cjus 4015 juvenile delinquency

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Please note that ALL of these answers belong to me, Melissa J. Hinton (ULM). If you choose to copy and paste my answers you’re plagiarizing my work. These q/a are only to be used for studying and for helping you to get ideas on how to answer your questions. Again—do not copy, because I will not be responsible when your teacher finds out you copied my work. Chapter 1 Assignment 1) According to the text the most pressing facing American youth revolve around five issues. Briefly list and discuss these five issues. There are 5 main issues that put the youth at-risk for alcohol abuse, promiscuity, drug abuse, and committing other dangerous acts. Poverty is an issue that causes more children to be at-risk for several of the factors above. Poverty affects a child’s health, long- and short-term achievements, and well as behavioral problems. Health problems is also a concern. Those that do not see adequate health care have seen a drastic decrease in the lifespan as opposed to those of their parent’s generation. Family problems such as divorce also affect youth’s at-risk. Due to the breaking up of the family, these children may be placed in foster care. Delinquency may increase if the child is closer to a parent that is forced to leave the home during and after a divorce. Substandard living conditions can have a negative impact on a child’s long-term psychological health. Homeless children are subjected to drug addiction, disease, etc. Inadequate education is also a problem that youth’s face. Due to children being forced to repeat a grade, the chances of them dropping out because of this is high. Although less children drop out of high school now versus thirty

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Page 1: CJUS 4015 Juvenile Delinquency

Please note that ALL of these answers belong to me, Melissa J. Hinton (ULM). If you choose to copy and paste my answers you’re plagiarizing my work. These q/a are only to be used for studying and for helping you to get ideas on how to answer your questions. Again—do not copy, because I will not be responsible when your teacher finds out you copied my work.

Chapter 1 Assignment

1) According to the text the most pressing facing American youth revolve around five issues. Briefly list and discuss these five issues.

There are 5 main issues that put the youth at-risk for alcohol abuse, promiscuity, drug abuse, and committing other dangerous acts. Poverty is an issue that causes more children to be at-risk for several of the factors above. Poverty affects a child’s health, long- and short-term achievements, and well as behavioral problems. Health problems is also a concern. Those that do not see adequate health care have seen a drastic decrease in the lifespan as opposed to those of their parent’s generation. Family problems such as divorce also affect youth’s at-risk. Due to the breaking up of the family, these children may be placed in foster care. Delinquency may increase if the child is closer to a parent that is forced to leave the home during and after a divorce. Substandard living conditions can have a negative impact on a child’s long-term psychological health. Homeless children are subjected to drug addiction, disease, etc. Inadequate education is also a problem that youth’s face. Due to children being forced to repeat a grade, the chances of them dropping out because of this is high. Although less children drop out of high school now versus thirty years ago, there is still a high dropout rate for those in poorer minority groups.

2) List and discuss the events that lead to the recognition of children’s rights as presented in the text.During the 17th and 18th centuries, English developments helped to change children’s rights. Changes in the family structure influenced marriage and schooling. Instead of being marriage being based on parental consent and dominance, it was based on love. There was more of a concern for the well-being of their children versus it being economically influenced. During 19th century England, scare tactics that teachers placed upon children was replaced with nurture. Poor laws allowed poor and neglected children were placed in wealthier homes as servants so that they could learn trades and domestic services. Because of this movement they were able to work as apprentices, so that they could make more of their lives. The apprenticeship movement provided that various skills were endowed to these children. Voluntary apprentices worked for a fee that their parents or guardians received. Involuntary apprentices served a master until they were 21 or older. Chancery courts helped to protect property rights and they helped to seek reasonable

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solutions to conflicts. The authority of these courts extended to child welfare cases which involved the custody of children. Parens patriae came into place in the courts and safeguarded children. The children were under protection of the king and the courts would decide whether or not parents were deemed worthy of taking care of their children. If they were, the child(ren) could be removed and become wards of the state, who would then look out for the child’s interests.

3) What are status offenses? How does the juvenile justice system rationalize its involvement with this type of offense?A status offense is an action that is illegal only because the child is underage. Ex: underage consumption of alcoholic beverages or underage tobacco use. There are separate status offense categories (vary in each state): “Children, minors, persons, youths, or juveniles in need up supervision.” (p15) The purpose is to identify the specific root cause of their purpose for violating. In a few states, status offenses may be substituted with a delinquency charge, which carries a lesser punitive charge.

