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[>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) **files (3)** – ## week4524.docx – ## 561projectweek4.docx – ## memorubric.pdf **## week4524.docx** 1 5 200 words each 524 d1 In Chapter 10 of Reddington and Bonham text, the authors discuss ways in which the criminal justice …
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[>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal)
**files (3)**
– ## week4524.docx
– ## 561projectweek4.docx
– ## memorubric.pdf
**## week4524.docx**
1
5
200 words each
524 d1
In Chapter 10 of Reddington and Bonham text, the authors discuss ways in which the criminal justice system deals with vulnerable populations, such as the mentally ill. The authors discuss a number of innovations in which the system can better deal with persons suffering from serious mental illness.
· Discuss at least one intervention that you believe is effective. Why do you believe this intervention is effective?
· Which intervention or method do you believe is least effective? Explain why and how it can be improved.
Conduct independent research on criminal justice programs in your state for those with mental illness. Describe the program and discuss whether you believe it is effective. How can it be improved? Make sure to provide a link to the research you found.
524 d2
During the COVID-19 Pandemic, various churches requested the courts to lift restrictions from stay-at-home orders and occupancy limits put into effect by Governors and local officials. The U.S. Supreme Court, by a majority vote, enjoined the New York Governor from enforcing occupancy limits put into effect by executive order. Read
[the majority (per curiam) opinion and concurring and dissenting opinions](https://www.supremecourt.gov/opinions/20pdf/20a87_4g15.pdf) and the
[summary](https://www.scotusblog.com/case-files/cases/roman-catholic-diocese-of-brooklyn-new-york-v-cuomo/).
Which opinion do you agree with and why? What insight did you gain? Did any portion of this discussion surprise you? If so, in what way?
[https://www.scotusblog.com/cases/case-files/roman-catholic-diocese-of-brooklyn-new-york-v-cuomo/](https://www.scotusblog.com/cases/case-files/roman-catholic-diocese-of-brooklyn-new-york-v-cuomo/)
https://www.supremecourt.gov/opinions/20pdf/20a87_4g15.pdf
Textbook
Jr., F.P.R. B. (2019). Flawed Criminal Justice Policies: At the Intersection of the Media, Public Fear and Legislative Response (2nd ed.). Carolina Academic Press.
[https://ccis.vitalsource.com/books/9781531011376](https://ccis.vitalsource.com/books/9781531011376)
Welsh, W. N., & Harris, P. W. (2016). Criminal Justice Policy and Planning (5th ed.). Taylor & Francis. https://ccis.vitalsource.com/books/9781317271550
**Stage 3 Paper: Designing the Program or Policy**
During stage 3, you will be designing your program or policy, following the guidance in Chapter 3 of Welsh and Harris text and Stage 3 of the Appendix on pages 256 and 257.
This is a very detailed stage, outlining how your program or policy will be constructed. Use the Stage 3 guidelines in Chapter 3, and follow the section in the Appendix.
· Complete Section A by choosing an intervention approach. Decide whether it is most appropriate to develop a program or policy, and explain why.
· Choose between Section B (if you are designing a criminal justice program) and Section C (if you are designing a criminal justice policy). Be sure to include all four components of program or policy design from either section. It is important to discuss why or how you chose each component. For example, it is important that you not just identify your clients for a program or a responsible party for a policy, but to explain why you chose them.
In this stage, you will create forms and other documents that will be used. For example, include actual job descriptions of each staff member, defining the skills and training required.
Welsh, W. N., & Harris, P. W. (2016). Criminal Justice Policy and Planning (5th ed.). Taylor & Francis. https://ccis.vitalsource.com/books/9781317271550
**## 561projectweek4.docx**
1
5
300-400 words for discussion
Addressing PTSD in Law Enforcement: Case Analysis and Strategies for Recovery
Officer James, a 42-year-old correctional officer, has been working in a maximum-security prison for over 15 years. During that time, he has experienced multiple traumatic incidents, including inmate violence, hostage situations, and the suicide of a fellow officer. Recently, James has been showing signs of heightened arousal, such as irritability, difficulty sleeping, and hypervigilance. He reports experiencing intrusive memories of past incidents and often avoids interacting with colleagues or entering certain areas of the facility. James also feels emotionally detached from his family and has difficulty managing his anger. After an incident where he froze during a high-stress situation, James was referred for evaluation and diagnosed with Posttraumatic Stress Disorder (PTSD). His supervisor is exploring ways to provide support and treatment options, including crisis intervention strategies and group therapy.
Initial Post:
Based on the case scenario and this week’s readings, put yourself in the role of a mental health advocate, supervisor, or peer support leader, analyze Officer James' situation, and consider how the diagnostic criteria, neurophysiological responses, and treatment approaches apply to his case. Respond to the following questions in your initial post:
1. How do Officer James' symptoms align with the diagnostic criteria for PTSD? How might this work environment and exposure to repeated trauma have contributed to his current challenges?
2. What evidence-based treatment options (e.g., EMDR, group therapy, crisis intervention strategies) would you recommend for Officer James, and why? How would you address the stigma often associated with seeking mental health support in law enforcement?
3. How can Officer James’ workplace foster a supportive environment to aid his recovery? What role might peer support programs, leadership involvement, and family engagement play in his treatment plan?
Resources
· James et al. (2025). Crisis intervention strategies (9th ed.). Chapters 7 & 8
· Shane, J. (2020). Stress inside police departments (1st ed.). Routledge Chapter 4
· Mass General Brigham. (2022).
[Post-Traumatic Stress Disorder (PTSD): History, treatment, and more.](https://www.youtube.com/watch?v=u-9oNQKmmuk) [Video]. YouTube.
· Oasis Mental Health Applications. (2020).
[Understanding trauma: Causes, symptoms, wellbeing strategies.](https://www.youtube.com/watch?v=FYx7HWoq7fE) [Video]. YouTube.
· The 10 Code Mindset. (2022).
[Police officers with PTSD | 6 signs and symptoms.](https://www.youtube.com/watch?v=Z1ouKPAZg9k) [Video]. YouTube.
· Veterans Health Administration. (2021).
[Eye movement desensitization and reprocessing (EMDR) for PTSD.](https://www.youtube.com/watch?v=tLrmZXheY5c) [Video]. YouTube.
· Science Animated. (2023).
[What everyone should know about suicide.](https://www.youtube.com/watch?v=dpWuf96-G7g&rco=1) [Video]. YouTube.
561 Project
Memo: Redefining Trauma Care for Metro City Police Department
You have been appointed as the Director of Resilience and Wellness Innovation for the Metro City Police Department (MCPD). Staff morale is at an all-time low, with absenteeism and burnout largely stemming from trauma-related stress. A recent hostage situation mishandled due to an officer’s emotional breakdown has heightened leadership’s concern over staff well-being and preparedness.
Traditional approaches like counseling and wellness days have failed due to barriers such as time constraints, stigma, and distrust in confidentiality.
