Juvenile Justice in America 8th Edition by Bartollas And Milleredolder - Test Bank

Juvenile Justice in America 8th Edition by Bartollas And Milleredolder – Test Bank

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Chapter One

Juvenile Justice: An Overview

CHAPTER OVERVIEW

Evidence-based research provides reason to be positive about the future of juvenile Justice in the United States. All of the remaining chapters of this text discuss evidence-based practices in juvenile justice. “Gold standard” programs that have recently been developed to benefit youthful lawbreakers are Blueprints for Violence Prevention developed by Dr. Delbert Elliott, the Office of Juvenile Justice and Delinquency Prevention’s Model Programs guide, and the Substance Abuse and Mental Health Services Administration’s National Registry of Evidence-Based Programs and Practices.

In the midst of these hopeful program innovations in the juvenile justice system, there remains wide criticism of juvenile justice in the United States. Some of the criticism focuses

on the juvenile court, as well as on the court’s rehabilitative parens patriae (“the state as parent”) philosophy. Indeed, one characteristic of juvenile justice today is the proposal, from both liberals and conservatives, to reduce the scope of the juvenile court’s responsibilities. Conservatives want to refer more law-violating youths to adult court, while many liberals recommend divesting the juvenile court of its jurisdiction over status offenders (juveniles who have engaged in behaviors for which adults would not be arrested). Some also believe that the adult court could do a much better job than the juvenile court with youthful offenders. Juvenile offenders, according to this position, would at least receive their constitutionally guaranteed due process rights.

The fact is that the juvenile justice system will experience major changes in the next few years. How it will change and whether the changes will be helpful to the youth of this nation are critical questions to be answered. In the chapters of the current volume, positive changes are recommended to improve the functioning of the juvenile justice system.

The juvenile justice system is responsible for controlling and correcting the behavior

of troublesome juveniles. What makes this mission so difficult to accomplish in the twenty-first century are the complex forces that intrude on any attempt either to formulate goals or to develop effective programs. Juvenile violence remains a serious problem, although homicides committed by juveniles began to decline in the mid-1990s. Even though juvenile gangs declined in numbers and membership across the nation in the final four years of the twentieth century, these gangs continue to be a problem in many communities. Juveniles’ increased use of weapons has also become a serious concern, and there are those who believe that “getting the guns out of the hands of juveniles” is the most important mandate that the juvenile justice system currently has. The use of drugs and alcohol among the juvenile population declined in the final decades of the twentieth century, but beginning in the mid-1990s and continuing to the present, there is evidence that the use of alcohol and drugs, especially marijuana and methamphetamine, is rising in the adolescent population. Furthermore, conflicting philosophies and strategies for correcting juvenile offenders have combined with the social, political, and economic problems that American society faces today—this combination presents other formidable challenges to the juvenile justice system.

Yet, let it be clear that while presenting the challenges of juvenile justice and the often-disturbing results of working with youth in trouble, the authors are not promoting a “nothing works” thesis. There are stirring accounts of youths who started out in trouble and were able to turn things around. In some cases, it was a program that worked with them; in others, it was an adult who made a difference in their lives; and in still others, it was the youths themselves who made the decision to live a crime-free life. As previously noted, with the current emphasis on evidence-based practices and other model programs, it is hoped that juvenile justice programs will be more effective in the future.

A heartwarming success story is found in Focus on Offenders 1–1. The youth in this case had more than his share of troubles with the law as an adolescent. He ended up in and out of juvenile institutions and became a member of an emerging Vice Lord gang. Incarcerated for forty-one years in Illinois’ prisons, he became a positive force to inmates while incarcerated and during his three years since his parole, he is committed to helping juvenile people in the community stay out of trouble.

This chapter examines four topics: a historical sketch of juvenile justice, several historical themes, the organizational structure of juvenile justice agencies, and the philosophical approaches to treating youthful offenders. What these topics have in common is that they present the contexts (past and present) that have shaped juvenile justice in the United States.

CHAPTER OBJECTIVES

LO#1: Retrace the journey of juvenile justice in the United States

LO#2: Summarize the History of Juvenile Confinement

LO#3: Summarize the historical themes that guided the development of juvenile justice in the United States.

LO#4: Present the structure and procedures of juvenile justice agencies in this nation

LO#5: Examine the various philosophies and strategies for correcting juveniles

LECTURE OUTLINE

What Are the Roots of Juvenile Justice?

1. Early Europe
2. The Colonies and Later
3. How Did the Juvenile Court Develop?

The Juvenile Court Today

1. What Is the History of Juvenile Confinement?
2. How Did Probation Develop?
3. What Is the History of Aftercare?

What Are the Historical Themes of Juvenile Justice?