Chapter 2 Assignment

1) Identify and define the two categories of offenses compiled by the FBI in the Uniform Crime Report.Part I offenses include homicides and non-negligent manslaughter, forcible rape, robbery, aggravated assault, burglary, larceny, arson, and motor vehicle theft. (p23) All of the data is broke down by city, county, metro areas, and geographical divisions.

Part II offenses include all other criminal offenses such as vandalism, liquor law violations, drug trafficking, forgery, counterfeiting, fraud, stolen property, weapons violations, gambling, and drug abuse violations, to name a few. The arrest areas are presented by age, sex, and race.

2) Briefly discuss how the following correlates impact delinquency: gender, race, social class and age. Provide examples whenever possible.

Age correlates with delinquency because children that commit crimes are likely to commit crimes as teenagers, as well as into adulthood. Males are more likely to be more delinquent over time versus females; except when it comes to cases of runaways, during which females are more likely to be delinquent. African Americans are more likely to be discriminated against in the justice system, therefore they’re more likely to be processed

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versus European Americans. And poorer social classes are more likely to commit crimes in order to achieve goals. Poorer social classes are also more likely to commit crimes forms of delinquency such as gang violence.

3) Identify the childhood risk factors for persistent delinquency presented in your text and briefly discuss their policy implications.Early intervention of the delinquent is key. Treatment would be based on whatever place that the child needed help. Rather than looking at one problem, though, all sides would need to be looked at. A child’s home life, education, vocation, and potential psychological problems would need to be assessed in order to pinpoint the problem. Afterwards the proper path could be taken in order to rehabilitate the delinquent.

Chapter 3 Assignment

1) Compare and contrast choice theory and routine activities theory. Provide examples of each.Routine activities theory is a view that means that the criminal actions are the norm. Routine activities theory would be a motivated offender with lack of guardians, and suitable targets. Ex: An unemployed teenager breaks into an empty house that has no security system or deterrent and steals jewelry that is lying on a dresser. There’s not any rationalizing the crime like there is with the contrast choice theory. An example of choice theory would be a person robbing another person in order to feed themselves. The goal (eating) outweighs the crime. In both instances there are motivators, but routine activates theory doesn’t necessarily mean there’s a goal in committing the crime except to commit the crime itself.

2) Compare and contrast general deterrence and specific deterrence. Identify the strengths and weakness of this theoretical perspective on juvenile justice policy.General deterrence is a warning to criminals before they commit their crimes, whereas specific deterrence is putting someone in jail, punishing them severely, and hoping this will keep them from committing the crime again. By using both of these methods the hopes are to keep teenagers from committing crimes by letting them know if they commit an act, jail or another sentence can follow.

3) Briefly discuss how biochemical factors, neurological dysfunction, genetic influences are thought to impact delinquency. Provide examples.Neurological dysfunction can lead to the inability to adapt socially and have learning disabilities such as ADHD. Biochemically speaking diet can have an ill effect on body chemistry and hormone levels. Girls that produce more testosterone in their teens may be

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more aggressive than their counterparts. Genetics can also play a role if the parents have inherited the same criminal tendencies as their parents.

Chapter 4 Assignment

1) Hirschi argues that the social bond a person maintains with society contains four main elements. List, discuss and provide examples of these four elements.Attachment to parents, peers, and schools. Ex: Having friends, getting along with parents, being attentive and having a good school-life.Commitment to the pursuit of conventional activities, such as getting an education and saving for the future.Involvement in conventional activities, such as school, sports, and religionBelief in values, such as sensitivity to the rights of others and respect for the legal code

2) Identify the principles of restorative justice. What types of juvenile offenses are ideally handled using the restorative justice approach?Crime and delinquency are fundamentally a violation of people and interpersonal relationships. Victims aren’t the only ones affected by the crime, their family and friends are as well. Violations create obligations and liabilities. The offenders are obligated to make things right with the person(s) that have been violated. Restorative justice seeks to heal and put right the wrongs. The victim of the crime needs to be the main concern of the justice process. Victims should be encouraged to actively participate in determining their needs and their cases outcome. Any crimes where the delinquent can be ordered to pay restitution to the victim would be a proper use of the restorative justice approach.