Leadership is challenging you to design a bold, transformative plan to address trauma, improve resilience, and establish the department as a leader in mental health care. Your plan must go beyond conventional solutions and embrace innovative, sustainable strategies tailored to law enforcement personnel.
Instructions for Writing the Memo
Write a persuasive memo to the Metro City Police Department leadership addressing the following:
1. The Impact of Trauma: Explain how untreated trauma is affecting the department’s performance and morale. Highlight unique challenges faced by law enforcement personnel (e.g., hypervigilance, emotional detachment, decision fatigue).
2. Therapeutic Approaches: Propose two to three trauma interventions, such as Virtual Reality Therapy, Animal-Assisted Therapy, AI Mental Health Tools, CBT, EMDR, etc.
3. Trauma-Informed Practices: Suggest two creative strategies for embedding resilience into daily operations (i.e., "Decompression Zones" for stress relief, peer-led resilience workshops, etc.).
4. Leadership's Role: Recommend innovative leadership initiatives (i.e.,"Trauma-Informed Leadership Certification" to equip supervisors with tools to support their teams.)
5. Overcoming Challenges: Identify barriers (e.g., stigma, funding) and propose actionable solutions to address them.
Memo Requirements
Your memo should be no more than 500-600 words, single-spaced, concise and professional. Use clear headings and conclude with a summary of your proposed solutions. Propose innovative, evidence-based ideas tailored to Metro City Police Department personnel. Reference relevant research, course materials, or real-world examples.
**## memorubric.pdf**
Short Assignment 3 Rubric
Course: MSCJ 561 BDE – CRISIS INTERVENTION
Criteria Level 4 Level 3 Level 2 Level 1 Level 0
Criterion
Score
Impact
of
Trauma
/ 8
Therape
utic
Approac
hes
/ 4
8 points
Clearly and
thoroughly
explains how
untreated
trauma af-
fects perfor-
mance and
morale, with
detailed ex-
amples and
unique law
enforcement
challenges.
6.5 points
Effectively
explains how
untreated
trauma af-
fects perfor-
mance and
morale, in-
cluding some
examples
and
challenges.
5.5 points
Partially ex-
plains how un-
treated trauma
affects perfor-
mance and
morale, with
limited exam-
ples or vague
challenges.
5 points
Mentions
trauma’s ef-
fects on per-
formance or
morale, but
explanation
lacks clarity,
examples, or
specificity to
law
enforce-
ment.
0 points
Does not ad-
dress or in-
accurately
describes
how untreat-
ed trauma
affects per-
formance
and morale.
4 points
Proposes 2-3
highly innov-
ative, evi-
dence-based
interventions
tailored to
law enforce-
ment, with
strong sup-
porting
rationale.
3.25 points
Proposes 2-3
evidence-
based inter-
ventions tai-
lored to law
enforcement,
with ade-
quate
rationale.
2.75 points
Proposes inter-
ventions, but
they may lack
innovation,
strong tailor-
ing, or suffi-
cient rationale.
2.5 points
Proposes
basic or con-
ventional in-
terventions
with minimal
relevance or
explanation.
0 points
Fails to pro-
pose inter-
ventions or
provides ir-
relevant or
unsupported
suggestions.
3/24/26, 12:24 PM Short Assignment 3 – MSCJ 561 BDE – CRISIS INTERVENTION – Columbia College of Missouri
https://ccis.ucourses.com/d2l/lms/dropbox/user/folder_submit_files.d2l?db=2119056&grpid=0&isprv=0&bp=0&ou=1049510 1/6
Criteria Level 4 Level 3 Level 2 Level 1 Level 0
Criterion
Score
Trauma-
Informed
Practices
/ 4
Leadersh
ip's Role
/ 4
Overcom
ing
Challeng
es
/ 4
4 points
Suggests 2
creative,
practical
strategies to
embed re-
silience into
daily opera-
tions, with
clear links to
law enforce-
ment needs.
3.25 points
Suggests 2
strategies to
embed re-
silience into
daily opera-
tions, with
reasonable
connections
to law en-
forcement
needs.
2.75 points
Suggests
strategies, but
they lack cre-
ativity, feasibil-
ity, or clear
links to law
enforcement.
2.5 points
Suggests
overly gen-
eral strate-
gies with
limited con-
nection to
daily opera-
tions or
resilience.
0 points
Fails to pro-
pose rele-
vant strate-
gies for em-
bedding re-
silience into
daily
operations.
4 points
Recommends
highly innov-
ative and ac-
tionable
leadership
initiatives,
supported by
evidence or
examples of
effective-
ness.
3.25 points
Recommends
actionable
leadership
initiatives
with reason-
able evi-
dence or ex-
amples of
effective-
ness.
2.75 points
Recommends
leadership ini-
tiatives, but
they may lack
innovation, de-
tail, or suffi-
cient support.
2.5 points
Mentions
leadership
initiatives,
but they lack
clarity, inno-
vation, or
feasibility.
0 points
Fails to rec-
ommend rel-
evant or ac-
tionable
leadership
initiatives.
4 points
Identifies
multiple bar-
riers and
provides
specific, ac-
tionable, and
innovative
solutions to
address
them.
3.25 points
Identifies
barriers and
provides ac-
tionable so-
lutions, with
adequate
detail.
2.75 points
Identifies barri-
ers, but solu-
tions are
generic or lack
detail and
innovation.
2.5 points
Mentions
barriers with
minimal or
vague
solutions.
0 points
Does not ad-
dress barri-
ers or pro-
vides no vi-
able
solutions.
3/24/26, 12:24 PM Short Assignment 3 – MSCJ 561 BDE – CRISIS INTERVENTION – Columbia College of Missouri
https://ccis.ucourses.com/d2l/lms/dropbox/user/folder_submit_files.d2l?db=2119056&grpid=0&isprv=0&bp=0&ou=1049510 2/6
Criteria Level 4 Level 3 Level 2 Level 1 Level 0
Criterion
Score
Memo
Organiza
tion
/ 4
Word
Count
/ 4
Formatti
ng,
Grammar
and
Mechani
cs
/ 8
4 points
Memo is ex-
ceptionally
clear, profes-
sional, and
concise, with
logical orga-
nization,
clear head-
ings, and a
strong sum-
mary of pro-
posed
solutions.
3.25 points
Memo is
clear, profes-
sional, and
concise, with
logical orga-
nization and
adequate
use of head-
ings and
summary.
2.75 points
Memo is some-
what clear and
organized, but
some sections
lack clarity,
professional-
ism, or logical
flow.
2.5 points
Memo is dis-
organized or
lacks profes-
sionalism,
clear head-
ings, or a co-
herent
summary.
0 points
Memo lacks
clear organi-
zation, head-
ings, and
professional-
ism, making
it difficult to
understand.
4 points
Student
writes 500-
600 words.
3.25 points
Student
writes 450-
499 words.
2.75 points
Student writes
400-449
words.
2.5 points
Student
writes 350-
399 words.
0 points
Student
writes less
than 350
words.
8 points
Exemplary
use of for-
matting and
flawless
grammar,
punctuation,
and spelling
throughout
the memo.
