, a measure and an index of relative labour deprivation and applies these tools to measure deprivation in urban areas of South-East Turkey. It is shown how a Yitzhaki-type of relative deprivation index can be applied to the labor domain and be extended to take into account the notion of reference group derived from modern theories of social justice. In the absence of panel or longitudinal data, such measure results particularly useful to derive policy recommendations for areas characterized by heterogeneous communities. Contrary to what conventional statistics and wisdom would suggest, we find migrants from Eastern Turkey to be less relatively labour deprived than other groups of migrants.     

Early Childhood Education and Care as a Social Work Issue

Early childhood education and care affects millions of young people, their parents, and ultimately society at large. Social workers are employed directly in early childhood education and care programs and also witness the results of inadequate early interventions in various practice settings. Yet social workers do little of the research related to this topic. Numerous issues relate to both social work and to thoughtful discussions of early childhood education and care, including the unequal use of high quality early education programs, which is ultimately a social justice issue. This article elucidates how social workers can and why they should contribute to practice, policy, and research related to early childhood education and care.     

Training Police Social Workers: A Neglected Area of Social Work Education

This article begins with a discussion of the vital need for collaboration between social work and law enforcement professionals, with particular emphasis on the need for comprehensive training programs combining criminal justice and social work knowledge. It then documents several historical recommendations for training police social workers that are relevant today, and suggests that social work education programs of the future include provisions for transmitting social work knowledge to police officers. Similarly, social workers planning to practice in criminal justice settings need to have training in the administration of justice.     

New Technology and the Human Services

Summary

Much has been written about the effects of new technology on the human services and about its possible implications for agencies, practitioners and service users. There is also an important and expanding literature on the implications of new technology for society as a whole, including much which addresses issues of social justice. Until recently, however, there have been only a few attempts to explore the range of issues specifically concerning the relationship between social justice and the human services. My main purpose here is to start to sketch out the parameters of the field of study relating new technology to social justice in the human services and to explore some of them in depth.

Three examples of different definitions of social justice are introduced, viz.; justice as equity; flexible individualised justice; and empowerment. Then normative and ethical considerations in relation to new technology in the human services are briefly reviewed. In the main body of this paper these issues are brought together in relation to three key areas (i) the manager/professional interface (ii) strategies for new technology implementation-top down or bottom up and (iii) the relationship between social worker and service user. Finally some conclusions are drawn about the possibilities for a synthesis between competing visions of social justice.     

Social Work Education's Role in Addressing People and a Planet at Risk

As the nature of the earth's ecological crisis becomes increasingly dire and impossible to ignore and as global concern continues to increase, social work, with its investment in issues of justice and its commitment to a person-in-environment perspective, needs to more aggressively evaluate its place in this crisis. This paper presents a study designed to explore US social work students' attitudes, interests in, and practices related to the environment, as well as their perceptions of the place for environmental issues in the social work curriculum. This study's findings suggest that social work students' attitudes toward the environment are generally consonant with those of the US population, and that there is strong interest in enhancing the amount and scope of exposure to environmental issues in the social work curriculum. A sizable majority of all social work students surveyed view environmental justice as an important aspect of social justice and a viable area of concern for social workers, and they expressed an interest in seeing more content on environmental justice in social work education. Suggestions for integrating this content into the curriculum via inter- and trans-disciplinary, and service-learning approaches are discussed.