3) The text presents five critical factors believed to cause or affect delinquent. Identify and discuss each of these five factors.Interpersonal interactions or social relationships with families, peers, schools, jobs, criminal justice agencies, etc., shape behavioral choices.Community ecological situations such as inner-city areas, impoverished areas, decay, fear and despair, leads to poor health and a higher risk of becoming a victim of a crime. In these particular areas the violent and criminal behaviors are associated with the exposure children get in these areas.Social changes such as changes in the way we trust our politicians and those in high power positions within the law, economic stress, and family disintegration cause an increase in crime.Socioeconomic status increases the crime rates in areas because of the lack of education and impoverished see themselves as needing to find a way out by means of committing crime for profits.Racial disparity is a huge problem because there’s an increase in dropping out of high school if a person is African American or Hispanic. 6/10 high school drop outs that are Hispanic or African American have spent time in prison.

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Chapter 5 Assignment

1) Compare and contrast adolescent-limited offenders and life course persister offenders. Provide an example of each.Adolescent-limited offenders and life course persister offenders are alike in that they both star criminal behaviors at as adolescents. However adolescent-limited offenders criminal behavior stops, whereas life course persister offenders commit crimes well into adulthood. An example of adolescent-limited offenses would be recreational drug use during the teen years. Persister offenders would continue recreational drug use into adulthood.

2) Describe the problem behavior syndrome (PBS) and identify the problem behaviors that have been found to cluster together presented in your text.PBS is a cluster of antisocial behaviors that include family dysfunction, substance abuse, smoking, promiscuity, unemployment, and delinquency to name a few. Young children who drink, who are aggressive and have attention problems are more likely to be offenders during adolescence. Youths who are detached from their parents and school and have antisocial friends are more likely to offend. Youths from neighborhoods where drugs are readily available are also more likely to offend. Juveniles with conduct disorder, who have endured trauma, and who suffer from a wide array of psychological problems have high rates of suicidal tendencies. ADHD, drug abuse, familial and interpersonal difficulties, and low intelligence can also be characterized with problem behavior syndrome.

3) Briefly describe the general theory of crime. Be sure to discuss how this theory is supported and how it is criticized.When delinquents commit crimes such as robberies, they see them as being instant gratification. They are thrill crimes. Delinquency is rational and predictable (119) and they are more likely to commit the crime if there is very little threat for their actions. Greater punishments can deter crimes. Those with low self-control are impulsive; therefore insensitive to their victims. According to Gottfredson and Hirschi the root causes of delinquency is in child rearing. Without proper control of their children, parents (according to Gottfredson & Hirschi) make their children wrongdoers. Circular reasoning, Personality disorder, Ecological-individual differences, Racial and gender differences, and People change and so does their level of self-control are all issues that have yet to be proven under the GTC.

Chapter 6 Assignment

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1) Identify and discuss gender differences in development. Be sure to focus your answer on socialization, cognitive, and personality differences.

Social differences—Because males learn to value their independence, in contrast to females learning their self-worth, they may experience a feeling of alienation in their adolescence. Females tend to hang onto relationships. When their (females) relationships end, they lose interpersonal success and that makes them feel alienated. Females are socialized to be less hostile than their male counterparts. As females reach maturity they will respond to provocation with anxiety, whereas males are encouraged to retaliate. Females are more likely to feel distressed over their male counterparts. Because of this females are more likely to experience depression, anxiety, and shame. “Females are socialized to fear that anger will harm relationships; males are encouraged to react with “moral outrage, ”blaming others for their discomfort.”” (P 134)

Cognitive differences—It’s suggested that females are superior on visual-motor speed and language ability and males are more superior on mechanical and visual-spatial tasks. Females also learn to speak earlier and faster as a result of parents speaking to them more as infants; in their future life, this will help her to deal with conflict without resorting to violence. Females are more include to negotiate than males.

Personality differences—Both females and males spend equal amounts of time talking, putting to rest the stereotype that females are more talkative. Females are more interested in finding meaning in their lives versus engaging in competition for material success. As males get older confidence grows, but in women it is lowered. This is in part because women are faced with the unrealistic high standards of weight, beauty, etc.

2) Compare and contrast early biological and early psychological explanations of female delinquency.