Adheres to
single-spac-
ing, and uses
a highly pro-
fessional
tone and
format.
6.5 points
Proper use
of format-
ting with mi-
nor errors
and mostly
correct
grammar,
punctuation,
and spelling.
Adheres to
single-spac-
ing, with a
professional
tone and
format.
5.5 points
Some errors in
formatting,
grammar,
punctuation, or
spelling that do
not significant-
ly hinder
understanding.
5 points
Frequent er-
rors in for-
matting,
grammar,
punctuation,
or spelling
that some-
what hinder
understand-
ing.
Formatting
is inconsis-
tent or
unprofes-
sional.
0 points
Numerous
errors in
formatting,
grammar,
punctuation,
or spelling
that make
the memo
difficult to
understand.
Formatting
does not
meet the
require-
ments.
3/24/26, 12:24 PM Short Assignment 3 – MSCJ 561 BDE – CRISIS INTERVENTION – Columbia College of Missouri
https://ccis.ucourses.com/d2l/lms/dropbox/user/folder_submit_files.d2l?db=2119056&grpid=0&isprv=0&bp=0&ou=1049510 3/6
Total / 40
Overall Score
Level 4
36 points minimum
Level 3
32 points minimum
Level 2
28 points minimum
Level 1
24 points minimum
Level 0
0 points minimum
3/24/26, 12:24 PM Short Assignment 3 – MSCJ 561 BDE – CRISIS INTERVENTION – Columbia College of Missouri
https://ccis.ucourses.com/d2l/lms/dropbox/user/folder_submit_files.d2l?db=2119056&grpid=0&isprv=0&bp=0&ou=1049510 4/6
3/24/26, 12:24 PM Short Assignment 3 – MSCJ 561 BDE – CRISIS INTERVENTION – Columbia College of Missouri
https://ccis.ucourses.com/d2l/lms/dropbox/user/folder_submit_files.d2l?db=2119056&grpid=0&isprv=0&bp=0&ou=1049510 5/6
3/24/26, 12:24 PM Short Assignment 3 – MSCJ 561 BDE – CRISIS INTERVENTION – Columbia College of Missouri
https://ccis.ucourses.com/d2l/lms/dropbox/user/folder_submit_files.d2l?db=2119056&grpid=0&isprv=0&bp=0&ou=1049510 6/6
**## memorubric.pdf**
Short Assignment 3 Rubric
Course: MSCJ 561 BDE – CRISIS INTERVENTION
Criteria Level 4 Level 3 Level 2 Level 1 Level 0
Criterion
Score
Impact
of
Trauma
/ 8
Therape
utic
Approac
hes
/ 4
8 points
Clearly and
thoroughly
explains how
untreated
trauma af-
fects perfor-
mance and
morale, with
detailed ex-
amples and
unique law
enforcement
challenges.
6.5 points
Effectively
explains how
untreated
trauma af-
fects perfor-
mance and
morale, in-
cluding some
examples
and
challenges.
5.5 points
Partially ex-
plains how un-
treated trauma
affects perfor-
mance and
morale, with
limited exam-
ples or vague
challenges.
5 points
Mentions
trauma’s ef-
fects on per-
formance or
morale, but
explanation
lacks clarity,
examples, or
specificity to
law
enforce-
ment.
0 points
Does not ad-
dress or in-
accurately
describes
how untreat-
ed trauma
affects per-
formance
and morale.
4 points
Proposes 2-3
highly innov-
ative, evi-
dence-based
interventions
tailored to
law enforce-
ment, with
strong sup-
porting
rationale.
3.25 points
Proposes 2-3
evidence-
based inter-
ventions tai-
lored to law
enforcement,
with ade-
quate
rationale.
2.75 points
Proposes inter-
ventions, but
they may lack
innovation,
strong tailor-
ing, or suffi-
cient rationale.
2.5 points
Proposes
basic or con-
ventional in-
terventions
with minimal
relevance or
explanation.
0 points
Fails to pro-
pose inter-
ventions or
provides ir-
relevant or
unsupported
suggestions.
3/24/26, 12:24 PM Short Assignment 3 – MSCJ 561 BDE – CRISIS INTERVENTION – Columbia College of Missouri
https://ccis.ucourses.com/d2l/lms/dropbox/user/folder_submit_files.d2l?db=2119056&grpid=0&isprv=0&bp=0&ou=1049510 1/6
Criteria Level 4 Level 3 Level 2 Level 1 Level 0
Criterion
Score
Trauma-
Informed
Practices
/ 4
Leadersh
ip's Role
/ 4
Overcom
ing
Challeng
es
/ 4
4 points
Suggests 2
creative,
practical
strategies to
embed re-
silience into
daily opera-
tions, with
clear links to
law enforce-
ment needs.
3.25 points
Suggests 2
strategies to
embed re-
silience into
daily opera-
tions, with
reasonable
connections
to law en-
forcement
needs.
2.75 points
Suggests
strategies, but
they lack cre-
ativity, feasibil-
ity, or clear
links to law
enforcement.
2.5 points
Suggests
overly gen-
eral strate-
gies with
limited con-
nection to
daily opera-
tions or
resilience.
0 points
Fails to pro-
pose rele-
vant strate-
gies for em-
bedding re-
silience into
daily
operations.
4 points
Recommends
highly innov-
ative and ac-
tionable
leadership
initiatives,
supported by
evidence or
examples of
effective-
ness.
3.25 points
Recommends
actionable
leadership
initiatives
with reason-
able evi-
dence or ex-
amples of
effective-
ness.
2.75 points
Recommends
leadership ini-
tiatives, but
they may lack
innovation, de-
tail, or suffi-
cient support.
2.5 points
Mentions
leadership
initiatives,
but they lack
clarity, inno-
vation, or
feasibility.
0 points
Fails to rec-
ommend rel-
evant or ac-
tionable
leadership
initiatives.
4 points
Identifies
multiple bar-
riers and
provides
specific, ac-
tionable, and
innovative
solutions to
address
them.
3.25 points
Identifies
barriers and
provides ac-
tionable so-
lutions, with
adequate
detail.
2.75 points
Identifies barri-
ers, but solu-
tions are
generic or lack
detail and
innovation.
2.5 points
Mentions
barriers with
minimal or
vague
solutions.
0 points
Does not ad-
dress barri-
ers or pro-
vides no vi-
able
solutions.
3/24/26, 12:24 PM Short Assignment 3 – MSCJ 561 BDE – CRISIS INTERVENTION – Columbia College of Missouri
https://ccis.ucourses.com/d2l/lms/dropbox/user/folder_submit_files.d2l?db=2119056&grpid=0&isprv=0&bp=0&ou=1049510 2/6
Criteria Level 4 Level 3 Level 2 Level 1 Level 0
Criterion
Score
Memo
Organiza
tion
/ 4
Word
Count
/ 4
Formatti
ng,
Grammar
and
Mechani
cs
/ 8
4 points
Memo is ex-
ceptionally
clear, profes-
sional, and
concise, with
logical orga-
nization,
clear head-
ings, and a
strong sum-
mary of pro-
posed
solutions.
