Interpretive and Critical Phenomenological Crime Studies: A Model Design

Autor/in	Miner-Romanoff, Karen
Titel	Interpretive and Critical Phenomenological Crime Studies: A Model Design
Quelle	In: Qualitative Report, 17 (2012), Artikel 54 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1052-0147
Schlagwörter	Crime; Qualitative Research; Data Analysis; Phenomenology; Criminology; Models; Program Descriptions; Data Interpretation; Juvenile Justice; Social Justice; Social Control; Critical Incidents Method; Research Methodology; Research Design; Social Change; Research Problems; Experimenter Characteristics + Suchen Sie Ihr Suchwort? Crimes; Delict; Delicts; Delikt; Qualitative Forschung; Auswertung; Phenomenological psychology; Phänomenologie; Psychologie; Kriminologie; Analogiemodell; Data evaluation; Datenauswertung; Jugendgerichtshilfe; Soziale Gerechtigkeit; Soziale Kontrolle; Research method; Forschungsmethode; Forschungsdesign; Sozialer Wandel; Forschungskritik
Abstract	The critical and interpretive phenomenological approach is underutilized in the study of crime. This commentary describes this approach, guided by the question, "Why are interpretive phenomenological methods appropriate for qualitative research in criminology?" Therefore, the purpose of this paper is to describe a model of the interpretive phenomenological approach, illustrating its effectiveness in qualitative studies of criminology. The discussion illustrates the components of interpretive phenomenology approach and procedures of data analysis. These methods provide experiential data that highlight the effects of incarceration of juveniles as adults. Data can influence policymakers to reconsider criminal penalties for juveniles and toward enactment of more deterrent legislation. (Contains 4 figures.) (As Provided).
Anmerkungen	Nova Southeastern University. 3301 College Avenue, Fort Lauderdale, FL 33317. Tel: 954-262-5389; Fax: 954-262-3970; Web site: http://www.nova.edu/ssss/QR
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10