Early Biological explanations suggest that the more masculine women were, the more likely they were to commit crimes. The justice system is said to be less willing to punish female offenders than male offenders.

Freud suggested that there was a sense of penis envy where women interpret the lack of a penis as a sign they’ve been punished, and boys fear that they can be punished by having their penis cut off and they learn fear from women this way. (On a side note: I can see why so many of Freud’s theories have been debunked.) Mid-century theorists suggested that girls are socially passive, therefore commit less crimes; however it does make them vulnerable to be manipulated by men. Males express more aggressiveness and this is where their criminal activity stems from, but women’s criminal activity is linked to, “repressed sexuality, gender conflict, and abnormal socialization.” (p 138)

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3) Compare and contrast liberal and critical feminist views on female delinquency.

Liberal feminist views suggest that females do not commit as many crimes, because unlike men, there aren’t as many opportunities to do so. However in both instances, male and females commit crime for the same reason: independence.

Critical feminist views suggest that there is an inequality among males and females and that society exploits women within a male-controlled society. Because of this manipulation, women are likely to lash out and commit delinquent behavior. It also suggests that women’s victimization rates decline as they are, “empowered socially, economically, and legally.” (p 145)

Chapter 7 Assignment

1) Identify and discuss the four categories of family dysfunction that promote delinquent behavior.

Family breakup—parents are divorced. Studies suggest families without a two biological parents are more susceptible to produce delinquent children.

Family conflict—As the text suggests, not all unhappy marriages end in divorce. This doesn’t always mean the conflict goes away. Instead fighting (physical, verbal, mental, etc.) happens and the children are left with a sense of detachment.

Family neglect—children who are in homes where physical abuse or physical punishment is implemented are far more likely to commit violent acts themselves. Statistics show this happens more in Caucasian families versus African American or Latino communities.

Family deviance—when parents commit crimes, the children are likely to mirror their behaviors. Children whose parents who go to jail are more likely to be at risk for delinquency versus their counterparts.

2) Discuss the extent of child abuse and its effects on children.

Any kind of abuse will have a profoundly negative impact on a child’s life. This negativity can cause teenage delinquency, adult delinquency, substance abuse, a damaged personality, depression, obesity, sexual promiscuity, etc.

3) Discuss the relationship between abuse, neglect, and juvenile delinquency.

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All of the above can cause social and delinquency problems (social control theory), aggression and violence (social learning theory), strain, anger and aggression (general strain theory), and depression, psychosis, etc. (trait theory).

Abuse, neglect, and juvenile delinquency can cause a long-term, negative impact on children.

Chapter 8 Assignment

1) Identify and discuss the four viewpoints on the impact of peer relations on delinquency presented in the text.

1. Friendships are not as rewarding and fulfilling as adult relationships. Adolescents seek like-minded friends for criminal associations.

2. Delinquent friends cause otherwise law-abiding friends to get into trouble. When good kids fall in with bad crowds they are at risk for committing crimes. This will happen regardless of upbringing. Ex: If a wealthy, well brought up, law-abiding adolescent hangs around a delinquent, chances are the law-abiding adolescent will partake in the criminal activity.

3. Deviant behavior may cease once the adolescent reaches adulthood and becomes married, has a family, career, etc. IF the dynamic of the relationship between the friends has changed, or they’ve ceased being friends all together.

4. Because trouble children are less likely to have any friendships with “normal” children of their own age, and because they lack the developmental skills to pursue “normal” relationships with friends, they will most likely seek out other delinquent peers.

2) Compare and contrast Africa American, Hispanic, Asian, and Anglo gangs.1. Hispanic gang members

a. Make up 50% of all gang members in the U.S. *b. Gang members are mercilessly loyal.c. Initiation tests include committing crimes in order to prove themselves.

i. Must prove their machismo (masculinity)d. Have a fixed leadership hierarchy.e. Known for their distinct dress codes.f. Also mark off territory with graffiti.

i. Use 3-dimensional styles2. African American gang members

a. Make up 33% of all gang members in the U.S. *

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b. Youth gangs first established in the early 1920s.i. 1930s the rising number of rival gangs produced inner-city warfare.

c. First African American gang called the Boozies; ran the inner city until the 1930s.

d. By the 1970s Crips were dominating.e. Frequently use nicknames.

i. Ex: “Little 45” may be used by someone whose favorite weapon is a large handgun.

f. Tattooing, colored scarves (rags), distinctive hairstyles, graffiti are all used for territorial purposes.