3.25 points
Memo is
clear, profes-
sional, and
concise, with
logical orga-
nization and
adequate
use of head-
ings and
summary.
2.75 points
Memo is some-
what clear and
organized, but
some sections
lack clarity,
professional-
ism, or logical
flow.
2.5 points
Memo is dis-
organized or
lacks profes-
sionalism,
clear head-
ings, or a co-
herent
summary.
0 points
Memo lacks
clear organi-
zation, head-
ings, and
professional-
ism, making
it difficult to
understand.
4 points
Student
writes 500-
600 words.
3.25 points
Student
writes 450-
499 words.
2.75 points
Student writes
400-449
words.
2.5 points
Student
writes 350-
399 words.
0 points
Student
writes less
than 350
words.
8 points
Exemplary
use of for-
matting and
flawless
grammar,
punctuation,
and spelling
throughout
the memo.
Adheres to
single-spac-
ing, and uses
a highly pro-
fessional
tone and
format.
6.5 points
Proper use
of format-
ting with mi-
nor errors
and mostly
correct
grammar,
punctuation,
and spelling.
Adheres to
single-spac-
ing, with a
professional
tone and
format.
5.5 points
Some errors in
formatting,
grammar,
punctuation, or
spelling that do
not significant-
ly hinder
understanding.
5 points
Frequent er-
rors in for-
matting,
grammar,
punctuation,
or spelling
that some-
what hinder
understand-
ing.
Formatting
is inconsis-
tent or
unprofes-
sional.
0 points
Numerous
errors in
formatting,
grammar,
punctuation,
or spelling
that make
the memo
difficult to
understand.
Formatting
does not
meet the
require-
ments.
3/24/26, 12:24 PM Short Assignment 3 – MSCJ 561 BDE – CRISIS INTERVENTION – Columbia College of Missouri
https://ccis.ucourses.com/d2l/lms/dropbox/user/folder_submit_files.d2l?db=2119056&grpid=0&isprv=0&bp=0&ou=1049510 3/6
Total / 40
Overall Score
Level 4
36 points minimum
Level 3
32 points minimum
Level 2
28 points minimum
Level 1
24 points minimum
Level 0
0 points minimum
3/24/26, 12:24 PM Short Assignment 3 – MSCJ 561 BDE – CRISIS INTERVENTION – Columbia College of Missouri
https://ccis.ucourses.com/d2l/lms/dropbox/user/folder_submit_files.d2l?db=2119056&grpid=0&isprv=0&bp=0&ou=1049510 4/6
3/24/26, 12:24 PM Short Assignment 3 – MSCJ 561 BDE – CRISIS INTERVENTION – Columbia College of Missouri
https://ccis.ucourses.com/d2l/lms/dropbox/user/folder_submit_files.d2l?db=2119056&grpid=0&isprv=0&bp=0&ou=1049510 5/6
3/24/26, 12:24 PM Short Assignment 3 – MSCJ 561 BDE – CRISIS INTERVENTION – Columbia College of Missouri
https://ccis.ucourses.com/d2l/lms/dropbox/user/folder_submit_files.d2l?db=2119056&grpid=0&isprv=0&bp=0&ou=1049510 6/6
**## week4524.docx**
1
5
200 words each
524 d1
In Chapter 10 of Reddington and Bonham text, the authors discuss ways in which the criminal justice system deals with vulnerable populations, such as the mentally ill. The authors discuss a number of innovations in which the system can better deal with persons suffering from serious mental illness.
· Discuss at least one intervention that you believe is effective. Why do you believe this intervention is effective?
· Which intervention or method do you believe is least effective? Explain why and how it can be improved.
Conduct independent research on criminal justice programs in your state for those with mental illness. Describe the program and discuss whether you believe it is effective. How can it be improved? Make sure to provide a link to the research you found.
524 d2
During the COVID-19 Pandemic, various churches requested the courts to lift restrictions from stay-at-home orders and occupancy limits put into effect by Governors and local officials. The U.S. Supreme Court, by a majority vote, enjoined the New York Governor from enforcing occupancy limits put into effect by executive order. Read
[the majority (per curiam) opinion and concurring and dissenting opinions](https://www.supremecourt.gov/opinions/20pdf/20a87_4g15.pdf) and the
[summary](https://www.scotusblog.com/case-files/cases/roman-catholic-diocese-of-brooklyn-new-york-v-cuomo/).
Which opinion do you agree with and why? What insight did you gain? Did any portion of this discussion surprise you? If so, in what way?
[https://www.scotusblog.com/cases/case-files/roman-catholic-diocese-of-brooklyn-new-york-v-cuomo/](https://www.scotusblog.com/cases/case-files/roman-catholic-diocese-of-brooklyn-new-york-v-cuomo/)
https://www.supremecourt.gov/opinions/20pdf/20a87_4g15.pdf
Textbook
Jr., F.P.R. B. (2019). Flawed Criminal Justice Policies: At the Intersection of the Media, Public Fear and Legislative Response (2nd ed.). Carolina Academic Press.
[https://ccis.vitalsource.com/books/9781531011376](https://ccis.vitalsource.com/books/9781531011376)
Welsh, W. N., & Harris, P. W. (2016). Criminal Justice Policy and Planning (5th ed.). Taylor & Francis. https://ccis.vitalsource.com/books/9781317271550
**Stage 3 Paper: Designing the Program or Policy**
During stage 3, you will be designing your program or policy, following the guidance in Chapter 3 of Welsh and Harris text and Stage 3 of the Appendix on pages 256 and 257.
This is a very detailed stage, outlining how your program or policy will be constructed. Use the Stage 3 guidelines in Chapter 3, and follow the section in the Appendix.
· Complete Section A by choosing an intervention approach. Decide whether it is most appropriate to develop a program or policy, and explain why.
· Choose between Section B (if you are designing a criminal justice program) and Section C (if you are designing a criminal justice policy). Be sure to include all four components of program or policy design from either section. It is important to discuss why or how you chose each component. For example, it is important that you not just identify your clients for a program or a responsible party for a policy, but to explain why you chose them.
In this stage, you will create forms and other documents that will be used. For example, include actual job descriptions of each staff member, defining the skills and training required.
Welsh, W. N., & Harris, P. W. (2016). Criminal Justice Policy and Planning (5th ed.). Taylor & Francis. https://ccis.vitalsource.com/books/9781317271550
**## 561projectweek4.docx**
1
5
300-400 words for discussion
Addressing PTSD in Law Enforcement: Case Analysis and Strategies for Recovery
Officer James, a 42-year-old correctional officer, has been working in a maximum-security prison for over 15 years. During that time, he has experienced multiple traumatic incidents, including inmate violence, hostage situations, and the suicide of a fellow officer. Recently, James has been showing signs of heightened arousal, such as irritability, difficulty sleeping, and hypervigilance. He reports experiencing intrusive memories of past incidents and often avoids interacting with colleagues or entering certain areas of the facility. James also feels emotionally detached from his family and has difficulty managing his anger. After an incident where he froze during a high-stress situation, James was referred for evaluation and diagnosed with Posttraumatic Stress Disorder (PTSD). His supervisor is exploring ways to provide support and treatment options, including crisis intervention strategies and group therapy.
