International sex offender registration laws: research and evaluation issues based on a review of current scientific literature

Vess, James, Day, Andrew, Powell, Martine and Graffam, Joe 2012, International sex offender registration laws: research and evaluation issues based on a review of current scientific literature, Police practice and research, iFirst article, pp. 1-14.

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Title International sex offender registration laws: research and evaluation issues based on a review of current scientific literature
Author(s) Vess, James
Day, Andrew
Powell, Martine
Graffam, Joe
Journal name Police practice and research
Season iFirst article
Start page 1
End page 14
Total pages 14
Publisher Routledge
Place of publication Oxon, U. K.
Publication date 2012
ISSN 1561-4263
1477-271X
Keyword(s) sex offender
registration
public policy
policing
Summary In many jurisdictions, anyone convicted of a sexual offense is required to register with police, often for life. Nine different countries have now implemented sex offender registries in an attempt to protect the public from the perceived threat posed by sexual offenders. Yet such laws have been criticized as being overly inclusive, tying up limited law enforcement resources to track many offenders who pose little risk of sexual reoffending. This paper considers the available research evidence relevant to the effectiveness of such laws for the deterrence of sexual offending and the investigation of sex crimes. It is concluded that significant gaps persist in our knowledge of whether existing laws effectively reduce sexual offending or reoffending and that large-scale, well-designed studies of the impact of sex offender registration on rates of offending, the collateral consequences to offenders and their families, and the costs of such laws are needed.
Language eng
Field of Research 179999 Psychology and Cognitive Sciences not elsewhere classified
Socio Economic Objective 940403 Criminal Justice
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2011, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30042993

Document type: Journal Article
Collections: School of Psychology
Higher Education Research Group
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