3. European American (Anglo)a. Make up 10% of all gang members in the U.S. *b. During the 1950s they competed with African American and Hispanic gangs.c. Today are derivatives of the English punk and skinhead movement of the

1970s.i. More prevalent in smaller towns

ii. Usually a product of lower-class families.iii. Usually wear military clothes, iron-cross earrings, and mohawks.

d. Believe that foreigners are taking their jobs. e. In today’s society, these gang members are more often disaffected middle-

class youths.i. Include “punkers”, “stoners”, “goths”, etc.

ii. Some are a part of occults.f. Recent survey of appx. 6,000 youths found that about 25% of youths who

claimed to be gang members were European American; higher than the national surveys found earlier.

4. Asian/Othera. Make up 7% of all gang members in the U.S.*b. Prominent in New York, Los Angeles, San Francisco, Houston, and Seattle.c. Tongs-Adult crime groups.d. Somoan and Vietnamese gangs have operated on the West Coast.

i. Vietnamese gangs formed for brotherhood (ahns) for protection.e. Asian gangs do not share very many of the same attributes that other gangs

do. i. Victimize members of their own ethnic groups.

ii. More organizediii. Have recognizable leadersiv. More secretive

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v. Less territorialvi. Less openly visible

f. Stricter “elders” are in control of the younger gang members*Numbers vary from large cities to small cities

3) Compare and contrast the anthropological, the social disorganization/ sociocultural, anomie/alienation, the psychological, and the rational choice views of gang formation.

1. Anthropological view.a. Stems from a biological need to be a part of a tribe just as their ancestors

did.b. Rituals bridge the gap between puberty and adulthood.c. Hazing is a ritual that takes place to make sure that these potential members

have the “heart” to have a position within the gang.d. Parents in gangs often introduce their children into the gang lifestyle.

2. Social disorganization/sociocultural viewa. Major cause for gang formation is due to the poor inner-city areas.b. Gives members “status”.c. Youths may have goals, but they seem unattainable. So, they resort to the

gang lifestyle since it’s easier to meet their goals.3. Anomie/alienation view

a. Youths are encouraged to join during periods of social, economic, and cultural turmoil. (p200)

b. Appeal to those that feel alienated from their family and conventional society.

4. Psychological viewa. Impressionable youths with mental issues, problems, and deficits are often

recruited by older members.b. Delinquency, violence, and drug abuse, dysfunctional family relations,

educational deficits, and involvement with deviant peers are often “good” candidates for becoming involved with gangs.

5. Rational choice viewa. Can be viewed as an “employment decision”b. A way to beat the system in terms of not working conventional jobs to earn

moneyc. Girls may join for protection of the gang against other gangs or groups, and

against exploitation.d. Some join to have fun. They enjoy hanging out with others with the same

lifestyle.

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Chapter 9 Assignment

1) Identify and discuss the educational trends and the problems facing the educational system in the United States today. Be sure to discuss how these impact delinquency rates among adolescents.When children are in disadvantaged households, they’re less likely to graduate from high school. Instead they are at a higher risk for delinquency. Not enough money is being allocated to support our education system; this causes children in the U.S. to fall behind on core subjects such as reading, science, and maths in comparison to other countries. Because of the lack of funding, teachers are not required to obtain a major for the subject they are teaching. Due to that, as well as being in disadvantaged households and lack of educational resources, children are more likely to be placed in special education classes or may be forced to repeat a grade.

2) Identify and discuss the three views on the association between school failure and delinquency presented in the text.It is thought that delinquency is the cause of school failure, when it’s generally the opposite. School failure leads to compensate. For instance, when a juvenile cannot get a job for one reason or another, they will resort to other means of obtaining money and goods. Often times that means committing illegal acts to do so. Failure in the school setting sets juveniles up for having lowered self-esteem, which also leads to delinquent behavior.