Initial Post:
Based on the case scenario and this week’s readings, put yourself in the role of a mental health advocate, supervisor, or peer support leader, analyze Officer James' situation, and consider how the diagnostic criteria, neurophysiological responses, and treatment approaches apply to his case. Respond to the following questions in your initial post:
1. How do Officer James' symptoms align with the diagnostic criteria for PTSD? How might this work environment and exposure to repeated trauma have contributed to his current challenges?
2. What evidence-based treatment options (e.g., EMDR, group therapy, crisis intervention strategies) would you recommend for Officer James, and why? How would you address the stigma often associated with seeking mental health support in law enforcement?
3. How can Officer James’ workplace foster a supportive environment to aid his recovery? What role might peer support programs, leadership involvement, and family engagement play in his treatment plan?
Resources
· James et al. (2025). Crisis intervention strategies (9th ed.). Chapters 7 & 8
· Shane, J. (2020). Stress inside police departments (1st ed.). Routledge Chapter 4
· Mass General Brigham. (2022).
[Post-Traumatic Stress Disorder (PTSD): History, treatment, and more.](https://www.youtube.com/watch?v=u-9oNQKmmuk) [Video]. YouTube.
· Oasis Mental Health Applications. (2020).
[Understanding trauma: Causes, symptoms, wellbeing strategies.](https://www.youtube.com/watch?v=FYx7HWoq7fE) [Video]. YouTube.
· The 10 Code Mindset. (2022).
[Police officers with PTSD | 6 signs and symptoms.](https://www.youtube.com/watch?v=Z1ouKPAZg9k) [Video]. YouTube.
· Veterans Health Administration. (2021).
[Eye movement desensitization and reprocessing (EMDR) for PTSD.](https://www.youtube.com/watch?v=tLrmZXheY5c) [Video]. YouTube.
· Science Animated. (2023).
[What everyone should know about suicide.](https://www.youtube.com/watch?v=dpWuf96-G7g&rco=1) [Video]. YouTube.
561 Project
Memo: Redefining Trauma Care for Metro City Police Department
You have been appointed as the Director of Resilience and Wellness Innovation for the Metro City Police Department (MCPD). Staff morale is at an all-time low, with absenteeism and burnout largely stemming from trauma-related stress. A recent hostage situation mishandled due to an officer’s emotional breakdown has heightened leadership’s concern over staff well-being and preparedness.
Traditional approaches like counseling and wellness days have failed due to barriers such as time constraints, stigma, and distrust in confidentiality.
Leadership is challenging you to design a bold, transformative plan to address trauma, improve resilience, and establish the department as a leader in mental health care. Your plan must go beyond conventional solutions and embrace innovative, sustainable strategies tailored to law enforcement personnel.
Instructions for Writing the Memo
Write a persuasive memo to the Metro City Police Department leadership addressing the following:
1. The Impact of Trauma: Explain how untreated trauma is affecting the department’s performance and morale. Highlight unique challenges faced by law enforcement personnel (e.g., hypervigilance, emotional detachment, decision fatigue).
2. Therapeutic Approaches: Propose two to three trauma interventions, such as Virtual Reality Therapy, Animal-Assisted Therapy, AI Mental Health Tools, CBT, EMDR, etc.
3. Trauma-Informed Practices: Suggest two creative strategies for embedding resilience into daily operations (i.e., "Decompression Zones" for stress relief, peer-led resilience workshops, etc.).
4. Leadership's Role: Recommend innovative leadership initiatives (i.e.,"Trauma-Informed Leadership Certification" to equip supervisors with tools to support their teams.)
5. Overcoming Challenges: Identify barriers (e.g., stigma, funding) and propose actionable solutions to address them.
Memo Requirements
Your memo should be no more than 500-600 words, single-spaced, concise and professional. Use clear headings and conclude with a summary of your proposed solutions. Propose innovative, evidence-based ideas tailored to Metro City Police Department personnel. Reference relevant research, course materials, or real-world examples.
**## memorubric.pdf**
Short Assignment 3 Rubric
Course: MSCJ 561 BDE – CRISIS INTERVENTION
Criteria Level 4 Level 3 Level 2 Level 1 Level 0
Criterion
Score
Impact
of
Trauma
/ 8
Therape
utic
Approac
hes
/ 4
8 points
Clearly and
thoroughly
explains how
untreated
trauma af-
fects perfor-
mance and
morale, with
detailed ex-
amples and
unique law
enforcement
challenges.
6.5 points
Effectively
explains how
untreated
trauma af-
fects perfor-
mance and
morale, in-
cluding some
examples
and
challenges.
5.5 points
Partially ex-
plains how un-
treated trauma
affects perfor-
mance and
morale, with
limited exam-
ples or vague
challenges.
5 points
Mentions
trauma’s ef-
fects on per-
formance or
morale, but
explanation
lacks clarity,
examples, or
specificity to
law
enforce-
ment.
0 points
Does not ad-
dress or in-
accurately
describes
how untreat-
ed trauma
affects per-
formance
and morale.
4 points
Proposes 2-3
highly innov-
ative, evi-
dence-based
interventions
tailored to
law enforce-
ment, with
strong sup-
porting
rationale.
3.25 points
Proposes 2-3
evidence-
based inter-
ventions tai-
lored to law
enforcement,
with ade-
quate
rationale.
2.75 points
Proposes inter-
ventions, but
they may lack
innovation,
strong tailor-
ing, or suffi-
cient rationale.
2.5 points
Proposes
basic or con-
ventional in-
terventions
with minimal
relevance or
explanation.
0 points
Fails to pro-
pose inter-
ventions or
provides ir-
relevant or
unsupported
suggestions.
3/24/26, 12:24 PM Short Assignment 3 – MSCJ 561 BDE – CRISIS INTERVENTION – Columbia College of Missouri
https://ccis.ucourses.com/d2l/lms/dropbox/user/folder_submit_files.d2l?db=2119056&grpid=0&isprv=0&bp=0&ou=1049510 1/6
Criteria Level 4 Level 3 Level 2 Level 1 Level 0
Criterion
Score
Trauma-
Informed
Practices
/ 4
Leadersh
ip's Role
/ 4
Overcom
ing
Challeng
es
/ 4
4 points
Suggests 2
creative,
practical
strategies to
embed re-
silience into
daily opera-
tions, with
clear links to
law enforce-
ment needs.
3.25 points
Suggests 2
strategies to
embed re-
silience into
daily opera-
tions, with
reasonable
connections
to law en-
forcement
needs.
2.75 points
Suggests
strategies, but
they lack cre-
ativity, feasibil-
ity, or clear
links to law
enforcement.
2.5 points
Suggests
overly gen-
eral strate-
gies with
limited con-
nection to
daily opera-
tions or
resilience.
