As part of the Unrepresented Accused Pilot Project, data was collected daily by our Court Orientation Workers about the characteristics and needsof the various people who used this service. An analysis of the data showed the following:
- 20% of the people were women, 80% men
- Almost 80% were walk-in or were referred by the court that day
- Over 90% were unrepresented accused (others were victims, represented accused, family members and friends)
- 67% used the service to have help with their first or second appearance
- The most common charges were related to theft, drugs and assault
- Staff served between 8 and 18 unrepresented accused per day. The attention required ranged from 5-30 minutes per person, and included everything from assisting with interim applications and referrals, to information about court procedure.
Courthouse staff were very receptive to the project and referred unrepresented accused to our Court Orientation Worker increasingly as time went on. The unrepresented accused themselves often expressed directly to our Court Orientation Workers their appreciation for the service.
As part of the Native Youth at Risk Courtlink Pilot Project, a comprehensive evaluation study was conducted to assess its impact on the participating youth and the effectiveness of the materials and format used.
The study, conducted by an independent researcher, included observing the program at the 5 sites where it was piloted, interviewing teachers and students, recording information from various activities, and collecting quantitative data (e.g., rating scales for the different activities and materials) from students, teachers, observers (e.g., teacher aids, volunteers, etc.), and the participating court personnel.
Results showed that the program had a strong impact on all the participants. In addition, the evaluator reported that all the information and data collected clearly indicates that the Courtlink experience with the curricula and presentation format was very successful and well received by all the student groups. The evaluator concluded his study saying this program stands out for the following reasons:
It was very successful with a wide variance in the student groups and with students who have behavioural and learning difficulties.
Many of the students did not want to be there; however, by the end of the Courtlink they all noted they would come back to another Courtlink and would strongly recommend it to their fellow students.
Very few of the students indicated a positive view of the justice system before the Courtlink and many students expressed a very negative view of the justice system. At the completion of the Courtink experience all but one of two of the students clearly indicated that they had increased knowledge of and respect for the Canadian justice system. The fairness and impartiality of the Canadian justice system particularly impressed them.
There was a clear impact on the students. They observed accused in the courtroom who were being tried for murder, sexual assault, break and enter and a range of other crimes. They recognised the fear, tension and the wide range of human emotions. The real life incidents observed by the students gave them a clear understanding of the fact that the consequences unfolding for the accused were the result of poor decisions and/or of not having given any thought to their actions.”
The Society has conducted research into the relevance of the child support guidelines for First Nations communities in Northern British Columbia.
The study, funded by the federal government, found that an overwhelming percentage of First Nations people in their communities are unaware of the guidelines. There is a strong perception that the guidelines may not be useful in the context of these communities.
Despite this, the communities indicated their willingness to work together to provide public legal education to the communities on the guidelines, and to review the guidelines to see if they can be presented in a way that better addresses First Nations issues and concerns.
We conducted a 4-year research study on our First Nations Journeys of Justice curriculum. The curriculum was developed in 1994 and has been implemented throughout BC.
The evaluation study, conducted by independent researchers, examined the effect of the curriculum on students’ knowledge, attitudes and behaviour regarding the law.
The results of the study clearly indicated that the curriculum has a positive effect on the students’ knowledge and attitudes, and may also have an effect on their behaviour.
The study, which was supported by the Department of Justice Canada’s Research and Statistics Section, was conducted in 6 schools in three different regions of BC.
With little research currently available on the effects of law-related education, especially on elementary school students, this was an important study.
As a research project for the Ministry of Attorney General, the Society canvassed members of the judiciary, as well as Crown and defence counsel to obtain their views and perspectives on the issue of restorative justice.
The research explored how the concept of restorative justice is currently understood, what needs can be identified regarding restorative justice implementation in the courts, and what issues and problems are raised by further movement in this direction.
The majority of survey respondents expressed strong support for restorative justice philosophy and principles. Respondents typically saw restorative justice as redefining how the criminal justice system operates. At a general level they saw movement in the direction of restorative justice as making criminal justice less "abstract" by relating it more to a community or personal level and by focusing the system more on healing relationships and restoring social harmony.
Benefits identified with moving in a restorative direction included enhancing accountability within the system, encouraging offenders to take responsibility for their actions, increased possibility for reconciliation of victims and offenders, and potentially reduced rates of recidivism over the long term.
When asked to identify needs in the area of restorative justice, respondents placed primary emphasis on funding and resourcing issues.
The survey results were compiled into a report for the Ministry of Attorney General.
Assessment of Informational Handouts for Self-Represented Litigants
In 2002, the Society carried out an assessment of informational handouts designed for self-represented litigants and produced by Judge Takahashi of the Provincial Court of BC in 2001. They can be found on the Provincial Court of BC's website, under Your Experience at Court.
Our assessment determined if and how the materials should be revised and whether self-represented litigants, judges and the administration of justice have benefited from access to these handouts.
To do this, we implemented questionnaires and interviews in the Kelowna courthouse, Kamloops courthouse, Surrey courthouse and the Prince George courthouse. The assessment was completed in March 2003.
The revised documents are available in our Self-Help Centre under Representing Yourself in Court.
A major research initiative for us was an evaluation of the ICBC Auto Crime Prevention Program. The study included a very comprehensive and creative qualitative assessment of the program over a period of 5 months.
The study proved that participants, teachers and facilitators agree that the program has a very significant impact on student’s knowledge and attitude about auto crime.
“…the program is, in very fact, achieving its objectives in terms of both realizing gains in knowledge and of positively changing student attitudes. Indeed, it is very likely here, in terms of attitude change, that [the program] is having its greatest and clearest effect on Elementary students, but especially on Alternative school students relative to the prevention of auto crime.”
--Evaluators, ICBC Auto Crime Prevention Program
This was an important study since little research exists on the effects of auto crime prevention programs.
British Columbia and Canada are made up of many diverse groups and communities. Our justice system has been built to protect the rights and freedoms of everyone who lives in those communities.
In order for all of us to exercise these rights and freedoms – and truly access justice – it is important that we fully understand exactly how our system works and how it is here to help protect us and our families.
It is also equally important that those working within the justice system, including judges, lawyers, sheriffs and other personnel, are aware of the justice-related issues faced by our communities.
1979: Public education of the law courts begins with the completion of the Law Courts complex in Vancouver, British Columbia.
1988: A special Law Reform Committee created by Ted Hughes, then Deputy Attorney General of BC, publishes a report recommending changes to BC’s Justice System. The report stated: "Citizens must be given the information they need in a meaningful form, so that they can gain access to the justice system..."
1989: The BC Ministry of Attorney General, the Judiciary and the Canadian Bar Association (BC Branch) create the Law Courts Education Society and assume responsibility for the law courts education programs that had begun in 1979.
2009: The Law Courts Education Society celebrates 20 years of providing public legal education by rebranding and renaming itself the Justice Education Society.
Since its inception, the Justice Education Society has provided public legal education and information to more than one million individuals, including over 700,000 students and youth.
Building stronger communities by promoting understanding of, access to, and confidence in our justice system, at home and abroad.