3) Identify and discuss the five school-based prevention strategies presented in the text.Cognitive—implementing programs that teach children about the correlation between drug abuse and delinquency.Affective—boosting self-esteem in students to ensure they can repel antisocial behavior.Behavioral—train students how to resist the types of peer pressure that they may be subjected to.Environmental—deterring crime through locker searches, employing law enforcers, and through other security measures.Therapeutic—Treat youths who have already demonstrated problems through guidance counseling, peer counseling, etc.

Chapter 10 Assignment

1) Compare and contrast the findings of the most recent MTF Survey and the National Survey on Drug Use and Health.Drug (including tobacco) and alcohol use hit a peak in the late-70’s and declined to a low in 1992. However, the trend rose again hitting its peak in the late-90’s. Those rates were

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still significantly lower than then 70’s though. However, prescription abuse is now much higher than illicit drugs, tobacco, and alcohol.

2) Briefly discuss the association between drug use and delinquency. Be sure to provide examples.Poverty, peer pressure, family neglect, parental abuse of drugs, emotional problems, behavioral problems, and the perceived benefits of using narcotics and alcoholic beverages all correlate with delinquency issues. Studies have shown that of the juvenile detainees are more likely to test positive for drugs. Of those that test positive, marijuana is the most prevalent drug found in their systems. However, drug abuse doesn’t mean delinquent behavior will exist. Youths tend to be delinquent before drug abuse starts. Alcohol tends to be the gateway to marijuana and other drug abuse. Youths that commit felonies are more likely to have committed a non-felonous act beforehand.

3) Compare and contrast the education, community, and treatment strategies in reducing teenage substance abuse.Educational programs such as Project ALERT and D.A.R.E. teach children and adolescents to resist peer pressure, the effects of drug use, as well as offer counseling services to deter them from using or stop substance abuse. The Boys and Girls Club keeps children active and gives them a place to escape when they’re experiencing abuse at home, in need of socializing, medical care, etc. These programs help children to steer away from abusing drugs and alcohol; they teach them to be involved and proactive. Multisystemic treatment (MST) helps to detoxify and rehabilitate those adolescents that are abusing drugs. When properly rehabbed, they will gain the coping skills that they will need so that they will not give in to peer pressure.

Chapter 11 Assignment

4) Describe the social, political, and economic events which led to the creation of the juvenile justice system.Before 1841 children were treated as adults when it came to the justice system. They received the same kinds of sentences without any regard to their family life, upbringing, social status, mental capacity, etc. By 1841, the concept of probation was implemented so that children were no longer subject to the harsh sentences that adults were subjected to. That was, of course, only for those youths that committed petty crimes. As the country grew and became more populated, more youths were put at risk for being destitute. Formal education was not the norm for poorer and mentally ill children. Instead they turned to the workforce, or to crime as a means of supporting themselves. As the poor population grew, they were viewed as a threat to the rest of the moral majority. Legislation was enacted so that these children would be taken care of. The

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courts could act on the child’s behalf (parens patriae) and be placed in homes thanks to the child saver movement. These types of children were often sent to reform schools in order to learn a trade and receive some basic education. The Society for the Prevention of Cruelty to Children was designed to protect children by placing them with other families. The society also encouraged the punishing of parents that neglected their children. Separate courts were implemented for juveniles as well.

5) List and discuss the similarities and differences between the juvenile and adult justice systems as presented in the text.

Juveniles aren’t indicted for crimes, instead they have petitions filed against them.

Pretrial juveniles are held in detention centers instead of jail. A criminal trial is called a “hearing” in both adult and juvenile criminal cases. Additional comparisons below:

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3.) Describe the juvenile justice process as presented in the text. Police will investigate the juvenile’s incident and decide whether to release them or commit them to juvenile court. This will often be based on the number of offenses the juvenile has committed in the past, nature of the offense, etc. If the police decides to file a petition for a detention hearing and the child may remain in shelter care until their hearing or they may be released.

As stated in the text, in most jurisdictions the adjudication process begins with some sort of hearing. Often times this is the time that plea bargaining happens. If a juvenile doesn’t plead guilty, the courts will determine if there’s enough evidence to sustain the claims in a petition (adjudicatory hearing) and the trial will be scheduled. More serious crimes may be sent to adult court.

The (scheduled trial) adjudication trial begins and once all evidence has been seen a judgment is made against the juvenile. And if the child delinquent is guilty, the court must decide what action to take. A two-stage decision (bifurcated process) during which the different levels of evidence is heard, helps the judge to decide what kind of sentence to give. A wide range of sentences (dispositions) will be arranged based on the youth’s prior record, his or her family background, and the offense.