0 points
Fails to pro-
pose rele-
vant strate-
gies for em-
bedding re-
silience into
daily
operations.
4 points
Recommends
highly innov-
ative and ac-
tionable
leadership
initiatives,
supported by
evidence or
examples of
effective-
ness.
3.25 points
Recommends
actionable
leadership
initiatives
with reason-
able evi-
dence or ex-
amples of
effective-
ness.
2.75 points
Recommends
leadership ini-
tiatives, but
they may lack
innovation, de-
tail, or suffi-
cient support.
2.5 points
Mentions
leadership
initiatives,
but they lack
clarity, inno-
vation, or
feasibility.
0 points
Fails to rec-
ommend rel-
evant or ac-
tionable
leadership
initiatives.
4 points
Identifies
multiple bar-
riers and
provides
specific, ac-
tionable, and
innovative
solutions to
address
them.
3.25 points
Identifies
barriers and
provides ac-
tionable so-
lutions, with
adequate
detail.
2.75 points
Identifies barri-
ers, but solu-
tions are
generic or lack
detail and
innovation.
2.5 points
Mentions
barriers with
minimal or
vague
solutions.
0 points
Does not ad-
dress barri-
ers or pro-
vides no vi-
able
solutions.
3/24/26, 12:24 PM Short Assignment 3 – MSCJ 561 BDE – CRISIS INTERVENTION – Columbia College of Missouri
https://ccis.ucourses.com/d2l/lms/dropbox/user/folder_submit_files.d2l?db=2119056&grpid=0&isprv=0&bp=0&ou=1049510 2/6
Criteria Level 4 Level 3 Level 2 Level 1 Level 0
Criterion
Score
Memo
Organiza
tion
/ 4
Word
Count
/ 4
Formatti
ng,
Grammar
and
Mechani
cs
/ 8
4 points
Memo is ex-
ceptionally
clear, profes-
sional, and
concise, with
logical orga-
nization,
clear head-
ings, and a
strong sum-
mary of pro-
posed
solutions.
3.25 points
Memo is
clear, profes-
sional, and
concise, with
logical orga-
nization and
adequate
use of head-
ings and
summary.
2.75 points
Memo is some-
what clear and
organized, but
some sections
lack clarity,
professional-
ism, or logical
flow.
2.5 points
Memo is dis-
organized or
lacks profes-
sionalism,
clear head-
ings, or a co-
herent
summary.
0 points
Memo lacks
clear organi-
zation, head-
ings, and
professional-
ism, making
it difficult to
understand.
4 points
Student
writes 500-
600 words.
3.25 points
Student
writes 450-
499 words.
2.75 points
Student writes
400-449
words.
2.5 points
Student
writes 350-
399 words.
0 points
Student
writes less
than 350
words.
8 points
Exemplary
use of for-
matting and
flawless
grammar,
punctuation,
and spelling
throughout
the memo.
Adheres to
single-spac-
ing, and uses
a highly pro-
fessional
tone and
format.
6.5 points
Proper use
of format-
ting with mi-
nor errors
and mostly
correct
grammar,
punctuation,
and spelling.
Adheres to
single-spac-
ing, with a
professional
tone and
format.
5.5 points
Some errors in
formatting,
grammar,
punctuation, or
spelling that do
not significant-
ly hinder
understanding.
5 points
Frequent er-
rors in for-
matting,
grammar,
punctuation,
or spelling
that some-
what hinder
understand-
ing.
Formatting
is inconsis-
tent or
unprofes-
sional.
0 points
Numerous
errors in
formatting,
grammar,
punctuation,
or spelling
that make
the memo
difficult to
understand.
Formatting
does not
meet the
require-
ments.
3/24/26, 12:24 PM Short Assignment 3 – MSCJ 561 BDE – CRISIS INTERVENTION – Columbia College of Missouri
https://ccis.ucourses.com/d2l/lms/dropbox/user/folder_submit_files.d2l?db=2119056&grpid=0&isprv=0&bp=0&ou=1049510 3/6
Total / 40
Overall Score
Level 4
36 points minimum
Level 3
32 points minimum
Level 2
28 points minimum
Level 1
24 points minimum
Level 0
0 points minimum
3/24/26, 12:24 PM Short Assignment 3 – MSCJ 561 BDE – CRISIS INTERVENTION – Columbia College of Missouri
https://ccis.ucourses.com/d2l/lms/dropbox/user/folder_submit_files.d2l?db=2119056&grpid=0&isprv=0&bp=0&ou=1049510 4/6
3/24/26, 12:24 PM Short Assignment 3 – MSCJ 561 BDE – CRISIS INTERVENTION – Columbia College of Missouri
https://ccis.ucourses.com/d2l/lms/dropbox/user/folder_submit_files.d2l?db=2119056&grpid=0&isprv=0&bp=0&ou=1049510 5/6
3/24/26, 12:24 PM Short Assignment 3 – MSCJ 561 BDE – CRISIS INTERVENTION – Columbia College of Missouri
https://ccis.ucourses.com/d2l/lms/dropbox/user/folder_submit_files.d2l?db=2119056&grpid=0&isprv=0&bp=0&ou=1049510 6/6
**## week4524.docx**
1
5
200 words each
524 d1
In Chapter 10 of Reddington and Bonham text, the authors discuss ways in which the criminal justice system deals with vulnerable populations, such as the mentally ill. The authors discuss a number of innovations in which the system can better deal with persons suffering from serious mental illness.
· Discuss at least one intervention that you believe is effective. Why do you believe this intervention is effective?
· Which intervention or method do you believe is least effective? Explain why and how it can be improved.
Conduct independent research on criminal justice programs in your state for those with mental illness. Describe the program and discuss whether you believe it is effective. How can it be improved? Make sure to provide a link to the research you found.
524 d2
During the COVID-19 Pandemic, various churches requested the courts to lift restrictions from stay-at-home orders and occupancy limits put into effect by Governors and local officials. The U.S. Supreme Court, by a majority vote, enjoined the New York Governor from enforcing occupancy limits put into effect by executive order. Read
[the majority (per curiam) opinion and concurring and dissenting opinions](https://www.supremecourt.gov/opinions/20pdf/20a87_4g15.pdf) and the
[summary](https://www.scotusblog.com/case-files/cases/roman-catholic-diocese-of-brooklyn-new-york-v-cuomo/).
Which opinion do you agree with and why? What insight did you gain? Did any portion of this discussion surprise you? If so, in what way?
[https://www.scotusblog.com/cases/case-files/roman-catholic-diocese-of-brooklyn-new-york-v-cuomo/](https://www.scotusblog.com/cases/case-files/roman-catholic-diocese-of-brooklyn-new-york-v-cuomo/)
https://www.supremecourt.gov/opinions/20pdf/20a87_4g15.pdf
Textbook
Jr., F.P.R. B. (2019). Flawed Criminal Justice Policies: At the Intersection of the Media, Public Fear and Legislative Response (2nd ed.). Carolina Academic Press.
