Experiential Education and Training for Employment in Justice Occupations (SpringerBriefs in Psychology)

Preface Contents About the Authors Chapter 1: Experiential Education in Justice 1.1 Experiential Learning: An Old Practice; New Methods of Application 1.2 Definitions: Experiential Learning and Experiential Education 1.3 Sources of Information (Knowledge) 1.4 Experiential Learning Theory 1.4.1 Application of Experiential Learning Theory to Justice Occupations 1.4.2 Academic-Justice Agency Collaboration 1.5 Experiential Education: Speakers 1.6 Experiential Education Through Workshops, Seminars, and Symposiums 1.7 Experiential Learning Through Volunteer and Service Work 1.8 Experiential Education Gained Through Community Service 1.9 Summary References Chapter 2: Preparing for Experiential Learning 2.1 Introduction 2.2 Internships and Co-ops 2.3 Preparing for a Co-op or Internship 2.3.1 Choosing the Appropriate Agency 2.3.2 Role of Faculty Advisor for Co-ops and Internships 2.4 Student Preparation for Experiential Learning 2.4.1 Initial Communications 2.4.2 The Resume 2.4.3 The Interview 2.5 Summary References Chapter 3: Experiential Education in Policing and Security 3.1 Introduction: Testimonies 3.2 Origins of Police-Academic Collaboration in Education and Training 3.3 Relationship Between Police Academy Training and University Education 3.4 Diversity in Police Work 3.5 Internships with Police Agencies 3.5.1 Internships with Federal Policing and Investigative Agencies 3.5.2 Experiential Education Opportunities Through Private Policing 3.5.3 School Resource Officers 3.5.4 Trends in Private Security and Investigative Agency Internship Opportunities 3.6 Summary References Chapter 4: Experiential Education in the Legal Field 4.1 Introduction 4.2 Paralegal Internships 4.2.1 Tasks Completed Frequently as an Intern 4.3 Learning Experiences Motivating Toward a Law-Related Career 4.4 Field Trips and Seminars Relating to the Legal Aspects of the Justice System 4.4.1 Mock Trial 4.4.2 Mock Court (Collegiate Level) 4.5 Experiential Learning Programs for Law School Students 4.6 Workshops 4.7 Volunteers and Interns Assigned to Specialty Courts 4.8 Other Opportunities for Volunteers and Interns in the Legal Field 4.9 Summary References Chapter 5: Experiential Education in Corrections 5.1 Introduction: Interning in a Mexican Prison 5.2 Professionals Employed in Corrections 5.3 Opportunities for Experiential Learning in Community Corrections 5.3.1 Placement of Co-op Students with Local Justice Agencies 5.4 Experiential Learning in Juvenile Justice 5.5 Learning Experiences Through Volunteer Work in Juvenile Justice 5.6 Summary References Chapter 6: Experiential Learning in Victim and Social Service Agencies 6.1 Introduction 6.2 Scope of Victim Assistance Programs 6.2.1 Specialized Victim Service Agencies 6.2.2 Services for Elderly Victims 6.3 Funding of Victim Service Agencies 6.4 Victim Assistance Provided by State and Federal Agencies 6.5 Interns and Volunteers in Social Service Agencies 6.6 Participation of Volunteers and Interns in Human-Made Crisis Situations 6.7 Volunteering and Interning with Public and Private Social Service Agencies 6.8 Volunteer Work of Self-Help Groups 6.9 Summary References This brief discusses the benefits and various considerations for participants and justice agencies involved in experiential programs for students. Using case studies and interviews with justice agency administrators, it assesses programs in law enforcement, courts, corrections, and public and private human services agencies. Each chapter discusses how to prepare for the internship, the expectations of the field work, and practical concerns. This brief is appropriate for students in justice studies, criminology and related programs, and for professionals coordinating experiential education.