The treatment ranges from institutional obligation to probation. Probation is most often used, unless the offense is severe. A youth may also be paroled from an institution and placed under the supervision of a parole officer. They will also receive assistance from the PO in the form of counseling, school referral, and vocational training. This is a legal right that all juveniles are given by the appellate courts.

Chapter 12 Assignment

1) “Most studies conclude that nine variables are important in the police discretionary process. Identify and discuss these nine variables.a. The attitude of the complainantb. The type and seriousness of the offensec. The race, sex, and age of the offenderd. The attitude of the offendere. The offender’s prior contacts with the policef. The perceived willingness of the parents to assist in solving the problem (in the case

of a child)g. The setting or location in which the incident occursh. Whether the offender denies the actions or insists on a court hearing (in the case of a

child)

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i. The likelihood that a child can be served by an agency in the community*In any of the variables, if the complainant is non-compliant (by fighting or displaying any negative demeanor) with the officer, an arrest or further reprimand will likely result.*

2) Compare and contrast community policing and problem-oriented policing.Community policing engages citizens and community-based organizations, but it doesn’t focus on problems with underlying issues. When citizens can trust the police, they’re able to carry out their duties more effectively. Cooperation is encouraged by the police in community policing. Interaction within the community is highly encouraged.

Work in partnership with other city agencies to promote education, prevention, and intervention programs related to handguns and their safety.

Develop community-based programs focused on youth handgun violence. Develop programs involving and assisting families in addressing youth handgun

problems. (p301)Problem-oriented policing focuses on problem underlying criminal incidents; often engage community and other juvenile justice agencies. Four-step model:

1. Scanning involves identifying a specific crime problem through various data sources (for example, victim surveys, 911 calls).

2. Analysis involves carrying out an in-depth analysis of the crime problem and its underlying causes.

3. Response brings together the police and other partners to develop and implement a response to the problem based on the results produced in the analysis stage.

4. Assessment is the stage in which the response to the problem is evaluated.Unlike with community policing, problem-oriented policing often involve close alliances with the community.

3) Identify and discuss the three police methods of investigation and control presented in the text.

a. Arrest procedure—Probable cause must be established in order to make an arrest. If a misdemeanor has occurred, the officer must be witness to the crime. For a felony arrest, the officer only needs to have probable cause to make the apprehension. The juvenile may either be taken into custody or placed in detention depending on the crime, the juvenile’s demeanor, etc.

b. Search and seizure—the same basic rules that apply to adults apply to juveniles. c. Custodial interrogation—while juveniles have the same rights as adults to refuse

to answer questions during an interrogation, they will still be asked questions. It is their decision to answer or not, but this is only done after they are advised of their Miranda rights.

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Chapter 13 Assignment

1) Compare and contrast the roles of the juvenile defense attorney, the guardian ad litem, public defender, the juvenile prosecutor, and the juvenile court judge.

a. Juvenile defense attorneyi. Represents the juvenile in their court case. They will help in deciding

whether or not there is enough evidence to file a formal petition. If there is the juvenile defense attorney will be there for the juvenile when it comes to hearings, bail, and informal adjustments of the case. If none occur, the attorney represents the child at the hearing, presenting evidence, and cross-examining witnesses. The defense attorney’s position is very important as it comes to making alternative plans for the juvenile’s care. The juvenile defense attorney will also represent the juvenile if appeals occur, along with any probation revocation proceedings, and to generally protect the child’s right to treatment.

b. Guardian ad litemi. This is a court appointed attorney that seeks out the best interests of the

child as it pertains to their welfare. Ad litems can be appointed when there is abuse, neglect, and dependency issues within the home.

c. Public defenderi. A public defender is one that is under a contract to represent indigent

defendants.d. Juvenile prosecutor

i. Government attorney responsible for seeking the best interests of the state and brining the case and producing the evidence against the juvenile.

e. Juvenile court judgei. Judge that presides over juvenile cases. The juvenile court judge’s

decisions can only be reviewed by a judge of a higher court.