[https://ccis.vitalsource.com/books/9781531011376](https://ccis.vitalsource.com/books/9781531011376)
Welsh, W. N., & Harris, P. W. (2016). Criminal Justice Policy and Planning (5th ed.). Taylor & Francis. https://ccis.vitalsource.com/books/9781317271550
**Stage 3 Paper: Designing the Program or Policy**
During stage 3, you will be designing your program or policy, following the guidance in Chapter 3 of Welsh and Harris text and Stage 3 of the Appendix on pages 256 and 257.
This is a very detailed stage, outlining how your program or policy will be constructed. Use the Stage 3 guidelines in Chapter 3, and follow the section in the Appendix.
· Complete Section A by choosing an intervention approach. Decide whether it is most appropriate to develop a program or policy, and explain why.
· Choose between Section B (if you are designing a criminal justice program) and Section C (if you are designing a criminal justice policy). Be sure to include all four components of program or policy design from either section. It is important to discuss why or how you chose each component. For example, it is important that you not just identify your clients for a program or a responsible party for a policy, but to explain why you chose them.
In this stage, you will create forms and other documents that will be used. For example, include actual job descriptions of each staff member, defining the skills and training required.
Welsh, W. N., & Harris, P. W. (2016). Criminal Justice Policy and Planning (5th ed.). Taylor & Francis. https://ccis.vitalsource.com/books/9781317271550
**## 561projectweek4.docx**
1
5
300-400 words for discussion
Addressing PTSD in Law Enforcement: Case Analysis and Strategies for Recovery
Officer James, a 42-year-old correctional officer, has been working in a maximum-security prison for over 15 years. During that time, he has experienced multiple traumatic incidents, including inmate violence, hostage situations, and the suicide of a fellow officer. Recently, James has been showing signs of heightened arousal, such as irritability, difficulty sleeping, and hypervigilance. He reports experiencing intrusive memories of past incidents and often avoids interacting with colleagues or entering certain areas of the facility. James also feels emotionally detached from his family and has difficulty managing his anger. After an incident where he froze during a high-stress situation, James was referred for evaluation and diagnosed with Posttraumatic Stress Disorder (PTSD). His supervisor is exploring ways to provide support and treatment options, including crisis intervention strategies and group therapy.
Initial Post:
Based on the case scenario and this week’s readings, put yourself in the role of a mental health advocate, supervisor, or peer support leader, analyze Officer James' situation, and consider how the diagnostic criteria, neurophysiological responses, and treatment approaches apply to his case. Respond to the following questions in your initial post:
1. How do Officer James' symptoms align with the diagnostic criteria for PTSD? How might this work environment and exposure to repeated trauma have contributed to his current challenges?
2. What evidence-based treatment options (e.g., EMDR, group therapy, crisis intervention strategies) would you recommend for Officer James, and why? How would you address the stigma often associated with seeking mental health support in law enforcement?
3. How can Officer James’ workplace foster a supportive environment to aid his recovery? What role might peer support programs, leadership involvement, and family engagement play in his treatment plan?
Resources
· James et al. (2025). Crisis intervention strategies (9th ed.). Chapters 7 & 8
· Shane, J. (2020). Stress inside police departments (1st ed.). Routledge Chapter 4
· Mass General Brigham. (2022).
[Post-Traumatic Stress Disorder (PTSD): History, treatment, and more.](https://www.youtube.com/watch?v=u-9oNQKmmuk) [Video]. YouTube.
· Oasis Mental Health Applications. (2020).
[Understanding trauma: Causes, symptoms, wellbeing strategies.](https://www.youtube.com/watch?v=FYx7HWoq7fE) [Video]. YouTube.
· The 10 Code Mindset. (2022).
[Police officers with PTSD | 6 signs and symptoms.](https://www.youtube.com/watch?v=Z1ouKPAZg9k) [Video]. YouTube.
· Veterans Health Administration. (2021).
[Eye movement desensitization and reprocessing (EMDR) for PTSD.](https://www.youtube.com/watch?v=tLrmZXheY5c) [Video]. YouTube.
· Science Animated. (2023).
[What everyone should know about suicide.](https://www.youtube.com/watch?v=dpWuf96-G7g&rco=1) [Video]. YouTube.
561 Project
Memo: Redefining Trauma Care for Metro City Police Department
You have been appointed as the Director of Resilience and Wellness Innovation for the Metro City Police Department (MCPD). Staff morale is at an all-time low, with absenteeism and burnout largely stemming from trauma-related stress. A recent hostage situation mishandled due to an officer’s emotional breakdown has heightened leadership’s concern over staff well-being and preparedness.
Traditional approaches like counseling and wellness days have failed due to barriers such as time constraints, stigma, and distrust in confidentiality.
Leadership is challenging you to design a bold, transformative plan to address trauma, improve resilience, and establish the department as a leader in mental health care. Your plan must go beyond conventional solutions and embrace innovative, sustainable strategies tailored to law enforcement personnel.
Instructions for Writing the Memo
Write a persuasive memo to the Metro City Police Department leadership addressing the following:
1. The Impact of Trauma: Explain how untreated trauma is affecting the department’s performance and morale. Highlight unique challenges faced by law enforcement personnel (e.g., hypervigilance, emotional detachment, decision fatigue).
2. Therapeutic Approaches: Propose two to three trauma interventions, such as Virtual Reality Therapy, Animal-Assisted Therapy, AI Mental Health Tools, CBT, EMDR, etc.
3. Trauma-Informed Practices: Suggest two creative strategies for embedding resilience into daily operations (i.e., "Decompression Zones" for stress relief, peer-led resilience workshops, etc.).
4. Leadership's Role: Recommend innovative leadership initiatives (i.e.,"Trauma-Informed Leadership Certification" to equip supervisors with tools to support their teams.)
5. Overcoming Challenges: Identify barriers (e.g., stigma, funding) and propose actionable solutions to address them.
Memo Requirements
Your memo should be no more than 500-600 words, single-spaced, concise and professional. Use clear headings and conclude with a summary of your proposed solutions. Propose innovative, evidence-based ideas tailored to Metro City Police Department personnel. Reference relevant research, course materials, or real-world examples.
**## memorubric.pdf**
Short Assignment 3 Rubric
Course: MSCJ 561 BDE – CRISIS INTERVENTION
Criteria Level 4 Level 3 Level 2 Level 1 Level 0
Criterion
Score
Impact
of
Trauma
/ 8
Therape
utic
Approac
hes
/ 4
8 points
Clearly and
thoroughly
explains how
untreated
trauma af-
fects perfor-
mance and
morale, with
detailed ex-
amples and
unique law
enforcement
challenges.
6.5 points
Effectively
explains how
untreated
trauma af-
fects perfor-
mance and
morale, in-
cluding some
examples
and
challenges.
5.5 points
Partially ex-
plains how un-
treated trauma
affects perfor-
mance and
morale, with
limited exam-
ples or vague
challenges.
5 points
Mentions
trauma’s ef-
fects on per-
formance or
morale, but
explanation
lacks clarity,
examples, or
specificity to
law
enforce-
ment.
