Battered Women Add Their Voices to the Debate about the Merits of Mandatory Arrest
Why this work is in the frame
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Bibliographic record
Abstract
Laws prohibiting domestic violence have been in place in Canada and the United States for decades; however, for much of that time the laws have not been enforced (Hemmons, 1981; Oppenlander, 1982). In an effort to improve the enforcement of domestic-violence laws, police response to domestic violence shifted drastically in the 1980s, with many jurisdictions changing their policies to arrest (Gelles, 1993). Under mandatory arrest, officers who attend a domestic dispute call must arrest the if there is probable cause to believe that an assault has occurred regardless of whether or not the wants the individual arrested. The goal is to make batterers accountable for their violence. However, there is considerable controversy in the academic literature about whether arrest is helpful or harmful to victims/survivors (e.g., Berk, 1993; Pate & Hamilton, 1992; Sherman, 1992; Stark, 1993). The main purpose of this research was to examine the controversy over the advantages and disadvantages of arrest from the perspectives of victims/survivors. A second purpose was to contribute to the existing evidence on the degree to which victims/survivors support the notion of arrest. The participants were women at a shelter for abused women. Thus in this study, the words victim/survivor refers to a woman. Likewise the word batterer implies a man. Pros and Cons of Mandatory Arrest The debate on the advantages and disadvantages of arrest has centered largely on three questions: (1) Does arrest increase or decrease future violence to the victim/survivor? (2) Does arrest empower or disempower the victim/survivor? (3) Should domestic violence be dealt with by the law in the same manner as other violent crimes? Increase or decrease in violence. An argument advanced in support of arrest is that violence is decreased due to a deterrent effect on the batterer. That is, batterers learn to contain their violence to avoid the punishing aspects of future arrest. Sherman and Berk (1984) investigated the deterrent effects of arrest for cases of domestic violence and concluded that arrest does serve as a deterrent. However, subsequent replications of the Sherman and Berk study yielded contradictory conclusions (e.g., Garner, Gagan, & Maxwell, 1995; Gelles, 1993; Schmidt & Sherman, 1993)/Some researchers even reported an increase in future violence for some victims/survivors, namely those who were unmarried (Sherman, Smith, Schmidt, & Rogan, 1992) or whose batterers were unemployed (Pate & Hamilton, 1992). This evidence led to the argument that arrest does not work as a deterrent in all cases and may actually exacerbate violence against some victims/survivors. Empowerment or disempowerment. It is possible that arrest may disempower the because it removes the woman's decision-making power and gives it to an already powerful judicial system that historically has not been particularly understanding of battered women's issues (Buzawa & Buzawa, 1996). There are many reasons why the may not want the arrested (e.g., fear of retaliation, financial suffering, trauma to children, and stigma). Indeed, a system that assumes the does not know what is best for her family and her own well-being can be perceived as patronizing. Moreover, some authors have been concerned with the increased possibility of dual arrest under arrest policies (Miller, 2001; Saunders, 1995). Arresting the victim/survivor, of course, is an extreme act of disempowerment. On the other hand, empowerment also has been used as an argument for the implementation of arrest laws (Stark, 1993). According to this view, the is empowered by having her complaint taken seriously (i.e., she perceives the police as being on her side). …
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it