2) All states allow juveniles to be tried as adults in criminal courts in one of three ways. Identify and discuss these three ways.

a. Concurrent jurisdiction—prosecutor has the discretion of filling charges for certain offenses in either juvenile or criminal court (15 states and DC)

b. Statutory exclusion policies—certain offenses are automatically excluded from juvenile court. Can be minor and serious offenses ranging from traffic violations to murder. Accounts for the largest number of juveniles tried as adults. (29 states)

c. Judicial waiver—removal of juvenile cases to criminal court, a hearing is held before the juvenile court judge. He/she will decide whether jurisdiction should be waved and the case transferred to criminal court. (45 states and DC offer provisions for juvenile waivers)

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3) Identify and discuss the U.S. Supreme Court cases that relate to the death penalty for juveniles.

a. Roper v. Simmons (2005)—U.S. Supreme Court ended the practice of the death penalty for juveniles in the U.S. At the time 16 & 17 yr. olds were eligible for the death penalty. And 21 states permitted the death penalty for juveniles. There were 72 juvenile offenders on death row at the time. The ruling was based on the 8th Amendment’s ban on cruel and unusual punishment.

b. Thompson v. Oklahoma (1988)—U.S. Supreme Court banned the execution of persons under the age of 16, but left open the age which execution should be appropriate.

c. Wilkins v. Missouri (1989); Stanford v. Kentucky (1989)—Ruled that states were free to impose the death penalty for murderers who committed their crimes after they reached the age of 16 or 17.

Chapter 14 Assignment

1) Identify and discuss the seven core values characteristic of restorative justice.a. Crime is an offense against human relationships.b. Victims and the community are central to justice processes.c. The first priority of justice processes is to assist victims.d. The second priority of justice processes is to restore the community, to the degree

possible.e. The offender has a personal responsibility to victims and to the community for crimes

committed.f. The offender will develop improved competency and understanding as a result of the

restorative justice experience.g. Stakeholders share responsibilities for restorative justice through partnerships for

action.

2) Compare and contrast residential programs, group homes, foster care programs, family group homes, and rural programs.a. Residential programs

i. Nonsecureii. 4 categories

1. Group homesa. Non-secureb. Provide counseling, job training, education, and family livingc. Staffed by a small number of qualified personsd. House 12-15 youths.e. Non institutional, which helps build relationships with the stafff. Reside in the home, attend public schools, and participate in community

activities

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2. Foster care programsa. Placement with families who provide attention, guidance, and care.b. Foster children often get the attention that they needed from their

biological parents, from foster (surrogate) parents.c. Quality of the home depends on the foster parents.d. Welfare departments generally handle placement of foster childrene. MTFC program has helped to build problem solving for youths and family

therapy for the biological or adoptive parents.i. Youths less likely to be arrested upon completion of the MTFC

program.3. Family group homes

a. Combination of foster care and group homeb. Run by a single family instead of a professional staffc. Youths have an opportunity to learn to get along in a family-like situation

4. Rural programsa. Specific recreational and work opportunities provided for juveniles in a

rural setting, such as a forestry camp, a farm, or a ranchb. Programs usually handle from 30-50 youths.c. Program does isolate juveniles and they will have to be reintegrated.

i. Reintegration made easier if the youth’s stay is short and family is allowed to visit.

d. Ex: Big Oak Ranch

3) The Intensive Aftercare Program (IAP) model begins by drawing attention to five basic principles, which collectively establish a set of fundamental operation goals. List and discus these five basic principles.

a. Preparing youth for progressively increased responsibility and freedom in the community

i. Helping youths to be able to diffuse and cope with certain situations will help them to have control over any of the weaknesses they had before the program.

b. Facilitating youth-community interaction and involvement

i. Positive reinforcement helps to decrease any potential or past criminal associations that the youths may have had.

c. Working with both the offender and targeted community support systems (families, peers, schools, employers) on qualities needed for constructive interaction and the youths’ successful community adjustment

i. The bonds help the youths to be maintain bonds

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d. Developing new resources and supports where needed

i. Positive development of future relationships and bonds neutralizes past negative relationships.

e. Monitoring and testing the youths and the community on their ability to deal with each other productively. These basic goals are then translated into practice, which incorporates individual case planning with a family and community perspective.

i. In doing this individuals will be able to nurture and develop their pro-social skills needed for new relationships and activities.