1. Discovering the Child
2. Increased Authority of the State
3. Reform and Retrenchment
4. Get-Tough and Go-Soft Approaches
5. Threat of the Dangerous Poor
6. The Unsolvable Nature of Youth Crime

What Are the Juvenile Justice Agencies and Functions?

1. The Police
2. The Juvenile Courts
3. Correction Departments

How Are Juvenile Offenders Processed?

What Are the Most Widely Held Philosophies and Strategies on Correcting Juveniles?

1. The Treatment Model
2. The Justice Model
3. The Crime Control Model
4. The Balanced and Restorative Justice Model
5. Comparison of the Four Models

Themes in the Study of Delinquency

1. Delinquency Prevention
2. Evidence-Based Practices and Juvenile Justice
3. Social Policy and Juvenile Justice

LIST OF CHANGES/TRANSITION GUIDE

Chapter 1 has:

• a new section on the juvenile court today.
• a new table on the minimum age of juvenile court jurisdiction by state.
• a new career box on the judge.
• an article on the recent reforms in juvenile justice in a number of states.
• a new Focus on Offenders describing a youth who ended up on death row.
• a new theme of the text, delinquency prevention. Most chapters in this text retains this theme.
• a new topic in the summary section—Working with Juveniles. This topic is found throughout the remainder of the text.

Chapter 1 concludes with another new emphasis—that of the importance of theory—research (usually evidence-based practices)—and policy in generating effective policy in juvenile justice. This emphasis reappears throughout the text.

ADDITIONAL ASSIGNMENTS AND CLASS ACTIVITIES

1. There are many icebreaker games and activities that can be played in the first class in order to show the students that they chose an interesting and fun class. One such icebreaker that is fun and informative is question game to let them show what they already know (and don’t know). Make a PowerPoint with multiple-choice questions from each chapter in the book. Usually about 4 questions from each chapter would be enough. Divide the class into two groups to enhance the interest through competition. Boys against girls usually work great for competition. Let the sides work as a team as they answer questions for points. Let them know that the questions are examples of some of the things they will be learning during the semester. There are different variations you could do with a game like this. You can add in a 50/50 option for fewer points. You can draw a target on the whiteboard and let the teams shoot a dart gun for more points if they get the initial question correct.

2. A career assessment early on is a good help for students to help them figure out what careers they would be a good fit for. A good website with a career assessment and free results printout is https://secure.gacollege411.org/Career_Planning/Learn_About_Yourself/Learn_About_Yourself.aspx. From this webpage students can choose several different assessments. A good option is the Career Cluster Survey that takes 15-25 minutes. Students are first asked to choose (from a list of several options) the activities they would like to do in the future, and the ones they’re interested in or able to do right now. An example of an activity from this list is “Come up with a new way to do something.” If this is something the student is interested in, he or she would click on the box next to that activity. After this section the student is asked to choose words from a list that describes him or her best. A few of the words on the list are dependable, determined, and cooperative. The last section of the inventory asks the student to choose a few of the school subjects that he or she enjoys most. The student is provided a list of the typical college subjects, such as English, Math, Music, and Drama. After submitting the last screen, the student is provided a cluster (or a ranking order) of the top 10-12 careers that fits his or her profile. Along with the cluster chart, the student is provided with all the answers that were given during the assessment exercise. The students can print out the report and turn it in for a grade. This activity can lead into a great discussion about being realistic with goals and searching jobs that are a good fit for them.

3. Write a single paragraph describing each of the following: the history of the juvenile court, probation, juvenile confinement, and aftercare. Critique and revise.

4. Group Work: Describe each of the juvenile justice agencies and their functions.

5. Class Debate: Divide the class into four groups. Each group will be assigned one of the four models found in juvenile justice today. Each group should learn its essentials and argue for its model as being the best model for the United States today. Groups may not compromise in the defense of their models.

6. There are numerous videos available related to juvenile justice. A list of videos is provided here is the instructor manual.

SUGGESTED ANSWERS TO END-OF-CHAPTER REVIEW QUESTIONS

1. The juvenile justice system has devised four ways to deal with youth crime: the treatment model, the justice model, the crime control model, and the balanced and restorative justice model. Which do you think works the best? Why?

A: Answers will vary

2. Why is justice so important to the juvenile justice system? How can the juvenile justice system become more just, fair, and effective?

A: Answers will vary

3. What do you believe can be done about reconciling the different approaches to juvenile justice?

A: Answers will vary

4. What do you think would be the result of abolishing the juvenile justice system and having the adult courts deal with all youthful offenders?

A: Answers will vary