0 points
Does not ad-
dress or in-
accurately
describes
how untreat-
ed trauma
affects per-
formance
and morale.
4 points
Proposes 2-3
highly innov-
ative, evi-
dence-based
interventions
tailored to
law enforce-
ment, with
strong sup-
porting
rationale.
3.25 points
Proposes 2-3
evidence-
based inter-
ventions tai-
lored to law
enforcement,
with ade-
quate
rationale.
2.75 points
Proposes inter-
ventions, but
they may lack
innovation,
strong tailor-
ing, or suffi-
cient rationale.
2.5 points
Proposes
basic or con-
ventional in-
terventions
with minimal
relevance or
explanation.
0 points
Fails to pro-
pose inter-
ventions or
provides ir-
relevant or
unsupported
suggestions.
3/24/26, 12:24 PM Short Assignment 3 – MSCJ 561 BDE – CRISIS INTERVENTION – Columbia College of Missouri
https://ccis.ucourses.com/d2l/lms/dropbox/user/folder_submit_files.d2l?db=2119056&grpid=0&isprv=0&bp=0&ou=1049510 1/6
Criteria Level 4 Level 3 Level 2 Level 1 Level 0
Criterion
Score
Trauma-
Informed
Practices
/ 4
Leadersh
ip's Role
/ 4
Overcom
ing
Challeng
es
/ 4
4 points
Suggests 2
creative,
practical
strategies to
embed re-
silience into
daily opera-
tions, with
clear links to
law enforce-
ment needs.
3.25 points
Suggests 2
strategies to
embed re-
silience into
daily opera-
tions, with
reasonable
connections
to law en-
forcement
needs.
2.75 points
Suggests
strategies, but
they lack cre-
ativity, feasibil-
ity, or clear
links to law
enforcement.
2.5 points
Suggests
overly gen-
eral strate-
gies with
limited con-
nection to
daily opera-
tions or
resilience.
0 points
Fails to pro-
pose rele-
vant strate-
gies for em-
bedding re-
silience into
daily
operations.
4 points
Recommends
highly innov-
ative and ac-
tionable
leadership
initiatives,
supported by
evidence or
examples of
effective-
ness.
3.25 points
Recommends
actionable
leadership
initiatives
with reason-
able evi-
dence or ex-
amples of
effective-
ness.
2.75 points
Recommends
leadership ini-
tiatives, but
they may lack
innovation, de-
tail, or suffi-
cient support.
2.5 points
Mentions
leadership
initiatives,
but they lack
clarity, inno-
vation, or
feasibility.
0 points
Fails to rec-
ommend rel-
evant or ac-
tionable
leadership
initiatives.
4 points
Identifies
multiple bar-
riers and
provides
specific, ac-
tionable, and
innovative
solutions to
address
them.
3.25 points
Identifies
barriers and
provides ac-
tionable so-
lutions, with
adequate
detail.
2.75 points
Identifies barri-
ers, but solu-
tions are
generic or lack
detail and
innovation.
2.5 points
Mentions
barriers with
minimal or
vague
solutions.
0 points
Does not ad-
dress barri-
ers or pro-
vides no vi-
able
solutions.
3/24/26, 12:24 PM Short Assignment 3 – MSCJ 561 BDE – CRISIS INTERVENTION – Columbia College of Missouri
https://ccis.ucourses.com/d2l/lms/dropbox/user/folder_submit_files.d2l?db=2119056&grpid=0&isprv=0&bp=0&ou=1049510 2/6
Criteria Level 4 Level 3 Level 2 Level 1 Level 0
Criterion
Score
Memo
Organiza
tion
/ 4
Word
Count
/ 4
Formatti
ng,
Grammar
and
Mechani
cs
/ 8
4 points
Memo is ex-
ceptionally
clear, profes-
sional, and
concise, with
logical orga-
nization,
clear head-
ings, and a
strong sum-
mary of pro-
posed
solutions.
3.25 points
Memo is
clear, profes-
sional, and
concise, with
logical orga-
nization and
adequate
use of head-
ings and
summary.
2.75 points
Memo is some-
what clear and
organized, but
some sections
lack clarity,
professional-
ism, or logical
flow.
2.5 points
Memo is dis-
organized or
lacks profes-
sionalism,
clear head-
ings, or a co-
herent
summary.
0 points
Memo lacks
clear organi-
zation, head-
ings, and
professional-
ism, making
it difficult to
understand.
4 points
Student
writes 500-
600 words.
3.25 points
Student
writes 450-
499 words.
2.75 points
Student writes
400-449
words.
2.5 points
Student
writes 350-
399 words.
0 points
Student
writes less
than 350
words.
8 points
Exemplary
use of for-
matting and
flawless
grammar,
punctuation,
and spelling
throughout
the memo.
Adheres to
single-spac-
ing, and uses
a highly pro-
fessional
tone and
format.
6.5 points
Proper use
of format-
ting with mi-
nor errors
and mostly
correct
grammar,
punctuation,
and spelling.
Adheres to
single-spac-
ing, with a
professional
tone and
format.
5.5 points
Some errors in
formatting,
grammar,
punctuation, or
spelling that do
not significant-
ly hinder
understanding.
5 points
Frequent er-
rors in for-
matting,
grammar,
punctuation,
or spelling
that some-
what hinder
understand-
ing.
Formatting
is inconsis-
tent or
unprofes-
sional.
0 points
Numerous
errors in
formatting,
grammar,
punctuation,
or spelling
that make
the memo
difficult to
understand.
Formatting
does not
meet the
require-
ments.
3/24/26, 12:24 PM Short Assignment 3 – MSCJ 561 BDE – CRISIS INTERVENTION – Columbia College of Missouri
https://ccis.ucourses.com/d2l/lms/dropbox/user/folder_submit_files.d2l?db=2119056&grpid=0&isprv=0&bp=0&ou=1049510 3/6
Total / 40
Overall Score
Level 4
36 points minimum
Level 3
32 points minimum
Level 2
28 points minimum
Level 1
24 points minimum
Level 0
0 points minimum
3/24/26, 12:24 PM Short Assignment 3 – MSCJ 561 BDE – CRISIS INTERVENTION – Columbia College of Missouri
https://ccis.ucourses.com/d2l/lms/dropbox/user/folder_submit_files.d2l?db=2119056&grpid=0&isprv=0&bp=0&ou=1049510 4/6
3/24/26, 12:24 PM Short Assignment 3 – MSCJ 561 BDE – CRISIS INTERVENTION – Columbia College of Missouri
https://ccis.ucourses.com/d2l/lms/dropbox/user/folder_submit_files.d2l?db=2119056&grpid=0&isprv=0&bp=0&ou=1049510 5/6
3/24/26, 12:24 PM Short Assignment 3 – MSCJ 561 BDE – CRISIS INTERVENTION – Columbia College of Missouri
https://ccis.ucourses.com/d2l/lms/dropbox/user/folder_submit_files.d2l?db=2119056&grpid=0&isprv=0&bp=0&ou=1049510 6/6
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